Learner-Centered Training for Learner-Centered Programs: A Workshop in Materials and Curriculum Development for Nonformal Educators. Training Notes Series, No. 1.

Autor/in	Kindervatter, Suzanne
Institution	Massachusetts Univ., Amherst. Center for International Education.
Titel	Learner-Centered Training for Learner-Centered Programs: A Workshop in Materials and Curriculum Development for Nonformal Educators. Training Notes Series, No. 1.
Quelle	(1977), (61 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Adult Education; Adult Educators; Adult Learning; Adult Programs; Adult Students; Curriculum Development; Developing Nations; Educational Principles; Material Development; Nonformal Education; Student Centered Curriculum; Teacher Developed Materials; Teacher Workshops + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Adult education teacher; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Developing country; Developing countries; Entwicklungsland; Bildungsprinzip; Lehrmaterialentwicklung; Non-formal education; Non formal education; Nichtformale Bildung
Abstract	An account is given of a learner-centered workshop in materials and curriculum development for Thai non-formal educators. The rationale for a learner-centered approach, its key characteristics, and the process by which it may be translated into a workshop design is presented. Principles which lie behind a learner-centered approach concern the learner's needs, his perspective, and his active participation in solving problems provoked by the course. In this environment the teacher acts as a facilitator toward the student's achievement of self-reliance and social literacy. The major portion of the paper focuses on the 1975 Thai workshop organized for staff members of community learning centers. The workshop was conducted using the same learner-centered approach that the participants would later use as leaders in their own educational environments. Participants shared in decision making and leadership. The workshop emphasized active learner participation, problem posing orientation, and the development of practical skills and concrete products. Three phases followed the general planning sessions. Phase I, Experiencing, consisted of meetings and small group exercises. Phase II, Reflecting and Analyzing, included a first draft of materials and the development of guidelines. Phase III, Applying, focused on production, try-outs and analysis of materials. Appendices include a number of materials developed by and for the Thai workshop participants. Although geared toward developing nations, these methods are applicable to nonformal education in any environment. )KC)
Anmerkungen	Center for International Education, Hills House South, University of Massachusetts, Amherst, Massachusetts 01003 ($3.00 paperbound)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01