PEDAGOGICS Energy Efficient Operation 110513

8/18/2019 PEDAGOGICS Energy Efficient Operation 110513

http://slidepdf.com/reader/full/pedagogics-energy-efficient-operation-110513 1/51

TRAINING COURSE

THE ENERGY EFFICIENTOPERATION OF SHIPS

Trainer ’s manual

Part II PEDAGOGICS

Release no. : 1

Date of issue: May 2013

This document is subject to change by WMU and IMO



Training course on Energy Efficient Operation of Ships Part II

ii

!"#$%"#&'

"#$ %&'()$ *) +, *,-(&.'%-*&, -& -#$ -&/*% .$)*0,$. 1&( /$()&,,$2 #+3*,0 .*11$($,- )4*22)5

4,&62$.0$ +,. $7/$(*$,%$ *, +*( $8*))*&, 9: )#*/);"#$ &9<$%-*3$ &1 -#$ %&'()$ *) -& /(&3*.$ + %&88&, )$- &1 4,&62$.0$ +,. )4*22) -& +22 /+(-*%*/+,-)-& $,+92$ -#$8 -& )/($+. -#$ *,1&(8+-*&, *, -#$*( ($)/$%-*3$ %&',-(*$) +,. -& /(&8&-$ -#$*8/2$8$,-+-*&, &1 -#$ $,$(0: $11*%*$,%: /&2*%: +,. =>?@AB >,,$7 CD;

E&,)*.$(*,0 -#+- -#$ -&/*% *) ,$6 +,. .'$ -& -#$ %&8/2$7*-: &1 -#$ *))'$5 ,& 1+2)$ $7/$%-+-*&,))#&'2. 9$ (+*)$. F*;$; *- )#&'2. 9$ #*0#2*0#-$. -#+- -#$($ *) ,&- &,$ ($%$*/- 1&( +22 )*-'+-*&,)G; "#$%'(($,- )-+-$ &1 4,&62$.0$ *) 2*8*-$. +,. ',.$( .$3$2&/8$,-;

"#*) %&'()$ #+) + 02&9+2 .*8$,)*&,5 +,. *- *) ,&- )/$%*1*% -& +,: %&',-(: *, /+(-*%'2+(; "#$($1&($5-(+*,$() +($ $7/$%-$. -& +.+/- -#$ %&'()$ -& -#$*( &6, %&,-$7- +,. +--$,.+,%$;

"#$ -(+*,$$) )#&'2. 9$+( *, 8*,. -#+-5 6#*2$ -+4*,0 -#$ %&'()$5 -#$: +($ ,&- ($/($)$,-*,0 -#$*(*,)-*-'-*&,); A, -#$ %&,-(+(:5 -& $,#+,%$ -#$ /(&.'%-*3*-: &1 6&(4 *, %2+))5 *- *) ($%&88$,.$.-#+- -#$: )$- +)*.$ -#$ )/$%*1*% /&)*-*&, &1 -#$*( &(0+,*H+-*&,) &( %&',-(*$)5 +,. -#*,4 02&9+22:;"#$ %&'()$ /(&3*.$) +, $7%$22$,- &//&(-',*-: -& )#+($ *.$+)5 -& 0+-#$( )-+4$#&2.$() -&0$-#$(+,. -& $)-+92*)# %&&/$(+-*3$ ,$-6&(4);

"#*) ,&- +, +%+.$8*% %&'()$ 9'- + #+,.)I&, %&'()$ 6*-# $7$(%*)$)5 .*)%'))*&, &1 %+)$ )-'.*$)+,. + ,'89$( &1 /(+%-*%+2 +%-*3*-*$); "#$ D,)-('%-&() /($)$,- -#$ %&,-$,- &1 -#$ 8&.'2$) +,.0'*.$ -#$ .*)%'))*&, &1 -#$ 8&)- ($2$3+,- *))'$); D- *) $7/$%-$. -#+- -#$ /+(-*%*/+,-) 6*22%&,-(*9'-$ )'9)-+,-*+22:5 9: )#+(*,0 -#$*( 4,&62$.0$ +,. $7/$(*$,%$);

Author:

Ms. Anne Pazaver

World Maritime University, Malmo, Sweden

J K=LID=A

>22 (*0#-) ($)$(3$.; "#*) .&%'8$,-5 &( +,: /+(- -#$($&15 8+: ,&- 9$ /#&-&%&/*$.5 )-&($. *, +,: 8$.*'8 9: $2$%-(&,*% 8$+,) &(&-#$(6*)$5 /'92*)#$.5 -(+,)1$(($.5 ($/(&.'%$. &( /$(1&(8$. *, /'92*% *, +,: 1&(8 &( 9: +,: 8$+,) 6*-#&'- /(*&( 6(*--$, /$(8*))*&,1(&8 -#$ %&/:(*0#- &6,$(; M,N'*(*$) )#&'2. 9$ .*($%-$. -& -#$ +..($)) 9$2&6;

K=L &( D=A )#+22 ,&- 9$ 2*+92$ -& +,: /$()&, &( &(0+,*H+-*&, 1&( +,: 2&))5 .+8+0$ &( $7/$,)$ %+')$. 9: ($2*+,%$ &, -#$ *,1&(8+-*&,&( +.3*%$ *, -#*) .&%'8$,- &( #&6)&$3$( /(&3*.$.;

!"#$%# '()# )*(% +,'-.#/) $%

K=LID=A5 OPQRS "(+*,*,0 %&'()$ &, M,$(0: M11*%*$,- A/$(+-*&, &1 T#*/) U @+(- DD I @$.+0&0*%);



TRAINING PACKAGE

THE ENERGY EFFICIENT OPERATION OF SHIPS

#$%&%&' ($)*#%$+, -&

!"#$%&'( *+&,,-

./)0-#1

.&&* 2$3$4*# 5 6-#+7 ($#%)%8* 9&%4*#,%):5 ($+8-5 ;<*7*&



!

!#.," /0 1/'2"'2-

3#42 56 7#$2/4- 800"$2&'( 9"#4'&'( Objectives ………………………………………………………………………………………………………………………… "

#$%&'%()*+ ,- ./0)1 )*.$&%&2……………………………………………………………………………………………………34*.$&%&2 +15)*+……………………………………………………………………………………………………………………6

789: ;,/*) …………………………………………………………………………………………………………… 6<,&*5 .&/ ;0=-,$/ ;,/*) ………………………………………………………………………………… >?

@,&'*&1$.1%,& .&/ .11*&1%,& +(.&………………………………………………………………………………………>A

B$.%&%&2 =*1C,/+ 'C*'D)%+1……………………………………………………………………………………………… >6

3#42 :6 8$2&;" 9"#4'&'(EFG*'1%H*+………………………………………………………………………………………………………………………… >I

BC* )*'10$*J 8/H.&1.2*+ .&/ /%+./H.&1.2*+ …………………………………………………………………… K?

LC.1 %+ .'1%H* )*.$&%&2M…………………………………………………………………………………………………NNK> BC* .'1%H* )*'10$*…………………………………………………………………………………………………………….KK

#).&&%&2 .'1%H* )*.$&%&2 .'1%H%1%*+…………………………………………………………………………………….K"

OP.=()*+ ,- .'1%H* )*.$&%&2 .'1%H%1%*+…………………………………………………………………...... K3

3#42 <6 1/=4-" >";",/?@"'2EFG*'1%H*+………………………………………………………………………………………………………………………. K6

Q,=.%&+ ,- )*.$&%&2………………………………………………………………………………………………………..KI

Bloom’s Taxonomy and the KSA model …………………………………………………………………………..">

R1.2*+ ,- ',0$+* /*H*),(=*&1 ………………………………………………………………………………………."K EH*$H%*S ,- 8QQTO +1.2*+………………………………………………………………………………………………"" U0*+1%,&+ 1C.1 /$%H* .&.)5+%+…………………………………………………………………………………………. 34

L$%1%&2 1$.%&%&2 ,FG*'1%H*+……………………………………………………………………………………………."V

4*++,& ().&J 1*=().1* ……………………………………………………………………………………………………"A

4*++,& ().&J +.=()* ………………………………………………………………………………………………………."6

3#42 A6 !"#$%&'( #'B 34"-"'2#2&/' *+&,,-EFG*'1%H*+……………………………………………………………………………………………………………………... "I

BC* $,)* ,- 1C* ($*+*&1*$W 1$.%&*$W -.'%)%1.1,$…………………………………………………………………. 3?

@C.$.'1*$%+1%'+ ,- *--*'1%H* 1$.%&*$+………………………………………………………………………………3>

#$*+*&1.1%,& +D%))+ %&H*&1,$5…………………………………………………………………………………………. 3K

7%+0.) 8%/+…………………………………………………………………………………………………………………….. 3"

#$*+*&1.1%,& Q*)%H*$5…………………………………………………………………………………………………… 3X9*-*$*&'*+ .&/ 8//%1%,&.) R,0$'*+ ,- T&-,$=.1%,& …………………………………………………. 46



#

3#42 56 7#$2/4- #00"$2&'( 9"#4'&'(

EFG*'1%H*+

T/*&1%-5 .&/ /*+'$%F* X 'C.$.'1*$%+1%'+ ,- ./0)1 )*.$&*$+ 1C.1 ',0)/ %=(.'1 1$.%&%&2 /*+%2&.&/ )*.$&%&2 ,01',=*+

8(()5 ./0)1 )*.$&%&2 ($%&'%()*+ 1, 1$.%&%&2 .'1%H%1%*+

T/*&1%-5 " )*.$&%&2 +15)*+ .'',$/%&2 1, 1C* 78: 1C*,$5

Identify 4 learning styles according to Honey and Mumford’s theory

9*',2&%Y* 1C* %=()%'.1%,&+ ,- )*.$&%&2 +15)*+ ,& 1$.%&%&2 .'1%H%1%*+

Q*=,&+1$.1* .& 0&/*$+1.&/%&2 ,- .11*&1%,& +(.& (.11*$&+ .&/ 1C*%$ %=()%'.1%,&+ ,&1$.%&%&2

N



$

7#$2/4- #00"$2&'( ,"#4'&'(

Z*-,$* /*+%2&%&2 .&/ /*)%H*$%&2 . 1$.%&%&2 ',0$+* 1, ./0)1 )*.$&*$+W %1 %+ 0+*-0) -,$ (,1*&1%.) 1$.%&*$+ 1,',&+%/*$ 1C* -.'1,$+ 1C.1 .--*'1 ./0)1 )*.$&%&2 .+ S*)) .+ 1C* %=()%'.1%,&+ ,- 1C,+* -.'1,$+ ,& 1$.%&%&2N Z5%&',$(,$.1%&2 ./0)1 )*.$&%&2 ($%&'%()*+ .&/ 1*'C&%[0*+ %&1, 1C* /*H*),(=*&1 .&/ /*)%H*$5 ,- . 1$.%&%&2($,2$.=W 1C* 1$.%&*$ '.& '$*.1* .& *&C.&'*/ )*.$&%&2 *P(*$%*&'* -,$ 1C* ',0$+* (.$1%'%(.&1+N

5C 34&'$&?,"- /0 #B=,2 ,"#4'&'(

BC* 1*$= -,$ 1C* 1$./%1%,&.) =,/*) ,- */0'.1%,& %+ !"#$%&%' W SC%'C %+ /*$%H*/ -$,= 1C* \$**D S,$/+meaning “child” and “leader of”, and $*-*$+ 1, ()" $+( $,# -./",." &0 ("$.)/,% .)/1#+",2 #*/.2,25 C.+),&2 F**& 1C* /,=%&.&1 =,/*) ,- %&+1$0'1%,& -,$ 'C%)/$*& .&/ %+ 'C.$.'1*$%Y*/ F5 . /%/.'1%' ,$ 1*.'C*$]'*&1$*/ .(($,.'CN BC* 1*$= #'B4#(/(D W /*-%&*/ .+()" $+( $,# -./",." &0 )"1!/,% $#31(- 1"$+, W S.+',%&*/ 1, /%--*$*&1%.1* F*1S**& 'C%)/ .&/ ./0)1 */0'.1%,&N BC* 1*$= S.+ (,(0).$%Y*/ F5 ;.)',)=:&,S)*+W SC, %+ ',&+%/*$*/ 1, F* 1C* -.1C*$ ,- ./0)1 )*.$&%&2 1C*,$5N

:&,S)*+ .++0=*/ 1C.1 .+ (*,()* =.10$*/ 1C*5 =,H*/ 1,S.$/ 2$*.1*$ )*H*)+ ,- %&/*(*&/*&'*W %&%1%.1%H*.&/ $*+(,&+%F%)%15W .&/ 1C.1 1C%+ +C,0)/ F* $*-)*'1*/ %& 1C* .(($,.'C 1, 1*.'C%&2 =,$* =.10$* )*.$&*$+N<* F.+*/ C%+ ',&'*(1 ,- .&/$.2,25 ,& +%P .++0=(1%,&+ .F,01 1C* 'C.$.'1*$%+1%'+ ,- ./0)1 )*.$&*$+ 1C.1.$* /%--*$*&1 -$,= 1C,+* 1$./%1%,&.))5 C*)/ .F,01 (*/.2,25

N

E 8--=@?2&/'- #./=2 #B=,2 ,"#4'"4-

5N8B=,2- '""B 2/ +'/F F%D 2%"D -%/=,B ,"#4' -/@"2%&'(

8/0)1 )*.$&*$+ .$* $*)*H.&'5 ,$%*&1*/N BC*5 S.&1 1, D&,S 1C* $*)*H.&'* ,- SC.1 1C*5 .$* )*.$&%&2 1,1C*%$ $*.) )%-* +%10.1%,&+ .&/ 2,.)+N BC*%$ =,1%H.1%,& 1, )*.$& +,=*1C%&2 %+ +1$,&2)5 )%&D*/ 1, 1C*(*$'*%H*/ =*.&%&2-0)&*++W .(()%'.F%)%15 .&/ F*&*-%1+ ,- )*.$&%&2 %1N

:C 8B=,2- %#;" # B""? '""B 2/ ." -",0GB&4"$2&'(

8/0)1+ .$* .01,&,=,0+ .&/ )%D* 1, /%$*'1 1C*%$ ,S& )*.$&%&2N @,&H*$+*)5W 1C*5 =.5 $*+%+1 )*.$&%&2 SC*&1C*5 -**) 1C.1 %&-,$=.1%,&W %/*.+ ,$ .'1%,&+ .$* F*%&2 %=(,+*/ ,& 1C*= F5 ,1C*$+N 8'',$/%&2 1, :&,S)*+^>IAV_W +*)-]directed learning describes a process “… in which individuals take the initiative, with orS%1C,01 1C* C*)( ,- ,1C*$+W %& /%.2&,+%&2 1C*%$ )*.$&%&2 &**/+W -,$=0).1%&2 )*.$&%&2 2,.)+W %/*&1%-5%

C0=.& .&/ =.1*$%.) $*+,0$'*+ -,$ )*.$&%&2W 'C,,+%&2 .&/ %=()*=*&1%&2 .(($,($%.1* )*.$&%&2 +1$.1*2%*+Wand evaluating learning outcomes” (p. 18). Knowles further stated that individuals ',0)/ F* .++%+1*/ %&=,H%&2 1,S.$/ %&'$*.+*/ +*)-]/%$*'1%,& .&/ %&/*(*&/*&'* F5 F*%&2 2%H*& .''*++ 1, 1C* .(($,($%.1*)*.$&%&2 1,,)+W *P(*$%*&'*+ .&/ $*+,0$'*+ .&/ *&',0$.2*=*&1 ^:**+**W K?>?_N



%

<C 8B=,2- %#;" # (4"#2"4 ;/,=@" #'B B&00"4"'2 H=#,&2D /0 "I?"4&"'$" 2%#' D/=2%

BC* S*.)1C ,- *P(*$%*&'* .''0=0).1*/ F5 %&/%H%/0.)+ .+ 1C*5 =.10$* '.& F*',=* . $%'C $*+,0$'* -,$ 1C*)*.$&*$ .&/ ,1C*$+N 8/0)1 )*.$&*$+ F*&*-%1 -$,= F*%&2 2%H*& 1C* ,((,$10&%15 1, 0+* 1C*%$ *P%+1%&2D&,S)*/2* .&/ *P(*$%*&'* .&/ .(()5 %1 1, &*S )*.$&%&2 +%10.1%,&+N `*S )*.$&%&2 F*',=*+ =,$*

