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 the Adult Education, but to understand the principles of Adult Education (or commonly abbreviated POD) is acceptable. The principles presented here are basically the same as that developed in some training using instructional methods, but one thing that distinguishes the principles of POD is more widely known.
These principles are related to training (training) and education, and is usually applied in a formal classroom situation or for a system on the job training (apprenticeship). Each form of training should include as many nine principles mentioned below. So we are easy to remember (9 principles), then usually digunakn system mnemonics mnemonic or foreign terms, ie 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 (the coach) to prepare the sessions appropriately and adequately present the session effectively and efficiently, it also allows you to evaluate for these sessions. Let us 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 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 something "fresh" in the memories of participants. In the first application, it is important for coaches to make a summary (summary) as often as possible and believes that the key messages / core always emphasized again at the end of the session. In the second application, indicate to the coach to make the plan review (review) per section in each presentation.

Factors for consideration of the recency

Try to keep each session given the relatively short term, no more than 20 minutes (if that's possible).
If the session is more than 20 minutes, must often be summarized (recapitulated). More panjangsebaiknya sessions divided into sessions, shorter sessions with a few pauses so you can make a summary.
The end of each session is an important. Make a summary / recap of the entire session and give emphasis on the messages or key points.
Encourage participants / participants remain "aware" of where the direction and development of their learning

A: APPROPRIATENES (Conformity)

Law of appropriatenes or fitness tells us that, overall, be it training, information, assistive devices are used, case studies, case studies, and other materials must be tailored to the needs of participants / participants. Participants will be easy to lose motivation if coaches fail to strive for material relevant to their needs. In addition, coaches need to constantly give participants a chance to find out how the links 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 regarding appropriatness:

The coach must clearly identify the need for participants to take part in training. With the needs identified, the coach 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 (motivation)

Law of the motivations tell 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 motivation can create the environment (atmosphere) learning to be fun. If we fail to use the law of the suitability (appropriateness) and neglect to make the material relevant, we will definitely be a loss of motivation of participants.

Factors to consider about the motivation:

Material must be meaningful and valuable to the participants, not only for coach
That should be motivated not only participants but also the coach itself. For if the coach is not motivated, training may be unattractive and did not even reach the desired goal.
As mentioned in the law of suitability (appropriateness), a coach when one needs to identify why participants came to the training. Coaches are usually able to create motivation by saying that this session can meet the needs of participants.
Move from side to know do not know. Start the session with those things or points that are already familiar or unfamiliar to the participants. Slowly up and connect the points together so that each knows what direction they are in the process of training.
Q: Primacy (Attention at the beginning of session)

Primacy of law tells us that things are the first for participants are usually well-studied, as well as with the first impression or a series of information obtained from the coaches really very important. For this reason, there is a good practice by including all the key points at the beginning of the session. During the session goes, the key points and also develop other information-related information. It is included in the Primacy of law is the fact that when participants were 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 regarding the Primacy:

Again, try-session session is given in a relatively short period of time. Preferably about 20 minutes as suggested in the law of recency.
Beginning of the session you 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 charge necessary information into it.
Try to keep participants always "aware" of the direction and progress of learning.
Reassure participants will get things right when you first ask them to do something
2: 2 - WAY COMMUNICATION (2-way communication)

Law of 2-way-communication or two-way communication clearly emphasize that the training process involves communication with the participants, not at them. Various forms of presentation should use the principle of two-way communication or reciprocity. This does not necessarily mean that the entire session shall take the form of discussion, but which allows the interaction between the trainer / facilitator and participant / participants.

Factors for consideration of a 2-way communication:

Your body language is also associated with two-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 participants.
F: FEEDBACK (Feedback)

Law of feedback or feedback shows us, both facilitators and participants require information to one another. 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.

Reinforcement also need feedback. If we appreciate the participant (positive reinforcement) to do things right, we have a much greater chance that they change their behavior as we want. Beware also that too much negative reinforcement will probably keep us that we expect it to elicit a response.

Factors for consideration of feedback:

Participants must be tested (tested) on a regular basis for feedback to the facilitators
At the time participants were tested, they should obtain feedback about their performance as soon as possible.
Tests may also include questions that are given regular facilitator on the group conditions
All the feedback is not necessarily positive, as many people believed. Positive feedback is only half of it and almost useless in the absence of negative feedback
At the time of the participants do or say is true (eg answering questions), call or post it (in front of a group / other participants if that is possible).
Prepare your presentation so that there is positive reinforcement that woke up early in the session.
Notice that the participants really give positive feedback (do well) as well as to those who gave negative feedback (make mistakes).
A: ACTIVE LEARNING (Active Learning)

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

Factors for consideration of active learning:

Use the exercises or practice for giving instruction
Use lots of questions during the giving instructions
A quick quiz can be used so that participants remain active
If possible, allow participants to do what is in the instruction
If the participant is allowed to sit for long periods 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 will be much more effective if participants use more than one of the five senses. If you tell the trainees about a new type of sandwich they'll probably remember it. If you let them touch, smell and feel good, there is no way for them to forget it.
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 (Exercise)

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

Factors for consideration in the exercise:

The more often a trainee to repeat something, the more they remember the information given
By asking questions over and over again we increase exercise
Participants must repeat the exercise itself, but the record does not include
Summarize as often as possible because this is another form of exercise. Make it always when concluding session summary
Create a regular participant always remember what he had so far in the presentation sidajikan
Often mentioned that without some form of exercise, participants will forget the 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 plan a session, see the entire draft to ensure that the principles have been used and if not, may need a revision (repair).