9 Principles of Adult Education

"Education" has a lot of sense, but it is generally accepted as a change in behavior. Writing is not intended to analyze existing theories behind Adult Education, but to understand the principles of Adult Education (or commonly abbreviated POD) is acceptable. The principles presented here are essentially similar to that developed in some training using the instructional method, but one thing that sets the principles of POD is more widely known.
These principles are related to training (training) and education, and is usually applied to the formal classroom situation or for the system on the job training (apprenticeship). Each form of training should contain as much as possible that these nine principles below. So it is easy to remember (9 principles), then usually digunakn bridge system mnemonic donkey or foreign terms, namely RAMP 2 FAME.

R = recency
A = Appropriateness
M = Motivation
P = Primacy
2 = 2 - Way Communication
F = Feedback
A = Active Learning
M = Multi - Sense Learning
E = Excercise

These principles are in many ways is very important, because it allows you (coach) to prepare a proper and adequate sessions, presenting sessions effectively and efficiently, also allows you to evaluate for these sessions. Let's look at the ideas underlying the term RAMP 2 FAME. It is important to note that these principles are not presented in a sequence. Same position in a relation between relations.

R - recency

The law of recency shows us that something is learned or received at the last moment is the most remembered by participants / participants. This suggests two separate pengetian in education. First, with regard to the contents (matter) at the end of the session and the second relates to the "fresh" in the minds of participants. In the first application, it is important for coaches to make the summary as often as possible and believe that the key messages / core always emphasized again at the end of the session. In the second application, indicating the coach to make the plan review per section in each presentation.

The factors for consideration of the recency

Try to keep each session given the relatively short term, no more than 20 minutes (if that is possible).
If the session is more than 20 minutes, must often be summarized. More panjangsebaiknya session was divided into sessions, shorter sessions with a few breaks so you can make a summary.
End of each session is vital. Make a summary / recap of the whole session and give emphasis on the messages or key points.
Strive for the participant / participants remain "aware" of where the direction and development of their learning

A: APPROPRIATENES

Law of appropriatenes or fitness tells us that overall, be it training, information, assistive devices used, case studies, case studies, and other materials must be tailored to the needs of the participant / participants. Participants will be easy to lose motivation if the coach fails to strive for material relevant to their needs. In addition, trainers must continually provide opportunities for participants to find out how the relationship between new information with previous knowledge already obtained the participants, so that we can eliminate the concern about something that is vague or unknown.

Factors to consider about appropriatness:

Coaches must clearly identify a need for participants to take part in training. With the needs identified, the trainer must make sure that sehala something related to sessions in accordance with those needs.
Use the description, examples or illustrations that are familiar (familiar) with the participants.
M: Motivation

Law of motivation tells us that pastisipan / participant must have a desire to learn, he should be ready to learn, and must have a reason to learn. Coach found that if participants have a strong motivation to learn or feel the desire to succeed, he will be better than others in learning. First of all because the motivation to create the environment (atmosphere), learning becomes fun. If we fail to use the law of similarity (appropriateness) and neglect to make the material relevant, we will be bound to lose motivation of participants.

Factors to consider about the motivation:

Materials must be meaningful and valuable to the participants, not only for the coach
That should be motivated not only participants but also the coach itself. For if the coach is not motivated, training may be not attractive and did not even achieve the desired goals.
As mentioned in the law of similarity (appropriateness), the coach at one time one needs to identify why participants came to the training. Coaches usually can create motivation by saying that this session can meet the needs of participants.
Move from side to know to not know. Start the session with the things or points which are familiar or familiar to participants. Slowly wake up and connect the points together so that each knows where their direction in the training process.
Q: Primacy (Attract Attention at the beginning of session)

Law of Primacy tells us that the first things that the participants are usually well-studied, also the first impression or a series of information obtained from the coaches really very important. For this reason, there is a good practice is to incorporate all the key points at the beginning of the session. During the current session, key points and also develop other information-related. It is included in the law of Primacy is the fact that when participants are shown how to do things, they must be shown the right way at first. The reason for this is that sometimes very difficult to "teach" the participants at the time they make a mistake at the beginning of the exercise.