=*.&%&2-0) SC*& %1 %+ ',&&*'1*/ 1, (.+1 *P(*$%*&'*+N

AC 8B=,2- #4" @/2&;#2"B .D ./2% "I24&'-&$ #'B &'24&'-&$ @/2&;#2&/'-

8/0)1+ $*+(,&/ 1, +,=* *P1*&1 1, *P1$%&+%' =,1%H.1,$+ +0'C .+ S.2* %&'$*.+*+ .&/ G,F ($,=,1%,&+N<,S*H*$W 1C*5 .$* ($%=.$%)5 =,1%H.1*/ F5 %&1$%&+%' -.'1,$+ +0'C .+ %&'$*.+*+ %& +*)-]*+1**=W$*+(,&+%F%)%15W +*)-]-0)-%)=*&1W (,S*$ .&/ .'C%*H*=*&1N 8/0)1 )*.$&%&2 %+ =,+1 *--*'1%H* SC*& 1C* )*.$&'.& +.1%+-5 .& %&1*$&.) &**/ ,$ 2,.)N @,&H*$+*)5W ./0)1+ =.5 &,1 F* =,1%H.1*/ 1, )*.$& 0&)*++ 1C*5(*$'*%H* . &**/N

JC 8B=,2- "'2"4 &'2/ # ,"#4'&'( "I?"4&"'$" F&2% # 2#-+G$"'24"B /4&"'2#2&/' 2/ ,"#4'&'(

8/0)1+ .$* ($.'1%'.)N BC*5 )%D* 1, F* .F)* 1, .(()5 1C*%$ D&,S)*/2* 1, $*.)])%-* +%10.1%,&+W .&/ )*.$& 1C*',&1*&1 S%1C 1C* %&1*&1%,& ,- 0+%&2 %1N a&)%D* 5,0&2*$ )*.$&*$+W SC, 1.D* . ',&1*&1]-,'0+*/ .(($,.'CW./0)1+ /*H*),( . 1.+D ,$ ($,F)*=]'*&1$*/ ,$%*&1.1%,& 1, )*.$&%&2N

EC 8B=,2- ."$/@" 4"#BD 2/ ,"#4' F%"' 2%"D "I?"4&"'$" &' 2%"&4 ,&0" -&2=#2&/' # '""B 2/ +'/F/4 2/ ." #.," 2/ B/ &' /4B"4 2/ ?"40/4@ @/4" "00"$2&;",D #'B -#2&-0D&'(,D

8/0)1+ .$* 2,.) ,$%*&1*/ .&/ )*.$& F*+1 SC*& 1C*5 'C,,+* H,)0&1.$%)5 1, =.D* 1C* ',==%1=*&1 1, )*.$&NBC*5 =0+1 +** . &**/ -,$ 1$.%&%&2 .&/ $*',2&%Y* C,S 1C* 1$.%&%&2 S%)) C*)( 1C*= 1, -0)-%) . (.$1%'0).$ $,)*,$ ',=()*1* . (.$1%'0).$ 1.+DN



&

8--=@?2&/'- #./=2 8B=,2 9"#4'"4-

;.)',)= :&,S)*+ %/*&1%-%*/ X 'C.$.'1*$%+1%'+ ,- ./0)1 )*.$&*$+N <,S =%2C1 5,0 ($.'1%'.))5 .(()5 1C*+*.++0=(1%,&+ 1, 5,0$ 1$.%&%&2M L$%1* 5,0$ +022*+1%,&+ %& 1C* 'C.$1 F*),SN

8--=@?2&/' K@?,&$#2&/' 0/4 24#&'&'(8/0)1+ &**/ 1, D&,S SC5 1C*5+C,0)/ )*.$& +,=*1C%&2

8/0)1+ C.H* . /**( &**/ 1, F*+*)-]/%$*'1%&2

8/0)1+ C.H* . 2$*.1*$ H,)0=*.&/ /%--*$*&1 [0.)%15 ,-*P(*$%*&'* 1C.& 5,01C

8/0)1+ .$* =,1%H.1*/ F5 F,1C*P1$%&+%' .&/ %&1$%&+%'=,1%H.1%,&+

8/0)1+ *&1*$ %&1, . )*.$&%&2*P(*$%*&'* S%1C . 1.+D]'*&1$*/ ,$%*&1.1%,& 1,)*.$&%&2

8/0)1+ F*',=* $*./5 1, )*.$&SC*& 1C*5 *P(*$%*&'* %& 1C*%$)%-* +%10.1%,& . &**/ 1, D&,S,$ 1, F* .F)* 1, /, %& ,$/*$ 1,(*$-,$= =,$* *--*'1%H*)5 .&/+.1%+-5%&2)5



'

8++0=(1%,&+ .F,01 8/0)1 4*.$&*$+

;.)',)= :&,S)*+ %/*&1%-%*/ X 'C.$.'1*$%+1%'+ ,- ./0)1 )*.$&*$+N <,S =%2C1 5,0 ($.'1%'.))5 .(()5 1C*+*.++0=(1%,&+ 1, 5,0$ 1$.%&%&2M L$%1* 5,0$ +022*+1%,&+ %& 1C* 'C.$1 F*),SN

8--=@?2&/' K@?,&$#2&/' 0/4 24#&'&'(8/0)1+ &**/ 1, D&,S SC5 1C*5+C,0)/ )*.$& +,=*1C%&2

• Q%+'0++ *P(*'1.1%,&+ .&/ ,FG*'1%H*+ S%1C 1C* )*.$&*$+• #$,H%/* .'1%H%1%*+ 1C.1 .)),S )*.$&*$+ 1, ',&&*'1 1C* 1C*,$5

1, 1C*%$ (*$+,&.) *P(*$%*&'*• OP().%& C,S 1$.%&%&2 ,FG*'1%H*+ $*).1* 1, 1$.%&%&2 .'1%H%1%*• Ask learners to reflect on how they can apply what they’ve

)*.$&*/

8/0)1+ C.H* . /**( &**/ 1, F*+*)-]/%$*'1%&2

• T&H,)H* (.$1%'%(.&1+ %& .'1%H*])*.$&%&2• R*$H* .+ . -.'%)%1.1,$ – )*./ )*.$&*$+ 1, *&[0%$5 F*-,$*

+0(()5%&2 1,, =.&5 -.'1+• #$,H%/* .&/ *&',0$.2* 0+* ,- $*+,0$'*+• O&',0$.2* .+D%&2 ,- [0*+1%,&+ .&/ *P(),$.1%,& ,- ',&'*(1+• Show interest in learners’ thoughts and opinions

8/0)1+ C.H* . 2$*.1*$ H,)0=*.&/ /%--*$*&1 [0.)%15 ,-*P(*$%*&'* 1C.& 5,01C

• 9*',2&%Y* .&/ $*+(*'1 1C* *P(*$1%+* ,- (.$1%'%(.&1+• O&',0$.2* (.$1%'%(.&1+ 1, +C.$* 1C*%$ *P(*$%*&'*+ .&/

D&,S)*/2* .&/ .(()5 1C*= 1, 1C*%$ &*S )*.$&%&2*P(*$%*&'*+

• Link training activities to participants’ experience

8/0)1+ .$* =,1%H.1*/ F5 F,1C*P1$%&+%' .&/ %&1$%&+%'=,1%H.1%,&+

• O=(C.+%Y* 1C* G,F]$*).1*/ F*&*-%1+ ,- 1C* 1$.%&%&2• @$*.1* . +.-* )*.$&%&2 *&H%$,&=*&1• #$,H%/* =*.&%&2-0) )*.$&%&2 *P(*$%*&'*+ 1C.1 .$* ')*.$)5

)%&D*/ 1, (*$+,&.)W .&/ ($,-*++%,&.) 2,.)+• a+* (,+%1%H* $*%&-,$'*=*&1 1, *&C.&'* )*.$&%&2

8/0)1+ *&1*$ %&1, . )*.$&%&2*P(*$%*&'* S%1C . 1.+D]'*&1$*/ ,$%*&1.1%,& 1,)*.$&%&2

• E$2.&%Y* ',&1*&1 .$,0&/ 1.+D+ .+ =0'C .+ (,++%F)* *2b '.+*+10/%*+W +%=0).1%,&+

• c,'0+ ,& /,%&2 +,=*1C%&2 S%1C %&-,$=.1%,& $.1C*$ 1C.& G0+1“knowing” the information

8/0)1+ F*',=* $*./5 1, )*.$&SC*& 1C*5 *P(*$%*&'* %& 1C*%$)%-* +%10.1%,& . &**/ 1, D&,S,$ 1, F* .F)* 1, /, %& ,$/*$ 1,(*$-,$= =,$* *--*'1%H*)5 .&/+.1%+-5%&2)5

• Z* .S.$* 1C.1 +,=* )*.$&*$+ =.5 &,1 S.&1 1, F* 1C*$*• <*)( 1C*= -%&/ H.)0* %& )*.$&%&2 SC.1 1C* ' ,0$+* C.+ 1,

,--*$• RC,S C,S 1C* )*.$&%&2 .'1%H%1%*+ =**1 1C* ',0$+* ,FG*'1%H*+





)

8=4#, ,"#4'"4-

80$.) )*.$&*$+ )*.$& F*+1 1C$,02C )%+1*&%&2N 9*',$/%&2 )*'10$*+ .&/ $*().5%&2 1C*=W 1.)D%&2 1, ',))*.20*+.&/ (.$1%'%(.1%&2 %& /%+'0++%,& 2$,0(+ .$* 0+*-0) .'1%H%1%*+ -,$ 1C*+* )*.$&*$+N BC*5 =.5 1.)D 1,1C*=+*)H*+W =,H* 1C*%$ )%(+ SC%)* $*./%&2 ,$ $*./ ,01 ),0/N BC*5 '.& 2*1 =*.&%&2 -$,= 1C* 1,&* ,-

H,%'*W (%1'C .&/ +(**/ ,- 1C* +(*.D*$N

!&?- 0/4 !4#&'"4-

! Z*2%& &*S =.1*$%.) S%1C . F$%*- ,01)%&* ,- SC.1 %+ ',=%&2 .&/ ',&')0/* S%1C . +0==.$5! a+* 1C* R,'$.1%' =*1C,/ ,- )*'10$%&2 F5 [0*+1%,&%&2 )*.$&*$+ 1, /$.S .+ =0'C %&-,$=.1%,& -$,=

1C*= .+ (,++%F)* .&/ 1C*& -%)) %& 1C* 2.(+ S%1C 5,0 ,S& *P(*$1%+*! T&')0/* .0/%1,$5 .'1%H%1%*+W +0'C .+ F$.%&+1,$=%&2 .&/ /%+'0++%,& 2$,0(+N 9*+*$H* 1%=* 1, ,$.))5

/*F$%*- .'1%H%1%*+N! O&',0$.2* )*.$&*$+ 1, .+D [0*+1%,&+! O&',0$.2* )*.$&*$+ 1, $*',$/ ($*+*&1.1%,&+ 1, $*H%*S ).1*$

M"#B&'( #'B P4&2&'( 9"#4'"4-

BC*+* )*.$&*$+ )*.$& F*+1 SC*& %&-,$=.1%,& %+ ($*+*&1*/ %& S$%11*& -,$=N BC*5 F*&*-%1 -$,= 1*P1 F,,D+WC.&/,01+W #,S*$#,%&1 ($*+*&1.1%,&+ .&/ )%+1+N

!&?- 0/4 !4#&'"4-

! #$,H%/* ,((,$10&%1%*+ -,$ 20%/*/ &,1*]1.D%&2! O&',0$.2* )*.$&*$+ 1, $*]$*./ ,$ $*]S$%1* 1C*%$ &,1*+! #$,H%/* C.&/,01+ .&/ ,1C*$ 1*P10.) =.1*$%.)+ 1C.1 '.& F* $*]$*./ .-1*$ 1C* +*++%,&! #$,H%/* .''*++ 1, /%'1%,&.$%*+W S,$/ )%+1+ .&/ 2),++.$%*+! 8+D )*.$&*$+ 1, +0==.$%Y* D*5 (,%&1+ -$,= 1C* +*++%,& %& S$%1%&2

N&'"-2%"2&$ ,"#4'"4-

:%&*+1C*1%' )*.$&*$+ )*.$& F*+1 1C$,02C .& .'1%H*W C.&/+],& .(($,.'CN BC*5 /, F*+1 %& )*.$&%&2+%10.1%,&+ 1C.1 %&')0/* ).F,$.1,$5 ,$ -%*)/ ',=(,&*&1+W .&/ =.5 ),+* ',&'*&1$.1%,& %- 1C* +%10.1%,&%&H,)H*+ )%11)* ,$ &, =,H*=*&1 ,$ *P1*$&.) +1%=0).1%,&N

!&?- 0/4 !4#&'"4-

! !"#$%&' )*+,+ )-*) .') )-' $'*/"'/+ %0 *"& 1234".! 5+' #2$2%/+ )2 '10-*+46' ,'7 024")+ 2" 889 0/'+'")*)42"+! !"#$%&' &'12"+)/*)42"+ :-'" 02++4;$'! <"#2%/*.' "2)'=)*,4".



*+

!%" Q/'"D #'B O=@0/4B O/B",

BC* <,&*5 .&/ ;0=-,$/ 4*.$&%&2 R15)*+ ;,/*) S.+ /*H*),(*/ F5 #*1*$ <,&*5 .&/ 8).& ;0=-,$/ .&/is based on David Kolb’s four stage lea $&%&2 '5')*N 8'',$/%&2 1, :,)FW . )*.$&*$ =.5 F*2%& 1C* )*.$&%&2($,'*++ .1 .&5 ,&* ,- 1C* -,0$ +1.2*+ ^+** -%20$* F*),S_W F01 %& ,$/*$ -,$ /**( )*.$&%&2 1, ,''0$W .)) -,0$

+1.2*+ =0+1 F* ',=()*1*/N

BC* <,&*5 .&/ ;0=-,$/ 4*.$&%&2 R15)*+ .$* F.+*/ ,& 1C* +1.2* .1 SC%'C 1C* )*.$&*$ F*2%&+ 1C* )*.$&%&2($,'*++N BC* -,0$ ($,'*++*+ 1C.1 =0+1 F* ($*+*&1 -,$ )*.$&%&2 1, ,''0$ .$* /*+'$%F*/ .&/ %))0+1$.1*/ S%1C1C* *P.=()* ,- )*.$&%&2 1, $%/* . F%'5')*J

*2#(" /0 9"#4'&'( >"-$4&?2&/' RI#@?,"1/'$4"2" "I?"4&"'$"S0"",&'(T

4*.$&%&2 -$,= +(*'%-%' *P(*$%*&'*+.&/ $*).1%&2 1, (*,()*

BC* )*.$&*$ $*'*%H*+ ($.'1%'.)1%(+ .&/ 1*'C&%[0*+ -$,= .'5')%&2 *P(*$1

M"0,"$2&;" U.-"4;#2&/'SF#2$%&'(T

EF+*$H%&2 1C* *&H%$,&=*&1 -$,=/%--*$*&1 (*$+(*'1%H*+ F*-,$* =.D%&2. G0/2*=*&1

BC* )*.$&*$ S.1'C*+ .&,1C*$(*$+,& $%/* . F%'5')* .&/ 1C%&D+.F,01 $%/%&2 . F%'5')* 1C*=+*)H*+

8.-24#$2 1/'$"?2=#,&V#2&/'S!%&'+&'(T

4,2%'.) .&.)5+%&2 %/*.+ .&/ .'1%&2 ,&.& %&1*))*'10.) 0&/*$+1.&/%&2 ,- 1C*+%10.1%,&

BC* )*.$&*$ 0&/*$+1.&/+ 1C*',&'*(1 .&/ 1C*,$%*+ F*C%&/$%/%&2 . F%'5')*

8$2&;" RI?"4&@"'2#2&/'S>/&'(T

B.D%&2 .'1%,& %& ,$/*$ 1, 2*1 1C%&2+/,&*e %&')0/*+ $%+D 1.D%&2

BC* )*.$&*$ 2*1+ ,& 1C* F%'5')*.&/ 1$%*+ 1, $%/* %1

c$,=J >2$;? @ABA CDEFGH <I0'/4'")4*$ J'*/"4".? <".$':22& K$4LL+? MNO 8/'")4#'



**

Q/'"D #'B O=@0/4B6 9"#4'&'( *2D,"- W="-2&/''#&4"

BC*$* .$* &, $%2C1 ,$ S$,&2 .&+S*$+N T- 5,0 .2$** =,$* 1C.& 5,0 /%+.2$** S%1C . +1.1*=*&1W (01 . 'C*'D(√) on the line. If you disagree more than you agree put an X.

> fffff T )%D* 1, F* .F+,)01*)5 ',$$*'1 .F,01 1C%&2+N

K fffff T [0%1* )%D* 1, 1.D* $%+D+N

" fffff T ($*-*$ 1, +,)H* ($,F)*=+ 0+%&2 . +1*( F5 +1*( .(($,.'C $.1C*$ 1C.& 20*++%&2N

3 fffff LC.1 =.11*$+ =,+1 .F,01 SC.1 5,0 )*.$& %+ SC*1C*$ %1 S,$D+ %& ($.'1%'*N

V fffff T )%D* 1, =.D* /*'%+%,&+ H*$5 '.$*-0))5 .&/ ($*-*$.F)5 .-1*$ ',&+%/*$%&2 .)) 1C* ,1C*$(,++%F%)%1%*+ -%$+1N

X fffff T& /%+'0++%,&+ T )%D* 1, 2*1 +1$.%2C1 1, 1C* (,%&1N

A fffff T )%D* 1C* 'C.))*&2* ,- 1$5%&2 +,=*1C%&2 &*S .&/ /%--*$*&1N

6 fffff T 1*&/ 1, G0/2* ,1C*$ (*,()*g+ %/*.+ ,& C,S 1C*5 S,$D %& ($.'1%'*N

I fffff T /,&g1 1C%&D 1C.1 5,0 '.& =.D* . /*'%+%,& G0+1 F*'.0+* +,=*1C%&2 -**)+ $%2C1N d,0 C.H* 1C%&D.F,01 .)) 1C* -.'1+N

>? fffff T .= $.1C*$ -0++5 .F,01 C,S T /, 1C%&2+ ] . F%1 ,- . (*$-*'1%,&%+1N

>> fffff T& /%+'0++%,&+ T 0+0.))5 ',&1$%F01* . ),1 ,- %/*.+N

>K fffff T& /%+'0++%,&+ T (01 -,$S.$/ ,&)5 %/*.+ 1C.1 T D&,S S%)) S,$DN

>" fffff a+0.))5 T 1.)D =,$* 1C.& T )%+1*&N

>3 fffff T F*)%*H* 1C.1 '.$*-0) ),2%'.) 1C%&D%&2 %+ 1C* D*5 1, 2*11%&2 1C%&2+ /,&*N

>V fffff T- T C.H* 1, S$%1* . -,$=.) )*11*$ T ($*-*$ 1, 1$5 ,01 +*H*$.) $,02C S,$D%&2+ F*-,$* S$%1%&2,01 1C* -%&.) H*$+%,&N

>X fffff T )%D* 1, ',&+%/*$ .)) 1C* .)1*$&.1%H*+ F*-,$* =.D%&2 =5 =%&/ 0(N

>A fffff T 0+0.))5 /, =,$* )%+1*&%&2 1C.& 1.)D%&2N

>6 fffff Tg= 0+0.))5 1C* g)%-* .&/ +,0)g ,- 1C* (.$15N

>I fffff T /, SC.1*H*$ T &**/ 1, /,W 1, 2*1 1C* G,F /,&*N

K? fffff T )%D* =**1%&2+ ,$ /%+'0++%,& 1, -,)),S . ($,(*$ (.11*$& .&/ 1, D**( 1, . 1%=*1.F)*N

8/.(1*/ -$,= <,&*5 .&/ ;0=-,$/ U0*+1%,&&.%$*N C11(JbbSSSN+'%*&'*N0)+1*$N.'N0DN(/-

http://www.science.ulster.ac.uk.pdf/

http://www.science.ulster.ac.uk.pdf/



*!

*$/4&'(

c,$ *.'C [0*+ tion you checked (√), put a '1' beside the question number below. Add up the 1s in each',)0=& .&/ S$%1* 1C* 1,1.) F*),SN

!%"/4&-2 34#(@#2&-2 8$2&;&-2 M"0,"$2/4>">?>3K?

3X6>K>I

KA>>>">6

VI>V>X>A



*#

<,&*5 .&/ ;0=-,$/ 4*.$&%&2 R15)*+ ;,/*)J BC* 8'1%H%+1

8'1%H%+1+ .$* (*,()* SC, )*.$& F5 /,%&2N BC*5 &**/ 1, 2*1 1C*%$ C.&/+ /%$15N BC*+* )*.$&*$+ C.H* .&

,(*&]=%&/*/ .(($,.'C 1, )*.$&%&2W %&H,)H%&2 1C*=+*)H*+ -0))5 .&/ S%1C,01 F%.+ %& &*S *P(*$%*&'*+N

9"#4' ."-2 04/@ #$2&;&2&"- F%"4"6 9"#4' ,"#-2 04/@ #$2&;&2&"- F%"4"6 BC*$* .$* &*S *P(*$%*&'*+W ($,F)*=+ ,$

,((,$10&%1%*+ -$,= SC%'C 1, )*.$&N BC*5 '.& %==*$+* 1C*=+*)H*+ %& .'1%H%1%*+ +0'C

.+ 2.=*+W ',=(*1%1%H* 1*.=S,$D 1.+D+ ,$ $,)*]().5%&2 *P*$'%+*+N

BC*$* %+ . /%H*$+* $.&2* ,- .'1%H%1%*+ .&/ 1.+D+

BC*5 .$* .)),S*/ 1, 2*&*$.1* %/*.+ S%1C,01$*+1$%'1%,& BC*5 .$* %&H,)H*/ S%1C ,1C*$ (*,()* BC*$* %+ . /%--%'0)1 ,$ 'C.))*&2%&2 *)*=*&1

4*.$&%&2 %&H,)H*+ . (.++%H* $,)*W +0'C .+)%+1*&%&2 1, )*'10$*+ ,$ $*./%&2

BC*$* %+ . ),1 ,- /.1. 1, F* .&.)5+*/ ,$%&1*$($*1*/

BC*5 .$* $*[0%$*/ 1, S,$D .),&* BC*5 -%&/ 1C* ',&1*&1 ,H*$)5 1C*,$*1%'.)

T&+1$0'1%,&+ =0+1 F* -,)),S*/ ($*'%+*)5 S%1C&, $,,= -,$ ./G0+1=*&1 BC*5 .$* .+D*/ 1, F* H*$5 1C,$,02C .&/

=*1%'0),0+

*24"'(2%-6 P"#+'"--"- c)*P%F)* .&/ ,(*&]=%&/*/ <.((5 1, 1$5 .&51C%&2 O&G,5 &*S +%10.1%,&+ `,1 $*+%+1.&1 1, 'C.&2*

R,=*1%=*+ 1.D* .'1%,& S%1C,01 1C%&D%&2 ;.5 1.D* 0&&*'*++.$5 $%+D+ E-1*& $0+C %& 1, .'1%,& S%1C,01 *&,02C

($*(.$.1%,& \*1 F,$*/ *.+%)5

!4#&'&'( #$2&;&2&"- 0/4 #$2&;&-2-6

B*.= 2.=*+Z$.%&+1,$=%&2#$*+*&1%&2 %&-,$=.1%,& 1, . 2$,0(@,=(*1%1%H* .'1%H%1%*+#$,F)*= +,)H%&29,)* ().5



*$

<,&*5 .&/ ;0=-,$/ 4*.$&%&2 R15)*+ ;,/*)J BC* 9*-)*'1,$

9*-)*'1,$+ )*.$& F5 ,F+*$H%&2 .&/ 1C%&D%&2 .F,01 SC.1 C.((*&*/N BC*5 =.5 .H,%/ )*.(%&2 %& .&/ ($*-*$

1, S.1'C -$,= 1C* +%/*)%&*+N BC*5 ($*-*$ 1, H%*S *P(*$%*&'*+ -$,= . &0=F*$ ,- /%--*$*&1 (*$+(*'1%H*+W',))*'1%&2 /.1. .&/ 1.D%&2 1C* 1%=* 1, S,$D 1,S.$/+ . ',&')0+%,&N

9"#4' ."-2 04/@ #$2&;&2&"- F%"4"6 9"#4' ,"#-2 04/@ #$2&;&2&"- F%"4"6 BC*5 .$* *&',0$.2*/ 1, S.1'CW 1C%&D .F,01

.&/ $*H%*S .'1%H%1%*+ BC*5 .$* .F)* 1, +1.&/ F.'D -$,= *H*&1+ .&/

,F+*$H* SC.1 %+ C.((*&%&2 BC*5 C.H* 1%=* 1, ($*(.$*b$*+*.$'C F*-,$*

F*%&2 .+D*/ 1, /, +,=*1C%&2

BC*5 .$* -,$'*/ 1, .'1 .+ . 2$,0( )*./*$ ,$(.$1%'%(.1* %& $,)* ().5+

BC*5 .$* 2%H*& %&+0--%'%*&1 1%=* ,$ /.1. 1,',=* 1, . +.1%+-.'1,$5 ',&')0+%,&

BC*5 .$* .+D*/ 1, ($,/0'* %/*.+

+(,&1.&*,0+)5 %*b F$.%&+1,$=%&2 BC*5 .$* %&H,)H*/ %& +%10.1%,&+ 1C.1 $*[0%$*

.'1%,& S%1C,01 ().&&%&2*24"'(2%-6 P"#+'"--"- \,,/ .1 )%+1*&%&2 .&/ 1.D%&2 %& %&-,$=.1%,& BC,02C1-0) .&/ '.$*-0) BC,$,02C .&/ +5+1*=.1%' 8H,%/ =.D%&2 0&+0((,$1*/ ',&')0+%,&+

8H,%/ /%$*'1 (.$1%'%(.1%,& %& 2$,0(+ R),S 1, $*.'C . /*'%+%,& E-1*& ,H*$)5 '.01%,0+W .H,%/ $%+D+ `,1 .++*$1%H*

!4#&'&'( #$2&;&2&"- 0/4 4"0,"$2/4-6

7%/*,+#.%$*/ /%+'0++%,&+EF+*$H%&2 .&/ 2%H%&2 -**/F.'D 1, ,1C*$+9*./b$*+*.$'C .&/ $*(,$1 F.'D



*%

<,&*5 .&/ ;0=-,$/ 4*.$&%&2 R15)*+ ;,/*)J BC* BC*,$%+1

BC*,$%+1+ )%D* 1, 0&/*$+1.&/ 1C* 1C*,$5 F*C%&/ 1C* .'1%,&+N BC*5 &**/ =,/*)+W ',&'*(1+ .&/ -.'1+ %&

,$/*$ 1, *&2.2* %& 1C* )*.$&%&2 ($,'*++N BC*5 ($*-*$ 1, .&.)5+* .&/ +5&1C*+%Y*W /$.S%&2 &*S%&-,$=.1%,& %&1, . +5+1*=.1%' .&/ ),2%'.) 1C*,$5N

9"#4' ."-2 04/@ #$2&;&2&"- F%"4"6 9"#4' ,"#-2 04/@ #$2&;&2&"- F%"4"6 8 +5+1*=W =,/*)W ',&'*(1 ,$ 1C*,$5 %+ ,--*$*/ BC*5 '.& *P(),$* C,S %/*.+W *H*&1+ .&/

+%10.1%,&+ .$* ',&&*'1*/ BC*5 .$* %&1*))*'10.))5 'C.))*&2*/ ,$ .+D*/ 1,

.&.)5+* ',=()*P +%10.1%,&+

BC*5 .$* 2%H*& .& ,((,$10&%15 1, [0*+1%,& 1C*=*1C,/,),25 ,$ ),2%' F*C%&/ +,=*1C%&2

BC*5 .$* %& +1$0'10$*/ +%10.1%,&+ S%1C . ')*.$(0$(,+*

BC* (0$(,+* ,- 1C* .'1%H%15 %+ &,1 ')*.$ 8'1%H%1%*+ .$* 0&+1$0'10$*/ ,$ C.H* . C%2C

/*2$** ,- .=F%20%15 %*b ($,F)*=+ S%1C &, ')*.$.&+S*$

BC*5 -%&/ 1C* +0FG*'1 =.11*$ +C.)),S ,$

%&',&+*[0*&1%.) BC*5 .$* -.'*/ S%1C . &0=F*$ ,- 1C*,$%*+W

1*'C&%[0*+ ,$ =*1C,/+ S%1C,01 *P(),$%&2 .&5,- 1C*= /**()5

*24"'(2%-6 P"#+'"--"- <%2C)5 ),2%'.) 1C%&D*$+ 9.1%,&.) .&/ ,FG*'1%H* Q%+'%()%&*/

@$*.1%H* 1C%&D%&2 8H,%/ 0&'*$1.%&15 .&/ .=F%20%15 T&1,)*$.&1 ,- 1C* +0FG*'1%H* ,$ *=,1%,&.)

!4#&'&'( #$2&;&2&"- 0/4 2%"/4&-2-6

#$*+*&1%&2 %&-,$=.1%,& %& 2$.(C%' -,$=9*./%&2 1.+D+4,2%'.) 1C%&D%&2 (0YY)*+ ,$ 2.=*+U0%YY*+W '$,++S,$/ (0YY)*+W S,$/ 2.=*+Presenting “how something works”



*&

<,&*5 .&/ ;0=-,$/ 4*.$&%&2 R15)*+ ;,/*)J BC* #$.2=.1%+1

#$.2=.1%+1+ &**/ 1, F* .F)* 1, +** C,S 1, (01 1C* )*.$&%&2 %&1, ($.'1%'* %& 1C* $*.) S,$)/N 8F+1$.'1

',&'*(1+ .&/ 2.=*+ .$* ,- )%=%1*/ 0+* 0&)*++ 1C*5 '.& +** . S.5 1, (01 1C* %/*.+ %&1, .'1%,& %& 1C*%$)%H*+N BC*5 ,-1*& *P(*$%=*&1 .&/ 1$5 ,01 &*S %/*.+W 1C*,$%*+ .&/ 1*'C&%[0*+ 1, +** %- 1C*5 S,$DN

9"#4' ."-2 04/@ #$2&;&2&"- F%"4"6 9"#4' ,"#-2 04/@ #$2&;&2&"- F%"4"6 BC*$* %+ .& ,FH%,0+ )%&D F*1S**& 1C* +0FG*'1

=.11*$ .&/ . ($,F)*= ,$ ,((,$10&%15 ,& 1C* G,F

BC*5 .$* +C,S& 1*'C&%[0*+ .&/ +1$.1*2%*+ -,$.'',=()%+C%&2 ($.'1%'.) 1C%&2+ %*b +.H%&2 1%=*

,$ =,&*5 They can immediately implement what they’ve)*.$&*/

BC*5 '.& S,$D ,& ($.'1%'.) %++0*+ BC*5 .$* +C,S& =,/*)+ 1C.1 1C*5 '.& ./,(1 ,$

%=%1.1*

BC* .'1%H%15 %+ &,1 $*).1*/ 1, .& %==*/%.1*&**/

BC*5 +0FG*'1 =.11*$ %+ ,H*$)5 1C*,$*1%'.) @)*.$ 20%/*)%&*+ .$* ).'D%&2 BC*5 +** 1,, =.&5 ,F+1.')*+ 1, %=()*=*&1%&2

1C* )*.$&%&2 %*b (,)%1%'.) ,$ =.&.2*$%.)($,F)*=+

BC*$* %+ &, ,FH%,0+ $*S.$/ -$,= 1C* )*.$&%&2.'1%H%15

*24"'(2%-6 P"#+'"--"- O&1C0siastic to test things they’ve learned #$.'1%'.) .&/ $*.)%+1%' a+0.))5 C%2C)5 ($,-*++%,&.)

T=(.1%*&1 S%1C 1C*,$*1%'.) *P().&.1%,&+ a+0.))5 1.+D ,$%*&1*/ $.1C*$ 1C.& (*,()*

,$%*&1*/ B*&/ 1, +*%Y* 1C* -%$+1 ' ,&H*&%*&1 +,)01%,& 1, .

($,F)*=

!4#&'&'( #$2&;&2&"- 0/4 ?4#(@#2&-2-6

@.+* +10/%*+#$,F)*= +,)H%&2#$.'1%'.) /*=,&+1$.1%,&+Q%+'0++%,&+



*'

1/'$"'24#2&/' #'B 822"'2&/' *?#'

Studies on attention span demonstrate why many learners have difficulty with the traditional lectureformat. Adult learners can remain attentive in a one-way lecture for no more than 15 to 20 minutes at atime at the beginning of a lecture. Researchers found that attention span lapsed severely as the lecture

progressed, and often fell to three or four minutes by the end of the lecture (Middendorf & Kalish, 1995). As attention span drops, so does retention of information. When asked to write summaries ofpresentations, Burns (1985) found that the average student recall rate was 70% from the first 10 minutesof the lecture, and 20% from the last 10 minutes.

A number of factors affect attention span and concentration rates in lectures and presentations. Attentionspan is typically held for longer periods by people taking part in activities that interest them. On the otherhand, tiredness, time of day and illness are some of the factors that negatively impact on concentration.

To address the issue of loss of learner concentration, a number of researchers (Carbone, 1998;Rowe,1980; Middendorf & Kalish, 1998) advocate modifying lectures by pausing every 15-20 minutes (asshown in the figure below) to allow discussion among students, or review and revision of notes.

Combining lecture segments with regular breaks for short activities has been shown to not only keeplearners interested and involved, but to significantly improve information recall and test performance (Rao& Di Carlo, 2000).

c$,= J Hartley J and Davies I. (as cited in Mitchell, O.(n.d) What to do when you’re losing your audience.

Speaking about Presenting . Retrieved from C11(JbbSSSN+(*.D%&2.F,01($*+*&1%&2N',=b.0/%*&'*b),+%&2].0/%*&'*



*(

!4#&'&'( @"2%/B- 1%"$+,&-2

8B=,2 ,"#4'&'( ?4&'$&?,"-

□ Have I made the course/session objectives clear?

□ Have I created a safe and comfortable learning environment where ideas can be freely expressed?

<.H* T T&')0/*/ 1$.%&%&2 .'1%H%1%*+ 1C.1J

□ draw on participants’ existing knowledge and previous expe $%*&'*M

□ require learner participation?

□ are task ],$%*&1*/M

□ can be linked to learners’ jobs or “real life” situations?

9"#4'&'( *2D,"-

Q, =5 1*.'C%&2 =.1*$%.)+b=*1C,/+ .((*.) 1,J

□ 7%+0.) )*.$&*$+ ^(%'10$*+W /%.2$.=+W =,/*)+W H%/*,+_M

□ A0$.) )*.$&*$+ ^/%+'0++%,&W *P().&.1%,&_M

□ Reading/Writing learners (PPT slides with key words, hand outs)?

□ Kinesthetic learners (hands on activities, opportunities to move around)?

<.H* T %&')0/*/ 1$.%&%&2 .'1%H%1%*+ 1C.1 S%)) *&2.2*J

□ Activis1+ ̂ F$.%&+1,$=%&2W ',=(*1%1%,&_M

□ Reflectors (videos, paired discussion, reading)?

□ Theorists (quizzes, logic puzzles, reading)?

□ Pragmatists (case studies, problem solving)?

822"'2&/' *?#' #'B 1/'$"'24#2&/'

□ Have I divided my lecture into manageable “chunks” (15 ]K? =%&_M

□ Have I included breaks or active learning activities that can “reset” learner attention?



*)

3#42 :6 8$2&;" 9"#4'&'(

EFG*'1%H*+

8&.)5+* 1C* ./H.&1.2*+ .&/ /%+./H.&1.2*+ ,- )*'10$*+ .+ .& %&+1$0'1%,&.) 1*'C&%[0*

Q*-%&* .'1%H* )*.$&%&2 .&/ .(()5 .'1%H* )*.$&%&2 1C*,$5 1, 1C* )*'10$* +%10.1%,&

#$,H%/* *P.=()*+ ,- .'1%H* )*.$&%&2 .'1%H%1%*+ .&/ /*-%&* 1C*%$ $,)* %& 1$.%&%&2

Q*-%&* 1C* -.'1,$+ 0+*/ 1, /*1*$=%&* 1C* +0%1.F%)%15 ,- /%--*$*&1 )*.$&%&2 .'1%H%1%*+ 1, .+(*'%-%' 1$.%&%&2 +%10.1%,&



!+

!%" 9"$2=4"6 8B;#'2#("- #'B >&-#B;#'2#("-

B$./%1%,&.) )*'10$*+ ,$ ($*+*&1.1%,&+W SC*$* 1C* )*'10$*$ ,$ ($*+*&1*$ +(*.D+ SC%)* 1C* (.$1%'%(.&1+(.++%H*)5 )%+1*&W .$* ',==,&)5 0+*/ %&+1$0'1%,&.) =*1C,/+ %& .'./*=%' .&/ 1$.%&%&2 +%10.1%,&+N B.D* .=,=*&1 1, ',&+%/*$ 1C* ($,+ .&/ ',&+ ,- 1C* 1$./%1%,&.) )*'10$* .+ . 1$.%&%&2 =*1C,/N RC.$* 5,0$1C,02C1+ S%1C . +=.)) 2$,0( .&/ 0+* 1C* 'C.$1 F*),S 1, +0==.$%Y* 5,0$ /%+'0++%,&N

8B;#'2#("- >&-#B;#'2#("-



!*

!%" 9"$2=4"6 8B;#'2#("- #'B >&-#B;#'2#("-

8B;#'2#("- >&-#B;#'2#("-

• 4*'10$*$+ '.& ($*+*&1 0(]1,]/.1* =.1*$%.)+,1C*$S%+* 0&.H.%).F)* 1, )*.$&*$+

• O--%'%*&1 S.5 1, ($*+*&1 %&-,$=.1%,& 1, .).$2* .0/%*&'*

• 8)),S+ . ),1 ,- %&-,$=.1%,&b-.'1+ 1, F*($*+*&1*/ %& . +C,$1 (*$%,/ ,- 1%=*

• 8((*.)+ 1, 1C,+* SC, )*.$& F*+1 1C$,02C)%+1*&%&2

• 8 2,,/ )*'10$*$ '.& .$,0+* %&1*$*+1 %& 1C*+0FG*'1

• BC* )*'10$* %+ ,-1*& 0+*-0) 1, +0(()*=*&1,$ +5&1C*+%Y* =.1*$%.) -$,= ,1C*$ +,0$'*+

• Q%--%'0)1 -,$ )*'10$*$ 1, .++*++ +10/*&1)*.$&%&2

• BC* )*.$&*$ $*=.%&+ (.++%H*W &,1 .'1%H*)5*&2.2*/ S%1C 1C* +0FG*'1 =.11*$

• 4*'10$*+ /, &,1 .((*.) 1, .)) )*.$&%&2+15)*+

• R10/*&1+ -$*[0*&1)5 ),+* ',&'*&1$.1%,&/0$%&2 ),&2 )*'10$*+

• 9*1*&1%,& ,- %&-,$=.1%,& %+ ),S -$,=)*'10$* .),&*

• 4*'10$*+ .++0=* 1C.1 +10/*&1+ )*.$& .1 1C*+.=* (.'* .&/ .$* .1 1C* +.=* )*H*) ,-0&/*$+1.&/%&2

8$2&;" 9"#4'&'(

P%#2 &- 8$2&;" 9"#4'&'(X

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



!!

8'1%H* )*.$&%&2 %&')0/*+ . H.$%*15 ,- 1*.'C%&2 =*1C,/+ 1C.1 '.& .//$*++ +,=* ,- 1C*/$.SF.'D+ %&C*$*&1 %& 1C* 1$./%1%,&.) )*'10$*W *+(*'%.))5 SC*& . ',=F%&.1%,& ,- .(($,.'C*+%+ 0+*/NIn the active learning situation, the instructor’s role is to talk less and facilitate=,$* F5 +*11%&2 0( +%10.1%,&+ .&/ 1.+D+ 1C.1 .)),S )*.$&*$+ 1, *&2.2* S%1C 1C* +0FG*'1

=.11*$ %& . H.$%*15 ,- S.5+N BC%+ &,1 ,&)5 .((*.)+ 1, /%--*$*&1 )*.$&%&2 +15)*+W F01 ($,=,1*+2$*.1*$ $*1*&1%,& ,- %&-,$=.1%,& .&/ 1C* /*H*),(=*&1 ,- C%2C*$ ',2&%1%H* ($,'*++*+ +0'C .++5&1C*+%+W .&.)5+%+ .&/ *H.)0.1%,& ̂ +** F*),S_

!%" 8$2&;" 9"$2=4"

B*.'C%&2 +1$.1*2%*+ 1C.1 ($,=,1* .'1%H* )*.$&%&2 .$* &0=*$,0+W F01 C.H* -%H* ',==,& *)*=*&1+NBC*+* .$*J >_ +10/*&1 %&H,)H*=*&1 F*5,&/ (.++%H* )%+1*&%&2e K_ 2$*.1*$ *=(C.+%+ ,& 1C*/*H*),(=*&1 ,- +D%))+ .&/ )*++ ,& 1$.&+-*$ ,- %&-,$=.1%,&e "_ +10/*&1 %&H,)H*=*&1 %& C%2C*$ ,$/*$',2&%1%H* +D%))+e 3_ +10/*&1 %&H,)H*=*&1 %& .'1%H%1%*+W +0'C .+ $*./%&2W /%+'0++%&2W S$%1%&emphasis on students’ exploration of values and attitudes (Bonwell & Eison, 1991).

8'1%H* )*.$&%&2 1*'C&%[0*+ .$* . S.5 1, +0(()*=*&1 $.1C*$ 1C.& $*().'* 1C* )*'10$* ,$ ($*+*&1.1%,&N

BC* )*'10$* %+ &,1 .F.&/,&*/ ',=()*1*)5W F01 %+ *&C.&'*/ F5 1C* %&',$(,$.1%,& ,- +10/*&1]'*&1$*/.'1%H%1%*+N T& .& .'1%H* )*'10$*W 1C* 1$.%&*$ (.0+*+ (*$%,/%'.))5 1, %&1$,/0'* .& .'1%H* )*.$&%&2 .'1%HS%1C 1C* ,FG*'1%H* ,-J

#$,=,1%&2 )*.$&*$ *&2.2*=*&1 S%1C 1C* +0FG*'1 =.11*$

c$,=J Q.)* ON >I3X >IV3 >IXI N 80/%,]H%+0.) =*1C,/+ %& 1*.'C%& N



!#

@,&+,)%/.1%&2 %/*.+ 2%H*& F*-,$* 1C* (.0+*

8'1%H.1%&2 D&,S)*/2* .F,01 %/*.+ 1, F* 2%H*& .-1*$ 1C* (.0+*

\%H%&2 )*.$&*$+ .& ,((,$10&%15 1, .(()5 1C*,$5 1, . ($.'1%'.) +%10.1%,&

\%H%&2 )*.$&*$+ 1C* ,((,$10&%15 1, %&1*2$.1* &*S %&-,$=.1%,& S%1C *P%+1%&2 D&,S)*/2*

8((*.)%&2 1, /%--*$*&1 )*.$&%&2 +15)*+

8++*++%&2 *P%+1%&2 D&,S)*/2* .&/ )*.$&%&2 ($,2$*++

9*]+*11%&2 1C* .11*&1%,& F011,&

3,#''&'( 8$2&;" 9"#4'&'( 8$2&;&2&"-

LC*& ().&&%&2 1, %&',$(,$.1* .'1%H* )*.$&%&2 .'1%H%1%*+ %&1, . 1$.%&%&2 +*++%,&W . &0=F*$ ,- -.'1,$++C,0)/ F* ',&+%/*$*/N

!&@"J <,S =0'C 1%=* %+ .H.%).F)*M R,=* .'1%H%1%*+ .$* ',=()*P .&/ $*[0%$* 1%=* 1, +*1 0( .&/'.$$5 ,01N T- 1%=* %+ )%=%1*/ $*).1%H* 1, 1C* +',(* ,- =.1*$%.) 1, F* ',H*$*/W +%=()*$ .'1%H%1%*+ +C,0)/F* ',&+%/*$*/N

Y=@."4 /0 ?#42&$&?#'2-J R,=* .'1%H%1%*+ =.5 F* =,$* /%--%'0)1 1, '.$$5 ,01 S%1C . ).$2* &0=F*$ ,-(.$1%'%(.&1+e *[0.))5W H*$5 +=.)) &0=F*$+ '.& (,+* 'C.))*&2*+N :&,S%&2 1C* &0=F*$ ,- (.$1%'%(.&1+%& ./H.&'* S%)) /*1*$=%&* 1C* -*.+%F%)%15 ,- 2$,0( .'1%H%1%*+N

!4#&'&'( "';&4/'@"'2 J BC* %/*.) 1$.%&%&2 +(.'* '.& F* .$$.&2*/ ^.&/ $*].$$.&2*/_ 1, +0%1 . H.$%*15,- .'1%H%1%*+W %&')0/%&2 )*'10$*+ .&/ 2$,0( S,$DN c%P*/ 1$.%&%&2 $,,=+ =.D* '*$1.%& .'1%H%1%*+ /%--%1, '.$$5 ,01N T1 %+ %=(,$1.&1 1, F* .S.$* ,- .&/ ',&+%/*$ 1C* 1$.%&%&2 *&H%$,&=*&1N

Trainer’s style/Participant experience : An instructor’s teaching style impacts his or her preference-,$ 1C* )*H*) ,- (.$1%'%(.&1 %&H,)H*=*&1 %& %&+1$0'1%,&.) .'1%H%1%*+N R%=%).$)5W ',0$+* (.$1%'%(.&1C.H* H.$5%&2 )*H*)+ ,- *P(*$%*&'* S%1C .'1%H* )*.$&%&2N B$.%&*$+ +C,0)/ ',&+%/*$ 1C*%$ ,S& .&/participants’ comfort levels when selecting between low a &/ C%2C (.$1%'%(.1%,& .'1%H%1%*+N

1/=4-" /.Z"$2&;"- J 8'1%H* )*.$&%&2 .'1%H%1%*+ +C,0)/ F* (0$(,+*-0) .&/ +C,0)/ F* .%=*/ .1 .'C%*H%&2

+(*'%-%' ',0$+* ,FG*'1%H*+N BC* )%&D F*1S**& 1C* .'1%H%15 .&/ 1C* ,FG*'1%H* +C,0)/ F* ')*.$ 1, 1C*(.$1%'%(.&1+N B$.%&%&2 +1$.1*2%*+ .&/ .'1%H%1%*+ '.& /%--*$ /*(*&/%&2 ,& SC*1C*$ 1C* ,FG*'1%H* %+ -1C* )*.$&*$ 1, .'[0%$* D&,S)*/2*W +D%))+W ,$ .11%10/*N



!$

RI#@?,"- /0 8$2&;" 9"#4'&'( 8$2&;&2&"-

8$2&;&2D >"-$4&?2&/' !&@" S"-2CT!%&'+G3#&4G*%#4"

/4

P4&2"G3#&4G*%#4"

3/-" # H="-2&/' /4 2#-+ S-=@@#4&V" /4 #??,D # $/'$"?2 2/2%"&4 /F' -&2=#2&/'T 0/4 2%" ?#42&$&?#'2- 2/ 2%&'+ #./=2C

5C K'B&;&B=#,- 2%&'+ #./=2 /4 F4&2" # 4"-?/'-" 2/ 2%"H="-2&/' /4 2#-+C:C 3#42&$&?#'2- ?#&4 =? #'B B&-$=-- 2%"&4 4"-?/'-"- S@#D."$/@" 2/ # $/'-"'-=- /4 -D'2%"-&- /0 &B"#-T<C !%" 24#&'"4 #-+- ?#42&$&?#'2- 2/ -%#4" 2%"&4 &B"#- F&2% 2%"(4/=?

J G5[ @&'

U'"G@&'=2"?#?"4

8-+ ?#42&$&?#'2- 2/ F4&2" 0/4 5 – < @&'=2"- &' 4"-?/'-" 2/ #H="-2&/' /4 ?4/@?2C 1#' ." =-"B 2/6#T *=@@#4&V" /4 $/'-/,&B#2" # $/'$"?2 ."0/4" @/;&'( /' 2/#'/2%"4Cb) Activate the participants’ knowledge on a particular topic

."0/4" &2 &- #BB4"--"B .D 2%" 24#&'"4C$T !/ #,,/F 2%" ?#42&$&?#'2- #' /??/42='&2D 2/ #??,D #' &B"#?4"-"'2"B 2/ 2%"&4 "I?"4&"'$"C

5G< @&'=2"-

S?/--&.," 2/ #-+?#42&$&?#'2- 2/-%#4" F%#2

they’ve written)

>&-$=--&/' *@#,, (4/=? /4 F%/," (4/=? B&-$=--&/' /' # 2/?&$ /4H="-2&/'S-T ?4/;&B"B .D 2%" 24#&'"4C

J – :[ @&'=2"-

>".#2" 1#' ." ?4"?#4"B &' #B;#'$" /4 -?/'2#'"/=-C8-+ -@#,, (4/=?- 2/ 2#+" # -&B" /' # $/'24/;"4-&#,\2/?&$#,&--=" #'B B".#2" &2C !%" 4"-2 /0 2%" ,"#4'"4- $#' ." 2%"#=B&"'$"C

J @&' – /?"'

S$#' 2#+" ,/'("4&0 4"-"#4$% ]?4"?#4#2&/' #4"&';/,;"BT

1#-"G-2=BD 34/;&B" -2=B"'2- F&2% # 4"#, /4 %D?/2%"2&$#, "I#@?," /0 #'&--=" /4 $/'$"?2 04/@ 2%" ,"$2=4"C 3#42&$&?#'2- -%/=,B =-"2%" &'0/4@#2&/' ?4/;&B"B 2/ #'#,D-" 2%" -$"'#4&/ #'B?4"-"'2 2%"&4 0&'B&'(-C

U?"' SB"?"'B-/' 2%"$/@?,"I&2D /02%" -$"'#4&/T

^4#&'-2/4@&'( 1#' 2#+" ?,#$" &' -@#,, (4/=?- /4 F&2% #,, /0 2%" ?#42&$&?#'2-S,"B .D 2%" 24#&'"4TC 3#42&$&?#'2- ("'"4#2" &B"#- &' #'-F"4 2/# H="-2&/' /4 ?4/.,"@C M"-?/'-"- $#' ." 4";&"F"B F&2% 2%""'2&4" (4/=?C

J – 5J @&'

*&@=,#2&/'\4/," ?,#D

3#42&$&?#'2- 2#+" /' B&00"4"'2 -2#+"%/,B"4 4/,"- 4",#2"B 2/ #'&--=" ?4"-"'2"B &' 2%" 24#&'&'( -"--&/'C !%"D ?4"-"'2 2%"&4&'2"4"-2-\?4/.,"@-\&--="- 2/ 2%" (4/=?_ #'B 2%" (4/=? 24&"-2/ 4"#$% # $/@?4/@&-"_ -/,=2&/' /4 #??4/#$% 2/ 2%" &--="C

5[ @&' S&0-?/'2#'"/=-T_,/'("4 &04"-"#4$%\

?4"?#4#2&/' &-&';/,;"B



!%

7/$=-"B9&-2&'(

1#' ." =-"B 2/ -=@@#4&V" # ,"$2=4" /4 2/?&$ S&"\ ,&-2 2%" J@#&' ?/&'2- 04/@ 2%" ,"$2=4" /4 ,&-2 -/@" 0#$2/4- 2%#2 -%/=,B." $/'-&B"4"B F%"' -","$2&'( ,"#4'&'( -24#2"(&"-T_ /4 2/&'24/B=$" # '"F 2/?&$ S&"\ ,&-2 J $%#4#$2"4&-2&$- /0 #' "00"$2&;"24#&'"4TC 1#' #,-/ ." =-"B 2/ -D'2%"-&V" &'0/4@#2&/' 04/@,"$2=4"- /4 ,"$2=4"- #'B 4"#B&'(-C !%" ,&-2- $#' ." 2#+"'=?\$/@?#4"B F&2% 2%" "'2&4" (4/=?

5[G5J @&'

O&'BG@#??&'(

8-+ -2=B"'2- 2/ $4"#2" # @&'B @#? 2/ -=@@#4&V" F%#2they’ve learned in a module or section, to activate their+'/F,"B(" #./=2 # ?#42&$=,#4 2/?&$ /4 2/ @#+" $/''"$2&/'-."2F""' &B"#-C 1#' ." B/'" #4" -%#4"B F&2% # ?#42'"4C S*"""I#@?," /0 @&'B @#? .",/FTC

1/4'"4- 8 H="-2&/' /4 ?4/.,"@ &- ?/-"B /' # 0,&? $%#42 &' "#$% $/4'"4/0 2%" 4//@C *@#,, (4/=?- @/;" #4/='B 2/ "#$% $/4'"4_B&-$=-- 2%"&4 #'-F"4 /4 -/,=2&/' #'B F4&2" &2 /' 2%" 0,&? $%#42C8'-F"4- $#' ." B&-$=--"B\$/@?#4"B F&2% 2%" "'2&4" (4/=?CS`4/=?- $#' #,-/ ." #-+"B 2/ ?/-" 2%" H="-2&/'- /4 ?4/.,"@-2%"@-",;"-TC

:[ @&' /4 ,/'("4

`=&B"B '/2"2#+&'(

34/;&B" ,"#4 ners with a “skeleton” outline of the topic to be$/;"4"B &' 2%" ,"$2=4"C !%"D $#' 0&,, &' 2%" @&--&'( B"2#&,- 2/$/@?,"2" 2%" '/2"-C 9"#4'"4- @#D $/@?#4" 2%"&4 '/2"-C

U'" /4 @/4","$2=4" -"$2&/'-

*=4;"D 3"4&/B&$#,,D -=4;"D 2%" (4/=? 0/4 2%"&4 /?&'&/'-_ ?4"B&$2&/'-_#'-F"4-C a-" $#4B ?#?"4 /4 B&00"4"'2 $/,/=4"B ?/-2G&2 '/2"-#'B %#;" ,"#4'"4- %/,B =? 2%"&4 4"-?/'-"-C

5 @&'=2" /4 ,"--

b&(-#F 9"#4'"4- F/4+ &' -@#,, (4/=?- S< /4ATC R#$% ?"4-/' &' 2%"(4/=? &- 4"-?/'-&.," 0/4 /'" 4"#B&'( /4 /'" ?#42\-"$2&/' /0 #4"#B&'(C K'B&;&B=#,- 4"#B #'B ."$/@" "I?"42- /' 2%"&4-"$2&/'\#42&$," #'B 2"#$% &2 .#$+ 2/ 2%" 4"-2 /0 2%" (4/=?_ -/

2%#2 ";"4D/'" ("2- #,, 2%" &'0/4@#2&/'C

:[ @&' /4 @/4"

W="-2&/' #'B#'-F"4 ?#&4-

82 2%" "'B /0 # ,"$2=4" -"$2&/'_ ,"#4'"4- ?4"?#4" H="-2&/'- 2/H=&V 2%"&4 ?#42'"4C !%" H="-2&/'- $#' ." $/'2"'2 H="-2&/'-/4 /?&'&/' H="-2&/'-_ .=2 @=-2 ." .#-"B /' 2%" ?4"$"B&'(,"$2=4" -"$2&/'C

JG5[ @&'=2"-

:G1/,=@'@"2%/B

9"#4'"4- F/4+ &' ?#&4- /4 -@#,, (4/=?- 2/ $/'-&B"4 #' &--="04/@ B&00"4"'2 ?"4-?"$2&;"-C !%"D F4&2" 2%"&4 &B"#- ='B"4 :column headings, for example, “Advantages” and“Disadvantages”, “feasible solutions” and “unfeasiblesolutions”.

5[ – :[ @&'

Y/2" $%"$+ !%" 24#&'"4 ?#=-"- 2%" ,"$2=4" 2/ #,,/F ,"#4'"4- 2/ $/@?#4"

2%"&4 '/2"- F&2% # ?#42'"4C !%"D @#D $,#4&0D +"D ?/&'2- /4#BB &'0/4@#2&/' 2%"D #4" @&--&'(C

J @&'

!%" @=BB&"-2?/&'2

82 2%" "'B /0 # ,"$2=4" -"$2&/'_ /4 @/B=," ,"#4'"4- F4&2" #'B-=.@&2 # ?/&'2 2%#2 F#- ='$,"#4 /4 $/'0=-&'( 2/ 2%"@ &' 2%","$2=4"C 8,2"4'#2&;",D_ 2%"D $/=,B F4&2" # H="-2&/' 2%#2 2%"DF/=,B ,&+" 2%" 24#&'"4 2/ #'-F"4C !%" 24#&'"4 $/,,"$2- 2%"questions and answers them or clarifies “muddy” points.

JG5J @&'



!&

O&'B O#? S"I#@?,"T

`=&B"B '/2"G2#+&'( S"I#@?,"T

Introduction

Topic: How to Plan and Deliver an Effective Oral Presentation

3 Main areas:

1. _____________________

2. _____________________

3. _____________________

Body

1. How to plan your presentation

3 Points:

i) _____________________

ii) _____________________

iii) _____________________

i) __________________________

2 ways of looking:

a) ____________________

Do you want to inform? entertain? persuade?

b) ____________________

What do you want to accomplish? Why am I giving this presentation?

ii) __________________________

Things to consider:





!(

3#42 <6 1/=4-" >";",/?@"'2

EFG*'1%H*+

T/*&1%-5 .&/ /%+1%&20%+C F*1S**& 1C* " /,=.%&+ ,- )*.$&%&2

Q*-%&* 1C* +1.2*+ ,- ',0$+* /*H*),(=*&1 .'',$/%&2 1, 1C* 8QQTO ;,/*)

T/*&1%-5 2,.)+ .&/ =*1C,/+ ,- &**/+ .&.)5+%+

L$%1* ')*.$ )*.$&%&2 ,FG*'1%H*+

@$*.1* . /*1.%)*/ )*++,& ().& -,$ . 1$.%&%&2 +*++%,&



!)

>/@#&'- /0 9"#4'&'(

When designing a training course, Bloom’s taxonomy of learning domains of -*$+ . -$.=*S,$D 1C.1 '.&F* 0+*/ .+ . 0+*-0) +1.$1%&2 (,%&1N T1 '.& C*)( 1C* 1$.%&*$ ,$ 1$.%&%&2 1*.= +*1 ,FG*'1%H*+ -,$ 1C* ',0$+*.&/ .)+, 1, /*1*$=%&* C,S )*.$&%&2 S%)) F* .++*++*/N

Bloom’s taxonomy is a three part model of learning behaviours developed in the 1950’s by a committee,- */0'.1%,&.) (+5'C,),2%+1+ )*/ F5 Z*&G.=%& Z),,=N 8'',$/%&2 1, 1C* =,/*)W )*.$&%&2 F*C.H%,0$+ .$*'.1*2,$%Y*/ %&1, 1C$** ,H*$).((%&2 /,=.%&+N BC* )*.$&*$ =,H*+ 1C$,02C +%P +1.2*+ ^-$,= +%=()* 1,',=()*P_ %& *.'C /,=.%& .+ 1C*%$ )*.$&%&2 /*H*),(+N

>N BC* @,2&%1%H* Q,=.%& ^%&1*))*'10.) '.(.F%)%15 %*W BC%&D%&2_

9";", >"-$4&?2&/' N"D P/4B-R;#,=#2&/' h0/2%&2 1C* H.)0* ,- &*S

%&-,$=.1%,&$*H%*SW G0+1%-5W .++*++W ($*+*&1 . '.+*-,$W /*-*&/W $*(,$1 ,&W %&H*+1%2.1*W/%$*'1W .(($.%+*W .$20*W ($,G*'1]=.&.2*

*D'2%"-&- Z0%)/%&2 . &*S (.11*$& -$,=($*H%,0+)5 )*.$&*/ =.1*$%.)+

/*H*),(W ().&W F0%)/W '$*.1*W /*+%2&W,$2.&%+*W $*H%+*W -,$=0).1*W ($,(,+*W*+1.F)%+CW .++*=F)*W %&1*2$.1*W $*].$$.&2*W =,/%-5

8'#,D-&- Z$*.D%&2 /,S& %&-,$=.1%,&.)=.1*$%.)+ %&1, +=.))*$ (.$1+ -,$F*11*$ 0&/*$+1.&/%&2

.&.)5+*W F$*.D /,S&W ',=(.$*W[0.&1%-5W =*.+0$*W 1*+1W *P.=%&*W*P(*$%=*&1W $*).1*

8??,&$#2&/' a+%&2 ($*H%,0+)5 )*.$&*/=.1*$%.)+ %& &*S ,$ $*.)+%10.1%,&+

0+*W .(()5W +,)H*W ($,/0'*W%=()*=*&1W ',&+1$0'1W 'C.&2*W($*(.$*W ',&/0'1W (*$-,$=W $*.'1W$*+(,&/W $,)*]().5

1/@?4"%"'-&/' a&/*$+1.&/%&2 1C* =*.&%&2 ,-=.1*$%.)+

*P().%&W $*%1*$.1*W ').++%-5W +0==.$%+*W%))0+1$.1*W 1$.&+).1*W /%+'0++W $*]*+1%=.1*W (.$.(C$.+*W *P.=()*

N'/F,"B(" 9*=*=F*$%&2 ($*H%,0+)5)*.$&*/ =.1*$%.)

/*-%&*W /*+'$%F*W ).F*)W )%+1W =*=,$%+*W$*',2&%+*W $*($,/0'*W +*)*'1W +1.1*





#*

Bloom’ - !#I/'/@D #'B 2%" N*8 O/B",

Training is often defined as “the systematic acquisition of attitudes, knowledge or skills that results %&improved performance in another environment.” The Knowledge ]RD%))+]811%10/* ^:R8_ =,/*)frequently used in training correlates to Bloom’s Domains of Learning.

N*8 ^,//@ ’-

:&,S)*/2*

RD%))+

811%10/*

@,2&%1%H*

#+5'C,=,1,$

8--*'1%H*

When the KSA model is compared to Bloom’s Taxonomy, Knowledge (K) correlates to the Cognitive/,=.%&W RD%))+ ^R_ ',$$*).1*+ 1, 1C* #+5'C,=,1,$ /,=.%&W .&/ 811%10/*+ ^8_ ',$$*).1*+ 1, 1C*8--*'1%H* /,=.%&N B$.%&%&2 ,FG*'1%H*+ 2*&*$.))5 .%= 1, .//$*++ .)) 1C$** ',=(,&*&1+ ,- :R8W .+ *.'C',=(,&*&1 %+ .& *++*&1%.) (.$1 ,- )*.$&%&2 .&/ /*H*),(=*&1N 4,&51"#%" $*-*$+ 1, 1C* F,/5 ,-

%&-,$=.1%,& 1, F* .'[0%$*/ F5 1C* 1$.%&%&2 (.$1%'%(.&1+W .&/ 1$.%&%&2 +C,0)/ .%= 1, %&'$*.+* 1C*D&,S)*/2* F.+* ,- 1C* )*.$&*$+N T& .//%1%,& 1, ($,H%/%&2 (.$1%'%(.&1+ S%1C . +,0&/ D&,S)*/2* ,- 1C*+0FG*'1 =.11*$W 1$.%&%&2 +C,0)/ .//$*++ 1C* [0*+1%,& ,- C,S 1, 0+* 1C* D&,S)*/2*N67/11- %&H,)H*+1C* .(()%'.1%,& ,- 1C* &*S D&,S)*/2* %& ,$/*$ 1, .'',=()%+C . (.$1%'0).$ 2,.)N c%&.))5W 8((/(3#" (*$1.%&+ 1, (*$+,&.) ,(%&%,&+ .&/ F*)%*-+ %& $*).1%,& 1, 1C* +0FG*'1 =.11*$ .&/ 1C* 1$.%&%&2N 8((/(3#" is strongly connected with motivation and can affect the participant’s abili 15 1, 2.%& D&,S)*/2* .&/+D%))+ ^Z).&'C.$/ i BC.'D*$W K?>?_N 8 1$.%&%&2 (.$1%'%(.&1 SC, D&,S+5)' 1C*5 +C,0)/ )*.$& 1C*+0FG*'1 =.11*$ %+ =,$* )%D*)5 1, F*&*-%1 -$,= 1C* 1$.%&%&2 *P(*$%*&'*N



#!

*2#("- /0 1/=4-" >";",/?@"'2

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

/<!1"<",($(/&, $,# ";$13$(/&,

T&+1$0'1%,&.) R5+1*= Q*+%2& %+ +,=*1%=*+ $*-*$$*/ 1, .+ 1C* 8==>? =,/*) ,- %&+1$0'1%,&J

T1 %+ %=(,$1.&1 1, $*=*=F*$ 1C.1 $.1C*$ 1C.& F*%&2 . )%&*.$ ($,'*++W 1C* (C.+*+ %& 1C* 8QQTO =,/*).$* '5')%'.)e ,&'* 1C* *H.)0.1%,& +1.2* %+ ',=()*1*W .&.)5+%+ F*2%&+ .2.%&N 8//%1%,&.))5W 1C**H.)0.1%,& ($,'*++ %+ ,&]2,%&2 ,H*$ *.'C (C.+* .&/ 1C$,02C,01 1C* )%-*]1%=* ,- 1C* 1$.%&%&2 ($,G*'1N

BC* -,)),S%&2 /%.2$.= %))0+1$.1*+ 1C* 8QQTO ($,'*++N

8 • 8&.)5+%+

> • Q*+%2&

> • Q*H*),(=*&1

K • T=()*=*&1.1%,&

R • OH.)0.1%,&



##

U;"4;&"F /0 8>>KR *2#("-

*2#(" >"-$4&?2&/' !#-+-

8 ' # , D - & -

Q*-%&* SC.1 %+ 1, F*)*.$&*/

O+1.F)%+C 2,.)+ .&/,FG*'1%H*+ -,$ 1C*1$.%&%&2

@).$%-5 1C* %&+1$0'1%,&.) ($,F)*= 8&.)5+* 1C* 1.+D #*$-,$= . &**/+ .++*++=*&1 T/*&1%-5 .&/ 'C.$.'1*$%Y* 1C* )*.$&*$+ Identify learners’ existing knowledge and skills 8++*++ 1C* )*.$&%&2 *&H%$,&=*&1 8++*++ 1C* F0/2*1 T/*&1%-5 (,1*&1%.) ($,F)*=+b',&+1$.%&1+

> " - & ( '

R(*'%-5 C,S 1C* +0FG*'1=.11*$ %+ 1, F* )*.$&*/

L$%1* )*.$&%&2 ,FG*'1%H*+ R*)*'1 %&+1$0'1%,&.) 1*'C&%[0*+ L$%1* /*1.%)*/ )*++,& ().&+ R*)*'1 ',&1*&1 .&/ =*/%. -,$ /*)%H*$5

R*)*'1 .++*++=*&1 =*1C,/+

> " ; " , / ? @ " ' 2

@$*.1* %&+1$0'1%,&.)=.1*$%.)+

R*)*'1 ,$ '$*.1* )*.$&%&2 =.1*$%.)+ ,$ $*H%*S .&/ $*H%+* *P%+1%&2=.1*$%.)+

Q*H*),( H%+0.)+J ##BW #$*Y%W C.&/,01+ R*)*'1 ,$ /*H*),( .++*++=*&1 %&+1$0=*&1+

K @ ? , " @ " ' 2 # 2 & / '

Q*)%H*$ 1C* 1$.%&%&2',0$+*

\.1C*$ .&/ ,$2.&%Y* =.1*$%.)+

#$*(.$* 1$.%&%&2 *&H%$,&=*&1 c.'%)%1.1* 1C* 1$.%&%&2 Monitor learners’ progress/needs #$,H%/* -**/F.'D 1, )*.$&*$+ OH.)0.1* .&/ =.D* ./G0+1=*&1+ .+ &*'*++.$5

R ; # , = # 2 & / '

Q*1*$=%&* SC*1C*$1$.%&%&2 ,FG*'1%H*+ S*$*.'C%*H*/

8&.)5+* )*.$&*$ *H.)0.1%,& $*+0)1+ 8&.)5+* )*.$&*$ .&/ 1$.%&*$ ',0$+* *H.)0.1%,&+ c,)),S 0( S%1C )*.$&*$+ -,$ -0$1C*$ -**/F.'D 9*H%+* ,FG*'1%H*+ 9*H%+* %&+1$0'1%,&.) =.1*$%.)+



#$

W="-2&/'- 2%#2 B4&;" 8>>KR #'#,D-&-

T& 1C* 8,$1'-/- (C.+* ,- 1C* 8QQTO =,/*)W . 1$.%&%&2 &**/+ .&.)5+%+ %+ ',&/0'1*/ 1, ',))*'1 '$%1%'.)%&-,$=.1%,& .F,01 F0+%&*++ &**/+W )*.$&*$+g '.(.F%)%1%*+W .&/ ',0$+* ',&1*&1N <*$* .$* +,=* ,- 1C*[0*+1%,&+ 1C.1 . 1$.%&%&2 +(*'%.)%+1 =.5 .+D /0$%&2 1C* 8QQTO .&.)5+%+ (C.+*J

LC, %+ 1C* .0/%*&'*M ! LC, .$* 1C* )*.$&*$+ .&/ SC.1 .$* 1C*%$ 'C.$.'1*$%+1%'+M

&0=F*$ ,- )*.$&*$+ 4,'.1%,& ,- )*.$&*$+ O/0'.1%,& .&/ *P(*$%*&'* ,- 1C* )*.$&*$+ Z.'D2$,0&/ ,- )*.$&*$+ OP(*$%*&'* %& ($*+*&1 ,$ $*).1*/ G,F+

h,F (*$-,$=.&'* $*[0%$*=*&1+ H*$+0+ ($*+*&1 +D%)) )*H*)+ 4.&20.2* ,$ '0)10$.) /%--*$*&'*+ ,- )*.$&*$+ ;,1%H.1%,& ,- )*.$&*$+ #C5+%'.) ,$ =*&1.) 'C.$.'1*$%+1%'+ ,- )*.$&*$+ R(*'%-%' %&1*$*+1+ ,$ F%.+*+ ,- )*.$&*$+

LC.1 /, 1C*5 &**/ 1, )*.$&M! LC.1 .$* 1C* %&+1$0'1%,&.) 2,.)+ .&/ ,FG*'1%H*+M! <.+ 1C* =.&.2*=*&1 ')*.$)5 /*-%&*/ 1C* 2,.)+ ,$ 1C* ,01',=*+ ,- 1C* 1$.%&%&2M

LC.1 .$* 1C* /*)%H*$5 ,(1%,&+M!

@).++$,,= 1$.%&%&2W ,&*],&*],&* ',.'C%&2 W S*F]F.+*/ 1$.%&%&2W 7%/*,bQ7QW S$%11*&=.&0.)! LC.1 .$* 1C* ./0)1 )*.$&%&2 1C*,$5 ',&+%/*$.1%,&+ 1, 1.D* %&1, .'',0&1

LC.1 ',&+1$.%&1+ *P%+1M! B%=*W )*.$&*$ .2*W $*+,0$'*+

<,S S%)) )*.$&*$+ F* *H.)0.1*/M! 8++%2&=*&1+W *P.=+W [0%YY*+W (*$-,$=.&'*

LC.1 %+ 1C* 1%=*)%&* -,$ ',=()*1%&2 1C* ($,G*'1M! T&')0/%&2 ',0$+* /*+%2& .&/ /*H*),(=*&1 .&/ )*.$&*$ -**/F.'D

LC.1 %+ 1C* F0/2*1 .)),'.1*/ 1, 1C* ($,G*'1M



#%

P4&2&'( !4#&'&'( U.Z"$2&;"-

A training objective is an “ &3(.&<" -($("<",( ()$( .$!(3+"- -!"./0/.$11' 5)$( 7,&51"#%": -7/11-: $,#$((/(3#"- 1"$+,"+- -)&31# @" $@1" (& "A)/@/( 0&11&5/,% /,-(+3.(/&, ” (Effective use, 2005). B$.%&%&2 /*+%2&-,)),S+ -$,= . ')*.$ D&,S)*/2* ,- 1$.%&%&2 &**/+W .&/ %+ F.+*/ ,& ')*.$)5 -,$=0).1*/ ,FG*'1%H*+N

LC5 S$%1* )*.$&%&2 ,FG*'1%H*+M

B, ($,H%/* . +,)%/ F.+%+ ^.&/ 20%/*)%&*_ -,$ 1C* +*)*'1%,& ,- ',0$+* ',&1*&1W /*+%2& .&/.++*++=*&1

B, ',&&*'1 ',&1*&1 .&/ .++*++=*&1 S%1C )*.$&%&2 .'1%H%1%*+ B, ').$%-5 1C* *P(*'1.1%,&+ ,- (.$1%'%(.&1+ B, H.)%/.1* )*.$&%&2 .'1%H%1%*+ B, ($,H%/* . F.+%+ -,$ 1C* *H.)0.1%,& ,- 1$.%&*$W )*.$&*$ .&/ '0$$%'0)0= *--*'1%H*&*++

8 ')*.$)5 -,$=0).1*/ 1$.%&%&2 ,FG*'1%H* +C,0)/J

Answer the question: “What should the participant be able to do at the end of the=,/0)*b1$.%&%&2 /.5b',0$+*M

Z* +(*'%-%'W .11.%&.F)*W .&/ =*.+0$.F)*

*2"?- 2/ F4&2&'( # $,"#4 24#&'&'( /.Z"$2&;"6

*2"? 56

Begin with the phrase: “At the end of this activity/module/training session/course, the learner shouldbe able to….”

*2"? :6

c,)),S +1*( ,&* S%1C .& ,F+*$H.F)* .'1%,& H*$F 1C.1 ',==0&%'.1*+ SC.1 1C* )*.$&*$ +C,0)/ F* .F)* 1,do. Use key words from Bloom’s Taxonomy of Learning Domains (Refer to pages 28 ]KI -,$ *P1*&+%H* D*5S,$/ )%+1_N 8H,%/ H*$F+ 1C.1 .$* +0FG*'1%H* ,$ &,1 =*.+0$.F)*N

7*$F+ 1, a+* 7*$F+ 1, .H,%/ @,2&%1%H* Q,=.%&

^:&,S)*/2*_

#+5'C,=,1,$Q,=.%& ^RD%))+_

8--*'1%H* Q,=.%&

^811%10/*_

Q*-%&* @,&1$.+1T/*&1%-5 OP().%&@).++%-5 OH.)0.1*

8/.(1 Q*=,&+1$.1*#*$-,$= Q*H*),(

Q%+'0++ T&1*$($*18$20* @).$%-5

a&/*$+1.&/Z*)%*H*T=($,H*

9*=*=F*$4*.$&:&,S8(($*'%.1*Z* -.=%)%.$ S%1C\$.+( 1C* +%2&%-%'.&'* ,-



#&

*2"? <6

Specify the criteria concerning the expected standard of the learner’s performance.

RI#@?,"6

82 2%" "'B /0 ?#42 2%4"" W (.$1%'%(.&1+ S%)) F* .F)* 1,F4&2" . -?"$&0&$_ #22#&'#.,"#'B @"#-=4#.," )*.$&%&2 ,FG*'1%H*N

R00"$2&;" !4#&'&'( U.Z"$2&;"-6

81 1C* *&/ ,- 1C%+ =,/0)* (.$1%'%(.&1+ S%)) F* .F)* 1, %/*&1%-5 1C* ,$%2%&+ ,- 1C* %++0*+ $*).1*/ 1, .%$(,))01%,&N

Z5 1C* ',=()*1%,& ,- 1C%+ ;,/0)*W (.$1%'%(.&1+ S%)) F* .F)* 1, *P().%& 1C* .'1%H%1%*+ ,- (,$1 ,(*$.1%,&+N

Z5 1C* ',=()*1%,& ,- 1C%+ =,/0)*W (.$1%'%(.&1+ S%)) F* .F)* 1, '.)'0).1* C,S =0'C -0*) '.& F* +.H*/ F5$*/0'%&2 (,$1 1%=* %& . ' .+* +10/5N

8-1*$ .11*&/%&2 1C%+ =,/0)*W 1C* (.$1%'%(.&1+ S%)) F* .F)* 1, /*-%&* .&/ *+1.F)%+C .& OOET -,$ . +C%(,(*$.1*/ 0&/*$ 5,0$ ',&1$,)N

K'?=2 S1/'B&2&/'-T 8$2&/' L"4.

*2#'B#4B



#'

4*++,& #).& ^B*=().1*_

1/=4-" !&2,"6*"--&/' !&2,"6M"-/=4$"-6

!&@" 9"#4'&'( U.Z"$2&;"- !4#&'&'( 8$2&;&2&"- 8--"--@"'2

Q/@"F/4+\M"#B&'( 8--&('@"'26

Y/2"-6



#(

4*++,& #).& ^OP.=()*_

1/=4-" !&2,"6 KOU !4#&' 2%" !4#&'"46 R'"4(D R00&$&"'2 U?"4#2&/' /0 *%&?-*"--&/' !&2,"6 7#$2/4- #00"$2&'( ,"#4'&'(M"-/=4$"-6 33!_ 1/=4-" .//+_ 7,&? $%#42 ?#?"4_ ?/-2 &2 '/2"-

!&@" 9"#4'&'( U.Z"$2&;"- !4#&'&'( 8$2&;&2&"- 8--"--@"'2\7/,,/FG=?>V =%& 8'1%H.1* ($*]*P%+1%&2 D&,S)*/2* ,-

-.'1,$+ .--*'1%&2 )*.$&%&2Z$.%&+1,$=%&2 .&/ %&-,$=.1%,& +C.$%&2 #.$1%'%(.&1+ 1C%&D ,- . (,+%1%H* .&/ &*2.1%H*

learning experience they’ve had a &/ SC5 RC.$* .&+S*$+ S +=.)) 2$( .&/ S$%1* ,& 'C.$1

(.(*$ ] /%+().5

T/*&1%-5 +%=%).$%1%*+ .&/ /%+'0++ .+').++

>V =%& OP().%& ;N :&,S)*+ X .++0=(1%,&+.F,01 ./0)1 )*.$&*$+

#$*+*&1.1%,& E01)%&* /%--+ FbS .&/$.2,25 .&/ (*/.2,25 T&1$,/0'* .&/ *P().%& .++0=(1%,&+ .F,01

./0)1 )*.$&*$+

>V =%& 8(()5 ./0)1 )*.$&%&2 ($%&'%()*+ 1,1$.%&%&2 .'1%H%1%*+

BC%&Db#.%$bRC.$* #.$1%'%(.&1+ /%+'0++ C,S 1C*5 S,0)/ .(()5

each of Knowles’ 6 assumptions to their1$.%&%&2

Q%+'0++ F$%*-)5 .&/ ($*+*&1 1.F)*^##B_

Q/@"F/4+\M"#B&'( 8--&('@"'26

9*H%*S (.2*+ 3]A %& ',0$+* F,,Db E(1%,&.) $*',==*&/*/ $*./%&2 ^:&,S)*+_

Y/2"-6@$*.1* 'C*'D)%+1 -,$ %&',$(,$.1%&2 .++0=(1%,&+ .F,01 ./0)1 )*.$&*$+ %&1, )*++,& ().&



#)

3#42 A6 !"#$%&'( #'B 34"-"'2#2&/' *+&,,-

EFG*'1%H*+

@,&1$.+1 1C* $,)*+ .&/ $*+(,&+%F%)%1%*+ ,- ($*+*&1*$+W 1$.%&*$+ .&/ -.'%)%1.1,$+

T/*&1%-5 1C* [0.)%1%*+ ,- .& *--*'1%H* 1$.%&*$

OH.)0.1* (*$+,&.) ($*+*&1.1%,& +D%))+ 0+%&2 . 'C*'D)%+1

8++*++ 1C* +1$*&21C+ .&/ S*.D&*++*+ ,- +.=()* #,S*$#,%&1 +)%/*+

Q*=,&+1$.1* .& 0&/*$+1.&/%&2 ,- 1C* *)*=*&1+ ,- *--*'1%H* #,S*$#,%&1 /*+%2& OP().%& .&/ /*=,&+1$.1* 1C* *)*=*&1+ ,- *--*'1%H* ($*+*&1.1%,& /*)%H*$5



$+

84" D/= # 34"-"'2"4_ !4#&'"4_ /4 7#$&,&2#2/4X

d,0$ $,)* %& 1C* %&+1$0'1%,&.) +%10.1%,& =.5 H.$5 /*(*&/%&2 ,& . &0=F*$ ,- -.'1,$+W %&')0/%&2 1C* 1%=*-$.=*W 5,0$ .0/%*&'* .&/ 5,0$ ,FG*'1%H*+N R,=*1%=*+ 5,0 =.5 F* $*[0%$*/ 1, 1.D* ,& . ',=F%&.1%,& ,-1C*+* $,)*+N

34"-"'2"4 !4#&'"4 7#$&,&2#2/49,)* Q*)%H*$+ )*'10$*+ ,$

($*+*&1.1%,&+ 1,2$,0(+ ,- )*.$&*$+N

Q*)%H*$+ H%1.)%&-,$=.1%,&b+0FG*'1=.11*$ 1, )*.$&*$+

4*'10$*+W ($*+*&1+W1*.'C*+ &*S +D%))+ 1,)*.$&*$+

T&H,)H*+ 1C*(.$1%'%(.&1+ .&/ C*)(+1C*= *P(),$* 1C*%$)*.$&%&2

#,+*+ [0*+1%,&+ .&/.'1%H%1%*+ 1,*&',0$.2* /%+'0++%,&.&/ ($.'1%'*

:&,S+ 1C* ,01',=*.&/ +1**$+ +*++%,&+ 1,.'C%*H* 1C* ,01',=*

@$*.1*+ ,((,$10&%1%*+-,$ .&/ -.'%)%1.1*+/%+'0++%,&

8+D+ =.&5 ,(*&]*&/*/[0*+1%,&+ 1,*&',0$.2* +*)-]/%+',H*$5

B%*+ 1C%&2+ 1,2*1C*$ F5=*&1%,&%&2 %/*.+ W1C,02C1+W ,(%&%,&+ ,$[0*+1%,&+ =*&1%,&*/*.$)%*$

c,$=+ +=.)) 2$,0(+ 1,/%+'0++ 1C* =.1*$%.)($*+*&1*/W +,)H* .($,F)*=W ,$ /, +,=*,1C*$ 1,(%']$*).1*/1.+D 1, =.D* 1C*+10/*&1+ 0+*/ SC.1they’ve learned

c,'0+ ,& R0FG*'1 =.11*$ R0FG*'1 =.11*$ ;*1C,/+ .&/ #$,'*++

4*H*) ,- %&1*$.'1%,&S%1C (.$1%'%(.&1+

4,S ;*/%0= <%2C

8(($,.'C T&+1$0'1,$]@*&1$*/ 4*.$&*$]@*&1$*/ 4*.$&*$]@*&1$*/

@,&1*&1 *P(*$1M d*+ d*+ `,1 &*'*++.$%)5

B%=* -$.=* R0%1+ +C,$1 ',0$+*+ R0%1+ =%/ 1, ),&2*$

/0$.1%,& ',0$+*+

R0%1+ =%/ 1, ),&2*$

/0$.1%,& ',0$+*+



$*

1%#4#$2"4&-2&$- /0 R00"$2&;" !4#&'"4-

BC* -,)),S%&2 'C.$.'1*$%+1%'+ .$* =,+1 ,-1*& =*&1%,&*/ SC*& /*+'$%F%&2 .& *--*'1%H* 1$.%&*$ ,$-.'%)%1.1,$N @,&+%/*$ C,S 5,0 S,0)/ $.1* 5,0$+*)- %& *.'C ,- 1C* 'C.$.'1*$%+1%'+N

R'2%=-&#-@J O--*'1%H* 1$.%&*$+ .$* C%2C*&*$25 -.'%)%1.1,$+ ,- )*.$&%&2W SC,+1$%H* 1, *&',0$.2* .)) 1$.%&**+ 1,.'1%H*)5 (.$1%'%(.1* .&/ *&G,5 1C*1$.%&%&2N BC*5 0+* C0=,0$W (*$+,&.).&*'/,1*+W *P.=()*+ .&/ '$*.1%H*1$.%&%&2 .'1%H%1%*+ 1, D**( )*.$&*$+%&1*$*+1*/ .&/ 'C.))*&2*/N

N'/F,"B(" J BC*5 C.H* $*+*.$'C*/1C*%$ 1,(%'W .&/ .$* S*))]%&-,$=*/ .&/0(]1,]/.1*N BC*5 '.& *+1.F)%+C1C*=+*)H*+ .+ .& .01C,$%15 ,& 1C* 1,(%'SC%)* F*%&2 .F)* 1, .'D&,S)*/2* 1C.1+,=* )*.$&*$+ S%)) D&,S =,$* 1C.& 1C*5 /,N

R@?#2%DJ O--*'1%H* 1$.%&*$+ .$* .F)* 1, .'D&,S)*/2* 1C* /%--%'0)1%*+ .&/ 'C.))*&2*+ 1C.1 )*.$&*$+ '.&-.'*W *+(*'%.))5 ./0)1+ $*10$&%&2 1, 1C* )*.$&%&2 *&H%$,&=*&1N BC*5 =.D* 1C* 1$.%&%&2 *&H%$,&=*&1 . +.&/ &,&]G0/2=*&1.) ().'* -,$ (.$1%'%(.&1+ 1, *P($*++ 1C*%$ H%*S+ .&/ +C.$* 1C*%$ *P(*$%*&'*+N

7,"I&.&,&2D\M"-?/'-&;"'"-- J O--*'1%H* 1$.%&*$+ (.5 '),+* .11*&1%,& 1, )*.$&*$+’ H*$F.) .&/ &,&]H*$F.)$*+(,&+*+N 9*2.$/)*++ ,- 1C* .=,0&1 ,- ($*(.$.1%,& ($%,$ 1, 1C* 1$.%&%&2 *H*&1W 1C*5 '.& $*',2&%Y* 1C*&**/ 1, ./G0+1W ./.(1 ,$ *)%=%&.1* =.1*$%.) /0$%&2 . 1$.%&%&2 +*++%,&W F.+*/ ,& 1C* 0&%[0* &**/+ ,- 1C*1$.%&**+ .&/ 1C* 1%=* ',&+1$.%&1+N

1/@@='&$#2&/' J \,,/ 1$.%&*$+ .$* *--*'1%H* ',==0&%'.1,$+N BC*5 0+* ')*.$W ',&'%+* ).&20.2* .&/.'1%H* )%+1*&%&2 +D%))+N BC*5 ($*+*&1 ,&* %/*. .1 . 1%=*W +C,S 1C* $*).1%,&+C%(+ F*1S**& %/*.+ .&/%))0+1$.1* 1C* +0FG*'1 =.11*$ S%1C *)0'%/.1%&2 *P.=()*+W H%+0.)+ .&/ *P().&.1%,&+N 8//%1%,&.))5W *--*'1%H*1$.%&*$+ D&,S C,S 1, 0+* H,'.) [0.)%1%*+ .&/ F,/5 ).&20.2* 1, *&C.&'* 1C* ',==0&%'.1%,& ,- %/*.+N

Q/'"-2D\*&'$"4&2DJ O--*'1%H* 1$.%&*$+ .$* C,&*+1 .F,01 1C*%$ ,S& +1$*&21C+ .&/ )%=%1.1%,&+W *+1.F)%+C%. $.((,$1 S%1C 1C*%$ )*.$&*$+N T- 1C*5 /,&’1 D&,S 1C* .&+S*$ 1, . [0*+1%,&W 1C*5 ./=%1 %1N



$!

34"-"'2#2&/' *+&,,- K';"'2/4D

OP.=%&%&2 5,0$ '0$$*&1 ($*+*&1.1%,& +D%))+ '.& C*)( 5,0 1, %/*&1%-5 5,0$ +1$*&21C+ .+ S*)) .+.$*.+ 1C.1 '.& F* %=($,H*/N 9*./ *.'C +1.1*=*&1 F*),S .&/ '%$')* 1C* &0=F*$ 1C.1 F*+1/*+'$%F*+ 5,0N

8)S.5+ `*H*$1/'2"'2 T ,(*& =5 ($*+*&1.1%,& %& . S.5 1C.1 '.(10$*+ .&/ -,'0+*+ 1C* .11*&1%,& ,- 1C*.0/%*&'*

> K " 3 V

I make the purpose of my presentation clear (the audience knows what I’mgoing to tell them and why it’s %=(,$1.&1_

> K " 3 V

T -,'0+ ,& &, =,$* 1C.& " ,$ 3 =.%& (,%&1+ > K " 3 VT ($*+*&1 %/*.+ %& . ),2%'.) S.5 -$,= F*2%&&%&2 1, =%//)* .&/ *&/ > K " 3 VT 1$5 1, $*).1* 1C* ',&1*&1 ,- =5 ($*+*&1.1%,& 1, 1C* F.'D2$,0&/ .&/ &**/+ ,-1C* .0/%*&'* > K " 3 VT 0+* %&1*$*+1%&2 .&/ .01C*&1%' *P.=()*+ .&/ %))0+1$.1%,&+ 1, +0((,$1 1C* =.%&(,%&1+ ,- =5 ($*+*&1.1%,&

> K " 3 V

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

I use visual aids to support my presentation not as the “main event” > K " 3 V;5 H%+0.) .%/+ .$* +%=()* .&/ *.+5 1, $*./ .&/ -,)),S > K " 3 VT 0+* 2$.(C%'+ 1, %))0+1$.1* ',=()*P ',&'*(1+ > K " 3 V;5 H%+0.) .%/+ ',&1.%& D*5 S,$/+ .&/ (C$.+*+ $.1C*$ 1C.& ',=()*1* +*&1*&'*+ > K " 3 VT .H,%/ 0+%&2 %$$*)*H.&1b/%+1$.'1%&2 (%'10$*+ .&/ 2$.(C%'+ %& =5 H%+0.) .%/+> K " 3 V



$#

L&-=#, 8&B- S3/F"43/&'2T

7%+0.) .%/+ '.& F* . (,S*$-0) 1,,) %& +0((,$1%&2 5,0$ ($*+*&1.1%,& .&/ C*)(%&2 1C* .0/%*&'* $*=*=F*$5,0$ D*5 (,%&1+N LC%)* *--*'1%H* 0+* ,- #,S*$#,%&1 '.& *&C.&'* . )*'10$* ,$ ($*+*&1.1%,&W (,,$)5',&+%/*$*/ .&/ ',&+1$0'1*/ H%+0.)+ '.& /*1$.'1 -$,= %1N a&/*$+1.&/%&2 C,S #,S*$#,%&1 '.& F* 0+*/ 1,*&C.&'* . ($*+*&1.1%,& '.& C*)( . 1$.%&*$ /*'%/* SC*&W SC5 .&/ C,S 1, 0+* %1 .+ .& %&+1$0'1%,&.) .%/N

a+* #,S*$#,%&1 1,J Q, &,1 0+* #,S*$#,%&1 1,J +0((,$1 5,0$ =*++.2* C%2C)%2C1 D*5 (,%&1+ focus the audience’s attention '$*.1* %&1*$*+1 %))0+1$.1* ',=()*P ',&'*(1+ 1C.1 .$*

/%--%'0)1 1, H%+0.)%Y* .((*.) 1, H%+0.) )*.$&*$+

+0F+1%101* -,$ 5,0$ ,$.) ($*+*&1.1%,& +*$H* .+ . 1$.&+'$%(1 ,- 5,0$ +(**'C ($*+*&1 +%=()* %/*.+ 1C.1 .$* *.+%)5 +1.1*/

,$.))5 ,H*$SC*)= ,$ /%+1$.'1 1C* .0/%*&'* S%1C

1,, =0'C /*1.%)+W 2$.(C%'+ .&/ 1*P1

!&?- 0/4 3/F"43/&'2 34"-"'2"4-

*,&B" 1/'2"'2

5C a-" -,&B"- -?#4&'(,D J 8H,%/ ,H*$SC*)=%&2 5,0$ .0/%*&'* S%1C 1,, =.&5 +)%/*+N B, D**(5,0$ =*++.2* ')*.$ .&/ +%=()* .&/ 5,0$ .0/%*&'* .11*&1%H*W =%&%=%Y* 1C* &0=F*$ ,- +)%/*+ %&

5,0$ ($*+*&1.1%,&N 8 2,,/ 2*&*$.) $0)* 1, -,)),S %+ 1, 0+* .& .H*$.2* ,- ,&* +)%/* -,$ *H*$5 1S,=%&01*+ ,- ($*+*&1.1%,& 1%=*N R,=* +)%/*+W +0'C .+ 1C,+* 1C.1 ',&1.%& (C,1,2$.(C+ ,$%))0+1$.1%,&+ $*[0%$* H*$5 )%11)* 1%=*W SC%)* 1C,+* ',&1.%&%&2 -),S 'C.$1+ ,$ %&-,]2$.(C%'+ S%))$*[0%$* ',&+%/*$.F)5 =,$* 1%=*N

:C 34"-"'2 /'" +"D ?/&'2 ?"4 -,&B" J 4%=%1 1C* %&-,$=.1%,& ,& *.'C +)%/* 1, . +%&2)* (,%&1 ,$%/*.N #$*+*&1%&2 =,$* 1C.& ,&* =.%& %/*. '.& /*1$.'1 -$,= 1C* %=(.'1 ,- 1C* H%+0.) .&/',&-0+* 1C* .0/%*&'*N

<C a-" (4#?%&$- 4#2%"4 2%#' 2"I2 F%"'";"4 ?/--&.," J a+%&2 (%'10$*+W /%.2$.=+W -),S 'C.$1+W2$.(C+W H%/*,+ .&/ %&-,]2$.(C%'+ 1, ($*+*&1 /.1.W ($,'*++*+W ($,'*/0$*+ .&/ ,1C*$ ',=()*P',&'*(1+ *&C.&'*+ )*.$&*$ ',=($*C*&+%,& .&/ $*1*&1%,& ,- +0FG*'1 =.11*$N <,S*H*$W D**( %&=%&/ 1C.1 2$.(C%'+ +C,0)/ *&C.&'* 1C* =*++.2*W &,1 /*1$.'1 -$,= %1N \$.(C%'+ +C,0)/ .)S.5+F* $*)*H.&1 1, 1C* 1,(%' F*%&2 ($*+*&1*/N



$$

*,&B" >"-&('

5C N""? &2 *&@?,"6R%=()* +)%/*+ 2*1 5,0$ =*++.2* .'$,++ =,$* *--*'1%H*)5 1C.& ,H*$)5 ',=()%'.1*/ ,$,H*$]'$,S/*/ +)%/*+N B, D**( 5,0$ /*+%2& +%=()*W .H,%/J

2// @#'D $/'24#-2&'( $/,/=4- # #$% ##$%$&'( #$% #$%

B,, =0'C 1*P1J c,)),S 1C* X P A $0)* `, =,$* 1C.& X )%&*+ ,- 1*P1 (*$ +)%/* `, =,$* 1C.& A )%&*+ (*$ +)%/*

@,=()*1* +*&1*&'*+J a+* D*5 S,$/+ .&/ (,%&1 -,$= Q%+1$.'1%&2 1$.&+%1%,&+W .&%=.1%,&+ .&/ +,0&/ *--*'1+

:C N""? &2 1,"#46B, F* *--*'1%H*W 5,0$ +)%/*+ +C,0)/ F* *.+%)5 $*./.F)*N R,=* -,&1 +15)*+ .&/ ',),0$',=F%&.1%,&+ .$* *.+%*$ 1, $*./ 1C.& ,1C*$+N B, =.D* 5,0$ +)%/*+ ')*.$W .H,%/J

a##O9 @8RO .&/ /($1/.-

!"#$% -,&1+ ^-,&1+ S%1C /*',$.1%H* )%&*+ ,$ '0$)+ +0'C .+Times New Roman W'"()*#+ _J a+* +.&+

+*$%- -,&1+ %&+1*./W -,$ *P.=()*J!"#$%" W Arial W ,$Q'/&*"*

4,S ',&1$.+1 ^/.$D 1*P1 ,& /.$D F.'D2$,0&/ ,$ )%2C1 1*P1 ,& )%2C1 F.'D2$,0&/_J a+* ',),0$+ .&/

F.'D2$,0&/+ 1C.1 ',&1$.+1 ,$ ',=()*=*&1 ^-,$ *P.=()*J F).'D ,& SC%1* ,$ SC%1* ,& F).'D_

Q%+1$.'1%&2 F.'D2$,0&/+J #%'10$*+ .+ +)%/* F.'D2$,0&/+ .$* /%+1$.'1%&2 .&/ /*1$.'1 -$,= 5,0$=*++.2*

<C O#+" &2 ^&(6 T- 1C* -,&1 +%Y* ,& 5,0$ +)%/*+ %+ 1,, +=.))W %1 S%)) &,1 F* H%+%F)* -$,= . /%+1.&'*N @C,,+* -,&1 +%Y* F*1S**& K3(,%&1 .&/ "X (,%&1 1, *&+0$* H%+%F%)%15N

AC ^" 1/'-&-2"'26 @C,,+* . F.'D2$,0&/ +15)*W C*./%&2 -,$=.1 .&/ -,&1 -,$ 5,0$ #,S*$#,%&1 +)%/*+ .&/D**( 1C*= ',&+%+1*&1 -$,= 1C* F*2%&&%&2 1, 1C* *&/ ,- 5,0$ ($*+*&1.1%,&N

JC a-" .=,,"2"B #'B '=@."4"B ,&-2- #??4/?4&#2",D6 a+%&2 F0))*1*/ .&/ &0=F*$*/ )%+1+ %+ .& *--*'1%H*S.5 1, ($*+*&1 ',=()*P %&-,$=.1%,& %& . +%=()* S.5N <,S*H*$W %- )%+1+ .$* ,H*$]0+*/ %& #,S*$#,%&1

($*+*&1.1%,&+W 1C*5 '.& ),+* 1C*%$ *--*'1%H*&*++N B, 0+* )%+1+ *--*'1%H*)5J

a+* &0=F*$*/ )%+1+ 1, %&/%'.1* . C%*$.$'C5 ,$ +*[0*&'* ,- %/*.+ ^-,$ *P.=()*W 1C* +1*(+ %& .

($,'*/0$*_

a+* F0))*1*/ )%+1+ SC*& 1C* %1*=+ .$* ,- *[0.) H.)0* ,$ %=(,$1.&'*



$%

8H,%/ =%P%&2 &0=F*$+ .&/ F0))*1+ %& ,&* )%+1

a+* 1C* +.=* +15)* ,- F0))*1 (,%&1+ 1C$,02C,01 5,0$ ($*+*&1.1%,&

;.D* +0$* 1C.1 )%+1 %1*=+ ',&1.%& (.$.))*) 2$.==.1%'.) (C$.+%&2

#0&'10.1* 1C* )*./ %& +*&1*&'* 1, . )%+1 S%1C . ',),&

*,&B" 34"-"'2#2&/'

5C 7#@&,&#4&V" D/=4-",0 F&2% 2%" ?4"-"'2#2&/' "';&4/'@"'26 #$%,$ 1, /*)%H*$%&2 . ($*+*&1.1%,&W 1C*($*+*&1*$ +C,0)/ .++*++ 1C* ),'.1%,& 1, *&+0$* 1C.1 1C* &*'*++.$5 $*+,0$'*+ .$* .H.%).F)* .&/',=(.1%F)* F5 .+D%&2 1C* -,)),S%&2 [0*+1%,&+J

T+ .)) ,- 1C* &*'*++.$5 *[0%(=*&1 ($*+*&1W ',&&*'1*/ .&/ %& S,$D%&2 ,$/*$M

T+ =5 ($*+*&1.1%,& -,$=.1 ',=(.1%F)* S%1C 1C* *[0%(=*&1 .H.%).F)*M LC*$* S%)) T +1.&/M

T+ 1C*$* .&5 ,F+1$0'1%,& 1C.1 ',0)/ ($*H*&1 .0/%*&'* =*=F*$+ -$,= +**%&2 1C* +'$**&M

:C K'2"4#$2 F&2% 2%" 3/F"43/&'2 -,&B"- #'B 2%" #=B&"'$"6 BC* ($*+*&1*$W $.1C*$ 1C.& 1C* #,S*$#,%&1 W+C,0)/ F* 1C* =.%& -,'0+ ,- 1C* .0/%*&'*N BC* ($*+*&1*$ '.& D**( 1C* .0/%*&'* .11*&1%H* .&/ .H,%//%+1$.'1%,& F5 .H,%/%&2J

R1.&/%&2 %& -$,&1 ,- 1C* +'$**&J 1C* .0/%*&'* S%)) F* /%+1$.'1*/ F5 1$5%&2 1, +** .$,0&/ 1C*

($*+*&1*$ 9*./%&2 1, 1C* .0/%*&'* -$,= 1C* +)%/*+

RD%((%&2 ,H*$ +)%/* ',&1*&1J %- ',&1*&1 1C.1 .((*.$+ ,& 1C* +)%/* ($*+*&1.1%,& %+ &,1 ',H*$*/ F5

1C* ($*+*&1*$W 1C* .0/%*&'* S%)) S,&/*$ SC.1 1C*5 .$* =%++%&2

\,%&2 1C$,02C +)%/*+ 1,, [0%'D)5J \%H* 1C* .0/%*&'* . 'C.&'* 1, ($,'*++ SC.1 1C*5 .$* +**%&2

EH*$]0+%&2 . (,%&1*$J (,%&1*$+ +C,0)/ F* 0+*/ +(.$%&2)5W .&/ ,&)5 1, [0%'D)5draw the audience’s

.11*&1%,& 1, . (.$1%'0).$ %1*= ,- +%2&%-%'.&'*

Use the “B” key on your keyboard to turn the screen black, or the “W” key to2=4' 2%" -$4""' F%&2"C !%&- &- =-"0=, F%"' D/= @/;" /00 2/?&$ /4 #4" #'-F"4&'(H="-2&/'- 04/@ 2%" #=B&"'$"C Q#;&'( # .,#'+ -,&B" ?=2 #,, /0 2%" #22"'2&/' /' 2%"?4"-"'2"4C



$&

34"-"'2#2&/' >",&;"4D

;.D%&2 . ($*+*&1.1%,& %+ &,1 ,&)5 .F,01 SC.1 5,0 +.5W F01 C,S 5,0 +.5 %1N BC.1 %+W .& .0/%*&'* &,1 ,&)5)%+1*&+ 1, 5,0$ %/*.+W %1 .)+, $*+(,&/+ 1, 1C* S.5 5,0 0+* 5,0$ H,%'* .&/ 5,0$ F,/5N 8 ($*+*&1*$ &**/+=,$* 1C.& . S*)) ($*(.$*/ ($*+*&1.1%,& 1, =.D* .& %=(.'1N BC* +0FG*'1 =.11*$ &**/+ 1, F* /*)%H*$*/ %&.& *&1C0+%.+1%'W =*=,$.F)* .&/ %&1*$*+1%&2 S.5N #$*+*&1.1%,& /*)%H*$5 %+ ',=($%+*/ ,- . &0=F*$ ,--.'1,$+J

L/&$"6 BC*$* .$* . &0=F*$ ,- H,'.) 1*'C&%[0*+ 1C.1 ($*+*&1*$+ '.& /*H*),( .&/ 0+* 1, D**( 1C*%$.0/%*&'* *&2.2*/ .&/ .11*&1%H* SC%)* *+1.F)%+C%&2 1C*%$ .01C,$%15 .+ . +(*.D*$N 7,%'*+ 1C.1 =.D* .

(,+%1%H* %=(.'1 ,& 1C* .0/%*&'* .$*J

()*.+.&1W ',&H*5%&2 . +*&+* ,- S.$=1C

&.10$.)W $*-)*'1%&2 +%&'*$%15

/5&.=%'W 2%H%&2 1C* %=($*++%,& ,- ',&-%/*&'* .&/ +1$*&21C

*P($*++%H*W (,$1$.5%&2 H.$%*15 .&/ *=(C.+%+ S%1C,01 +,0&/%&2 -).1 ,$ =,&,1,&,0+

*.+%)5 C*.$/W 1C.&D+ 1, ($,(*$ H,)0=* .&/ ')*.$ .$1%'0).1%,&

RD"G1/'2#$26 O5*]',&1.'1 D**(+ 1C* )%+1*&*$+ *&2.2*/ .&/ C*)(+ 1C* +(*.D*$ 1, F0%)/ . $.((,$1 S%1C 1C*.0/%*&'*N T- /,&* *--*'1%H*)5W %1 %&H,)H*+ 1C* .0/%*&'* %& 1C* ($*+*&1.1%,& .&/ %&'$*.+*+ 1C*%$ S%))%&1, )%+1*&N LC*& =.D%&2 *5*]',&1.'1 S%1C 1C* .0/%*&'*W 1C* +(*.D*$ +C,0)/J

1$5 1, ),,D .1 *H*$5,&* %& 1C* .0/%*&'*e . 2,,/ 2*&*$.) $0)* %+ 1, ),,D .1 *.'C (*$+,& -,$ 1C$** 1,-%H* +*',&/+ ,$W %- 1C* .0/%*&'* %+ 1,, ).$2*W ),,D .1 %&/%H%/0.)+ %& /%--*$*&1 +*'1%,&+ ,- 1C*

O--*'1%H*#$*+*&1.1%,&

Q*)%H*$5

7,%'*

O5*]@,&1.'1

#,+10$* i\*+10$*+

#.'%&2



$'

.0/%*&'*

F* =%&/-0) ,- 1C* /0$.1%,& ,- *5*]',&1.'1e .H,%/ ),,D%&2 .1 ,&* (*$+,& -,$ 1,, ),&2 .+ 1C%+ ',0)/=.D* 1C* (*$+,& %& [0*+1%,& -**) 0&',=-,$1.F)*

3/-2=4" #'B `"-2=4"-6 O--*'1%H* F,/5 ).&20.2* +0((,$1+ 1C* =*++.2* .&/ ($,G*'1+ . +1$,&2 %=.2* ,-1C* ($*+*&1*$N 80/%*&'*+ $*+(,&/ F*+1 1, ($*+*&1*$+ SC,+* F,/%*+ .$* )%H*)5 .&/ *&*$2*1%'N 80/%*&'*+.(($*'%.1* =,H*=*&1 SC*& %1 %+ =*.&%&2-0) .&/ +0((,$1+ ,$ *&C.&'*+ 1C* +(,D*& =*++.2*N

>/ Don’t =.%&1.%& . &.10$.) F01 *$*'1 (,+10$* a+* 5,0$ C.&/+ -,$ *=(C.+%+W /*+'$%(1%,&

.&/ %))0+1$.1%,& ;.D* S*)',=%&2 ^,(*& C.&/_ 2*+10$*+ ;,H* .$,0&/ 1C* $,,=

R),0'C ,$ )*.& ,& 1C* (,/%0= ,$ /*+D @$,++ 5,0$ .$=+ ,$ D**( 5,0$ C.&/+ %&

5,0$ (,'D*1+ #,%&1 .1 1C* .0/%*&'* R1.&/ %& ,&* ().'*

3#$&'(6 #.'%&2 =*.&+ F.).&'%&2 1C* .=,0&1 ,- %&-,$=.1%,& /*)%H*$*/ %& 5,0$ ($*+*&1.1%,& S%1C 1C*

+(**/ ,- ($*+*&1.1%,& .&/ 1C* 1%=* .)),11*/N 1/'$"?2=#, ?#$&'( C.+ 1, /, S%1C 1C* +(**/ .1 SC%'C 5,0

',==0&%'.1* %&-,$=.1%,&W %/*.+ .&/ ',&'*(1+N T1 %+ &,1 1C* +.=* .+ C,S -.+1 5,0 1.)DW F01 %1 C.+ 1, /,

S%1C C,S [0%'D)5 5,0 2, 1C$,02C . 1,(%'N

Z*'.0+* (*,()* '.& 2$.+( .&/ 0&/*$+1.&/ +%=()* %/*.+ .&/ /*1.%)+ [0%1* [0%'D)5W F01 C.H* 1, 1C%&D

),&2*$ 1, 0&/*$+1.&/ =,$* ',=()*P 1,(%'+W 1C* ($*+*&1*$ ,$ +(*.D*$ &**/+ 1, +),S /,S& -,$ 1C*

',=()*PW .&/ +(**/ 0( -,$ 1C* *.+5 ,$ +%=()*N

L%1C /%--%'0)1 ,$ ',=()*P %/*.+W +),S /,S&N a+* +%)*&'* .&/ (.0+%&2 1, .)),S 1C* .0/%*&'* 1, 1C%&D .F,01

SC.1 5,0 C.H* +.%/ ,$ +C,S& 1C*=N BC* +.=* .(()%*+ S%1C 1C* 0+* ,- H%+0.)+N R,=* H%+0.)+ ^-,$ *P.=()*W

(%'10$*+_ '.& F* ($,'*++*/ H*$5 [0%'D)5W SC%)* ,1C*$+W +0'C .+ /%.2$.=+W 'C.$1+ .&/ .&%=.1%,&+W .$* =,$*

',=()*P .&/ $*[0%$* =,$* 1%=*N 80/%*&'* F*C.H%,$ ^&,&]H*$F.) '0*+_ '.& 1*)) 5,0 %- 5,0$ ',&'*(10.)

(.'* %+ 1,, -.+1W ,$ 1,, +),SN L.1'C 1C*= .&/ =,/%-5 5,0$ (.'%&2N



$(

M"0"4"'$"- #'B 8BB&2&/'#, */=4$"- /0 K'0/4@#2&/'

Adult learning theory and principles. (2012). QOTFC: The Clinical Educator’s Resource Kit. Retrieved-$,= C11(JbbSSSN[,1-'N*/0N.0b$*+,0$'*b%&/*PNC1=)M(.2*jXV"AVi(%/jXV"AVi&1*=().1*j>AA3

Z.$&*+W :NW ;.$.1*,W 9N .&/ c*$$%+W RN ^K??A_N B*.'C%&2 .&/ )*.$&%&2 S%1C 1C* &*1 2*&*$.1%,&2 >,,&;$(" "^3_N

Z).&'C.$/W `N#NW i BC.'D*$W hN ^K?>?_N?00".(/;" (+$/,/,%: -'-("<-: -(+$("%/"- $,# !+$.(/."- N ^@0+1,= 31C*/N_N a((*$ R.//)* 9%H*$W `hJ #$*&1%'* <.))N

Z),'DW #N ^&N/N_ T&1$,/0'1%,& 1, 1$.%&%&2 .&/ ./0)1 )*.$&%&2N B$.%&%&2 .&/ T&+1$0'1%,&.) Q*+%2&N 9*1$%-$,= C11(JbbSSSN(C%)F),'DN%&-,bC%1DFb%b%&1$,f1,f1$.%&%&2f.&/f./0)1f)*.$&%&2>NC1=)

Z),,=W ZN ^>IVX_NB$A&,&<' &0 ?#3.$(/&,$1 C@D".(/;"- E&&7 F9 G&%,/(/;" =&<$/, N `*S d,$DJ 4,&2=.&N

Z,&S*))W @N@N i O%+,&W hN8N ^>II>_N 8'1%H* )*.$&%&2e @$*.1%&2 *P'%1*=*&1 %& 1C* ').++$,,=N?H>G =/%"-( N

Z0$&+W 9N8N ^>I6VW ;.5_N T&-,$=.1%,& %=(.'1 .&/ -.'1,$+ .--*'1%&2 $*'.))N #.(*$ ($*+*&1*/ .1 8&&0.)`.1%,&.) @,&-*$*&'* ,& B*.'C%&2 OP'*))*&'* .&/ @,&-*$*&'* ,- 8/=%&%+1$.1,$+W 80+1%& BkN

@.$F,&*W ON ^>II6_NB"$.)/,% /, I$+%" G1$--"- N BC,0+.&/ E.D+W @8J R8\O #0F)%'.1%,&+N

@C.(=.&W 8N ^K??X_N Z),,=+ B.P,&,=5 ,- 4*.$&%&2 Q,=.%&+N 9*1$%*H*/ -$,=JC11(JbbSSSNF0+%&*++F.))+N',=bF),,=+1.P,&,=5,-)*.$&%&2/,=.%&+NC1=

@).$DW QN 9N ^K?>K_NJ&,"' $,# K3<0&+# I"$+,/,% 6('1"- L3"-(/&,,$/+" N 9*1$%*H*/ -$,=C11(JbbSSSN&S)%&DN',=bl/,&').$DbC$/b+15)*+bC,&*5f=0=-,$/NC1=)

@).$DW QN 9N ^K?>K_NKolb’s Learning Styles and Experiential Model N 9*1$%*H*/ -$,=C11(JbbSSSN&S)%&DN',=bl/,&').$DbC$/b+15)*+bD,)FNC1=)

c)*=%&2W `N ^K?>K_NM8H49 8 N3/#" (& I"$+,/,% 6('1"- N 9*1$%*H*/ -$,= C11(JbbSSSNH.$D])*.$&N',=b*&2)%+Cb%&/*PN.+(

c.$$*))W hNZN^K??I_N 8'1%H* 4*.$&%&2J BC*,$%*+ .&/ 9*+*.$'CN O"5/-) ?#3.$(/&, I"$#"+-)/! PQ _ "N

c*)/*$W 9N;N ^K?>>_N <.&2 %& BC*$*m Q*.)%&2 S%1C +10/*&1 $*+%+1.&'* 1, )*.$&*$]'*&1$*/ 1$.%&%&2N@C*=%'.) O&2%&**$%&2 O/0'.1%,&W 3V ^K_W >">]>"KN

<,&*5W #N i ;0=-,$/W 8N ^>I6K_N K$,3$1 &0 I"$+,/,% 6('1"- N 4,&/,&J # <,&*5

h.&*2.W #N ^K??V_NR+"-",(/,% 5/() -7/11 $,# -('1"9 B+$/,/,% &0 B+$/,"+- 5&+7-)&! 0&+ ()" STTUVSTTQ

WX=8Y H&11&3( G&3,(+/"-N B0$%&J a`Q8c

:**+**W \N ^K?>?_N 8,#+$%&%'V8#31( 1"$+,/,% ()"&+'2 9*1$%*H*/

http://www.qotfc.edu.au/resource/index.html?page=65375&pid=65375&ntemplate=1774

http://www.philblock.info/hitkb/i/intro_to_training_and_adult_learning1.html

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html

http://www.nwlink.com/~donclark/hrd/styles/kolb.html

http://www.vark-learn.com/english/index.asp




http://www.nwlink.com/~donclark/hrd/styles/kolb.html

http://www.nwlink.com/~donclark/hrd/styles/honey_mumford.html

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

http://www.philblock.info/hitkb/i/intro_to_training_and_adult_learning1.html

http://www.qotfc.edu.au/resource/index.html?page=65375&pid=65375&ntemplate=1774



Documents

PEDAGOGICS Energy Efficient Operation 110513