"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Enhancement of entrepreneurship skills among women to provide gender equality and employability for citizens of Uzbekistan. ( EMPOWER)

Neither the European Union nor the granting authority can be."

Project Number:

101129076 — EMPOWER—ERASMUS-

EDU-2023-CBHE

Training for Trainers, Varna, November 2024 Innovative Teaching and Training Approaches for Active Learning and Engagement

Irina Petkova

irina.petkova@vum.bg

Today’s Outline

he European

Union.

Learning styles theories

Active learning Flipped learning Examples

Tools

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Neither the European Union nor the granting authority can be."

HELLO,

WHO WE ARE?

he European

Union.

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Neither the European Union nor the granting authority can be."

Mentimeter.com

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Neither the European Union nor the granting authority can be."

Join at menti.com |

use code 6317 9290

What is Learning?

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Neither the European Union nor the granting authority can be."

Learning Styles Theories

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David Kolb's model

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Neither the European Union nor the granting authority can be."

Peter Honey

and Alan Mumford

Walter Burke Barb &Neil Fleming

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Neither the European Union nor the granting authority can be."

Feldler-Soloman

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Neither the European Union nor the granting authority can be."

Bloom Taxonomy

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Neither the European Union nor the granting authority can be."

Exercise: Interview

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Neither the European Union nor the granting authority can be."

Interview-learning outcomes

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Neither the European Union nor the granting authority can be."

• Helping learners learn and apply different questioning strategies
• Strengthening learners’ connection with course material in a

creative and engaging way

• Producing a sense of accountability, with learners working together to complete a task and grasp a lesson

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Neither the European Union nor the granting authority can be."

Adult Learning Principles

• Self-directed learning
• Experience-based learning
• Relevance and practicality
• Problem-centered approach
• Immediate application of knowledge
• Motivation through personal and professional

growth

Active Learning

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Neither the European Union nor the granting authority can be."

“In the context of the college classroom, active learning

involves students in doing things and thinking about

the things they are doing.”

(Bonwell and Eison, 1991)

Why Active Learning?

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Neither the European Union nor the granting authority can be."

• Surface learning – associated with acceptance,

memorisation, and surface retention of information

​

• Deep learning – associated with understanding,

connecting concepts and critical analysis

Benefits of Active Learning

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Neither the European Union nor the granting authority can be."

• Opportunities to process course material through thinking, writing, talking, and problem- solving give students' multiple avenues for learning.
• Applying new knowledge helps students encode information, concepts, and skills in their memories by connecting it with prior information.
• Receiving frequent and immediate feedback helps students correct misconceptions and

develop a deeper understanding of course material.

• Working on activities helps create personal connections with the material, which

increases students’ motivation to learn

• Regular interaction with the instructor and peers around shared activities and goals helps

create a sense of community in the classroom

• Instructors may gain more insight into student thinking by observing and talking with students as they work
• Knowing how students understand the material helps instructors target their teaching in future lessons.

Active Learning Examples

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Neither the European Union nor the granting authority can be."

• Interactive workshops
• Case studies and real-world examples
• Role-playing and simulations
• Group discussions and brainstorming sessions
• Hands-on projects and exercises
• Guest speakers and mentorship programs
• Problem-based learning
• Flipped classroom
• Peer teaching
• Gammification

What is it?

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

Flipped Learning

Why is it significant?

​

What are the downsides?

Flipped Learning

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

Exercise: The devil's

advocate approach

​

​

Take the opposing side and give more arguments against Active learning

The devil's advocate approach - Learning Outcomes

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Neither the European Union nor the granting authority can be."

Metacognition

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• Explain learning objectives, assessment links and / or session outcomes and ask students to reflect on them throughout
• Use smaller groups such as breakout groups
• Refer to these at the end and keep the communication open about which bits are still tricky
• Vary pace, remember ‘think-pair-share’ and resist temptation to chatter whilst students are doing activities
• Each activity should have a group or individual plenary which consolidates the learning completed
• Have roles in breakout groups, especially for scribing and group leaders for reporting back

Barriers in learning:

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Neither the European Union nor the granting authority can be."

(Abucay, 2009)

intellectual factor learning factor physical factor

emotional and social factor relationship in the group social readiness

mental factor environmental factors teacher/trainer personality

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

The Training Cycle

Develop/conduct a needs assessment

Identify training objectives

Establish training criteria Select trainees

​

Pretest employees to establish their current knowledge, skills, or abilities for training

Choose the proper training methods and techniques

​

Implement the training program

​

Conduct a training evaluation

Training Method Guidelines

To be effective, the training method should:

​

• Motivate trainees to improve their performance.
• Clearly demonstrate desired skills.
• Provide for active trainee participation.
• Provide an opportunity to practice new skills.
• Provide timely feedback on trainee performance.
• Provide some means for reinforcement while trainees learn.
• Structure tasks from the simple to the complex.
• Be adaptable to specific problems.
• Encourage positive transfer of knowledge and skills from the training to the job.

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

Assessing the Training session

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Neither the European Union nor the granting authority can be."

• Developing assessment criteria and rubrics
• Using multiple assessment methods (quizzes, projects,

presentations)

• Providing constructive feedback and guidance
• Encouraging self-assessment and reflection
• Measuring practical application of skills
• Tracking long-term outcomes and success stories

Some Tools

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

• Sli.do (free) – Leave open to allow students to ask questions as you present
• Kahoot! – competitive quizzing
• Padlet/Miro – collecting ideas
• Mentimeter - Quiz questions, word clouds, open answer, scales, ranking, competitive options
• Canva
• Mindmap
• Flashcards

What have you learned?

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

60-second challenge. Work with a partner and decide who is going to go first. This person then has to speak for 60 seconds, without pausing, about what they have learned about in-class activities. Then, the second person has to talk for 30 seconds about what they have learned, without repeating anything the first person has said.

DISCIPLINE

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

Discipline is a word that has both positive and negative meanings. When an authority figure has disciplined you, how did you handle it? Consider the following kitchen tools and choose the one that best represents how you received discipline.

• Sponge
• Spatula
• Paddle
• Peeler
• Masher
• Sieve

Ringing Timer Silent Timer Teapot Strainer Kitchen Shears

Most/ Least Useful

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

Sources

• Active learning: Center for teaching innovation. Active Learning | Center for Teaching Innovation. (n.d.).

https://teaching.cornell.edu/teaching-resources/active-collaborative-learning/active-learning

• Donkoh, K. E., Eshun, E. S., & Acquaye, V. N. (2015). Learning styles and factors affecting learning: Perception of 2013/2014 final year Post-Diploma Sandwich Students of the Department of Basic Education, University of Education, Winneba (uew), Ghana. Advances in Social Sciences Research Journal, 2(5). https://doi.org/10.14738/assrj.25.1099
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and Mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
• Santoianni, F. (2024). Teaching and mobile learning: Interactive educational design: Interactive educational design. CRC Press.
• Stoltz, R. (2024, February 13). What is adult learning theory: A comprehensive guide. NEIT.

https://www.neit.edu/blog/what-is-adult-learning-theory

• N, P., D, L. R., M.M., B., & Begam, Y. (2019). Innovative methods of effective teaching and learning. INNOVATIVE TEACHING PRACTICES FOR 4G STUDENTS, 17–20. https://doi.org/10.34256/iorip1914

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union.

Neither the European Union nor the granting authority can be."

Thank you for your attention!

Irina Petkova

Varna University of Management, Bulgaria

Irina.petkova@vum.bg

​

"Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union. Neither the European Union nor the granting authority can be."