Factors to consider about the Primacy:

Once again, try-session session is given in a relatively short period of time. We recommend about 20 minutes as suggested in the law of recency.
The beginning of your session will be very important. As you might know that some many of the participants will listen to, and therefore make it interesting and give the load key information into it.
Try to keep the participant is always "aware" of the direction and progress of learning.
Reassure participants will gain the right things when you first ask them to do something
2: 2 - WAY COMMUNICATION

Law of 2-way-communication 2-way communication or are clearly stressed that the training process involves communication with the participants, not on them. Various forms of presentation should use the principle of 2-way communication or reciprocity. This does not necessarily mean that the entire session must be in the discussion, but which allows the interaction between the trainer / facilitator and participant / participants.

The factors for consideration of a 2-way communication:

Your body language is also associated with 2-way communication: you must feel confident that it does not conflict with what you say.
Plan your sessions should have interaction with whom it was designed, which is none other than the participant.
F: FEEDBACK

Law of feedback or feedback shows us both the facilitator and participants need information from each other. The facilitator needs to know that the participants follow and keep paying attention to what is presented, and vice versa participants also need feedback in accordance with the appearance / performance.

Strengthening also need feedback. If we appreciate the participant (positive reinforcement) to do things right, we have a much greater chance for them to change their behavior as we wish. Beware also that too much negative reinforcement will probably keep us obtain our response harapakan.

The factors for consideration regarding feedback:

Participants must be tested periodically for feedback for the facilitator
At the time of the participants tested, they should obtain feedback on their performance as soon as possible.
Tests may also include the questions that are given periodically on the condition of the facilitator group
All feedback should be positive not, as believed by many people. Positive feedback is only half of it and almost no benefit without any negative feedback
When participants do or say is true (eg answering questions), call or announce it (in front of a group / other participants if that is possible).
Prepare your presentation so that there is positive reinforcement that is built in the early sessions.
Notice that the participants really give positive feedback (do well) as well as to those who gave negative feedback (make mistakes).
A: ACTIVE LEARNING

Law of active learning shows us that the participants learn to be more aggressive if they are actively involved in the training process. Remember the proverb that says "Learn While Working"? This is important in the training of adults. If you wish to instruct the participants to write reports, do not just tell them how it should be made but provide an opportunity for them to do so. Another advantage of this is an adult is generally not used to sitting all day in the classroom, therefore the principle of active learning will help them not saturated.

The factors for consideration of active learning:

Use the exercises or practice for giving instruction
Use lots of questions during instruction
A quick quiz can be used in order to remain an active participant
If possible, allow participants to do what is in the instruction
If the participant is allowed to sit for a long time without participating or given the questions, chances are they will be sleepy / lose attention.

M: MULTIPLE-SENSE LEARNING

Law of the multi-sense learning to say that learning would be far more effective if participants use more than one of the five senses. If you tell the trainees about a new type of sandwich they might remember. If you let them touch, smell and feel well, there's no way for them to forget it.
The factors for consideration of multiple-sense learning:

If you memberitah / say something to the participants, try to show it properly
Use as many senses of the participants if it is necessary as a means of learning them, but do not forget the target to be achieved
When using a multiple-sense learning, you must make sure that it is not difficult for groups to mendengarnyaa, see and touch whatever you want.
I hear and I forget
I see and I remember
I do and I understand
(Confucius, 450 BC)

E. EXERCISE

Law of the exercise indicates that something is repeated the most memorable. By making the participants do the exercises or repeat the information provided, we can increase the likelihood of them increasingly able to recall information already provided. It is best if the trainer to add exercises or repeat a lesson by repeating information in different ways. Maybe the coach can talk about a new process, and then show a diagram / overhead, show the finished product and finally asked the participants to complete the tasks assigned. Exercise is also about intensity. The law of exercise also refers to the mean repetition or re-learning.

The factors for consideration in the exercise:

The more often trainees to repeat something, the more they remember the information given
By providing a recurring question we improve exercise
Participants had to repeat the exercise itself, but the record does not include
Summarize as often as possible because it is another form of exercise. Make always when concluding session summary
Create a regular participant always remember what has been made so far in the presentation
Often said that without some form of exercise, participants will forget 1 / 4 of what they learn in 6 hours, 1 / 3 in 24 hours, and about 9% in 6 weeks.
Conclusion

The principles of learning related to the training and education. These principles are used in all sectors / areas, both in the classroom or apprenticeship system. These principles can be used to children and adolescents as well as to adults. Effective instruction must use as many of these principles, if not its whole. When you are planning a session, see the entire draft to ensure that these principles have been used and if not, might need a revision (repair).