1. How Adults Learn
Dorothee Spuhler (seecon international gmbh), Tuseko Sindano (Water and Sanitation Association of Zambia)

2. Copy it, adapt it, use it – but acknowledge the source!
Copyright & Disclaimer
Copy it, adapt it, use it – but acknowledge the source!
Copyright
Included in the SSWM Toolbox are materials from various organisations and sources. Those materials are open source. Following the open-source concept for capacity building and non-profit use, copying and adapting is allowed provided proper acknowledgement of the source is made (see below). The publication of these materials in the SSWM Toolbox does not alter any existing copyrights. Material published in the SSWM Toolbox for the first time follows the same open-source concept, with all rights remaining with the original authors or producing organisations.
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Disclaimer
The contents of the SSWM Toolbox reflect the opinions of the respective authors and not necessarily the official opinion of the funding or supporting partner organisations.
Depending on the initial situations and respective local circumstances, there is no guarantee that single measures described in the toolbox will make the local water and sanitation system more sustainable. The main aim of the SSWM Toolbox is to be a reference tool to provide ideas for improving the local water and sanitation situation in a sustainable manner. Results depend largely on the respective situation and the implementation and combination of the measures described. An in-depth analysis of respective advantages and disadvantages and the suitability of the measure is necessary in every single case. We do not assume any responsibility for and make no warranty with respect to the results that may be obtained from the use of the information provided.

3. Contents
1. Introduction to Learning
2. Learning Concepts and Styles
3. Practical Toolkit

4. What are the Differences in How Children and How Adults Learn?
1. Introduction to Learning
What are the Differences in How Children and How Adults Learn?
Brainstorming
5 min discussion with your neigbour
Share with the whole group
Source: and [Accessed: ]

5. What Are the Differences in How Children and How Adults Learn?
1. Introduction to Learning
What Are the Differences in How Children and How Adults Learn?

6. Definition of Learning
1. Introduction to Learning
Definition of Learning
Knowledge acquired by systematic study in any field of scholarly application.
The act or process of acquiring knowledge or skill.
The modification of behaviour through practice, training, or experience.
Source: [Accessed: ]

7. Brainstorming 2. Learning Concepts and Styles How Do We Learn?
People learn by... ?

8. 2. Learning Concepts and Styles
Brainstorming
How Do We Learn?

9. 2. Learning Concepts and Styles
Methods of Learning
People learn by...
Attending lectures
Reading/ Researching
Hearing
Seeing
Feeling
Doing/ Actively participating
Teaching

10. How Do We Best Retain, What We Have Learnt?
2. Learning Concepts and Styles
How Do We Best Retain, What We Have Learnt?
Brainstorming

11. How Do We Best Retain, What We Have Learnt?
2. Learning Concepts and Styles
How Do We Best Retain, What We Have Learnt?

12. Average Student Retention Rates
2. Learning Concepts and Styles
Average Student Retention Rates
Source: [Accessed: ]

13. According to Research on Learning, Students...
2. Learning Concepts and Styles
According to Research on Learning, Students...
– e.g. learning needs assessment
...Build on prior knowledge
...Need effective structure
...Have to actively participate
...Should practise often/ Get constructive feedback
...Require multiple representations (e.g. Graphs, tables)
...Need to understand the way they learn
– e.g. define objectives, learning targets, key learnings etc.
– e.g. different teaching methods
– e.g. ToTs,
different types of “learners”
Source: [Accessed: ]

14. 3. Students Have to actively participate
2. Learning Concepts and Styles
3. Students Have to actively participate
Inquiry based learning:
Source: [Accessed: ]

15. 4. Students Should Practise Often and Get Constructive Feedback
2. Learning Concepts and Styles
4. Students Should Practise Often and Get Constructive Feedback
Basic Information-Processing Model of Human Cognition of Atkinson and Shiffrin (1968)
Source: [Accessed: ]

16. 6. Students Need to Understand the Way they Learn
2. Learning Concepts and Styles
6. Students Need to Understand the Way they Learn
One classification of learning styles:
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Source: [Accessed: ]

17. 2. Learning Concepts and Styles
Adventurous Learner
‘Do it my own way’
Ability to translate ideas into reality
Independent, impulsive & innovative
Thrive on challenge & change
Strong-willed and avoid conforming
Ambitious visions
Leaders, not followers
Source: [Accessed: ]

18. 2. Learning Concepts and Styles
Social Learner
Enjoys sharing the journey with others
Intuitive of people's feelings and well being
Spontaneous random approach to things
Skilled communicators
Strong values and morals
Seek personal meaning for their lives
Guided by their heart rather than their head
Source: [Accessed: ]

19. 2. Learning Concepts and Styles
Practical Learner
Down to earth with a 'hands-on' approach
Focus on things they can see, hear, touch etc
Like to get the job done right and on time
Like stability, structure and order
Pursue perfection
Predictable, dependable and reliable
Interested in how things work
Source: [Accessed: ]

20. 2. Learning Concepts and Styles
Conceptual Learner
Intense thinkers seeking deep understanding
Thinking is not limited by reality
Systematic, logical and rational
Seeks deep understanding
Take time to research and reflect on things
Very thorough
Enjoys independent research
Source: [Accessed: ]

21. What Type of Learner Are You?
2. Learning Concepts and Styles
What Type of Learner Are You?
Energiser
Time: 5 minutes

22. A Different Classification of Learning Styles
2. Learning Concepts and Styles
A Different Classification of Learning Styles
3 General Learning Styles:
Visual (see)
“Show me”
Auditory (hear)
“Tell me”
Kinethetic (feel)
“Let me do it”

23. Share Your Learning Experience: What Makes a Good Teacher?
2. Learning Concepts and Styles
Share Your Learning Experience: What Makes a Good Teacher?
Brainstorming
Who was your best teacher?
Why were they your best teacher, use key words to describe them?
5 min discussion with your neigbour
Share with the whole group

24. Share Your Learning Experience
2. Learning Concepts and Styles
Share Your Learning Experience
What makes a good teacher? – some key words

25. 3. Practical Toolkit Do’s and Don’ts Smile Keep eye contact
Establish norms
Dress smart & comfortable
Tap wealth of wisdom
Be enthusiastic
Observe content, layout, presentation
Use your body (arms, step forth and back) to bring a “melody” in what you are saying
Turn your back to audience
Speak in low tone
Discourage
Do all the talking
Disrespect others opinions
Be disorganised
Speak fast

26. Reminder to Help you Designing Your Training
09/06/10
3. Practical Toolkit
Reminder to Help you Designing Your Training
The 4 A’s: Activity Structured learning exercise or activity that is used to introduce a topic. Should be brief, related to the topic, and enable the participants to participate in the learning process. Analysis or reflective feedback Builds on the previous activity. Questions are asked on what the participants gained or learned from the activity. Abstraction or integration Builds on analysis. Explanation of technical content related to the topic. Application or practical synthesis Builds on abstraction. Introduction to how the concepts can be applied in real life situations.

27. "Teachers open the door, but you must enter by yourself."
3. Practical Toolkit
"Teachers open the door, but you must enter by yourself."
- Chinese Proverb

28. “Linking up Sustainable Sanitation, Water Management & Agriculture”
SSWM is an initiative supported by:
Created by: