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How Adults Learn (AD)
It should be noted, that the Action Training Model does not imply to specifically "go to the field" as it is the case in operational seminars. Te go to this field is not an extra and artificial activity. Participatory training is learner-centred A workshop programme arises out of the needs of participants as articulated by them and negotiated with them. A system of continuous feedback from participants has been developed through the steering committee, through reporting back sessions on groupwork in plenary, through individual guidance by resource persons, through critical review of the products of participants by peers and by resource persons. They also take on a large number of self-directed learning projects on things that interest them in any given year. Some practical tips: Learning and application are interwoven, both continue and both reinforce each other. In contrast to the well known "all-talk seminars and no-work-workshops" the Action Training Model combines training with action and production. While they may have limited experience with the topic you are teaching, they nonetheless can often make connections from past experiences in order to help them learn new material. So most of the time, you have the learners on your side from the beginning. The emergence of the model The Action Training Model ATM grew out of the need to assist adult educators and development workers to cope with specific tasks for which they had no specific training, e. Or the solutions learners have in mind do not solve their problems.
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