Community Education and Training

EXPERIENTIAL
APPROACH TO
TRAINING
Traditional Approach Vs Experiential Learning
WHAT WE WILL
TALK ABOUT
Experiential Learning Model
Experiential Vs Traditional Trainers
Experience Cycle
Principles of Learning
Mathetics, Auto-Didactics, Andragogy.
LEARNING OBJECTIVES
Analyze and evaluate the requirements,
advantages and disadvantages of experiential
training, as differentiated from traditional training.

List, explain and discuss the advantages and

disadvantages of using mathetics, auto-didactics,
and andragogy in their training programs, to enrich
pedagogical methods.

Analyze, evaluate and realistically judge whether

appropriate or not the principles of leaming as
they apply to a training course, and the level of
comprehension and skills of the trainees.
EXPERIENTIAL
APPROACH
an innovative approach toward
training that incorporates flexible
structure of classroom activities,
simulation exercises, and actual
experiences of real life situations.
learning from experience

EXPERIENCING
This is both the initial activity and the data-producing phase of the experiential learning cycle.
Experiencing is, in fact, an inherent element of living. In experiential leaming, however, this activity of
experiencing is linked to a process which includes interpreting the experience, drawing
generalizations from it, and determining how to make use of the learning. The experiential learning
process helps individuals to minimize subjective reactions, and draw cut objective elements from their
experiences.
HEIRARCHY OF
LEARNING ACTIVITIES
(According to level of difficulty)

LARK - LEARN AND REPEAT KNOWLEDGE - This is the first step in learning
- simply memorizing what symbols and/or concepts mean. LARK activities are
usually quite simple: class lectures, individual study sessions, demonstrations,
or discussions initiated by the instructor.

SOAR - SEARCH OUT AND RELATE INFORMATION - It means the activity

requires some level of knowledge about a concept before you can apply this
knowledge to a problem. SOAR requires a synthesis or bringing together of
knowledge to answer a problem, often in a stimulated training session. SOAR
activities can be stimulated (a) in a role play where skills are practiced, (b) in
case studies where independent research and tentative solutions are
developed, and (c) in demonstrations.
HEIRARCHY OF
LEARNING ACTIVITIES
(According to level of difficulty)

LIFE - LEARNING IN FIELD EXPERIENCE - LIFE activities apply to on-the-job

situations. It means a test of the learner’s ability by applying what is known to
a problem in the job back home or the anticipated work environment.

DIA2 - DO IT AND DO IT AGAIN - action and implementation lead to the best

learning and relearning.

All Learning Activities Require Feedback - this is checking to see if a concept of

skills has been mastered and showing what was learned or observed with
others and with the staff.
EXPERIENTIAL LEARNING MODEL
 EXPERIENTIAL VS TRADITIONAL
TRAINER
EXPERIENTIAL TRADITIONAL

Focuses on the process of learning -- Focuses on the presention of content,

Learning how to leam. facts and information.

Involves the trainee actively in assuming Assumes the responsibility for deciding
the responsibility for his own learning. what the trainee needs and motivating
Trainee is change agent. him to learn. Trainer is change agent.

Helps the trainee lear to be an active Decides what the trainee needs and
information seeker, identifying and provides it through lectures, reading
making effective use of available assignments, films, etc.
resources.
Expects the trainee to learn the
Expects he trainee to find and use
material presented, for recall on
information as needed to solve problems.
examinations.
 EXPERIENTIAL VS TRADITIONAL
TRAINER
EXPERIENTIAL TRADITIONAL

Expects the trainee to learn by explora tion Expects the trainee to learn primarily by
and discovery, asking questions, memorization and formulation of
formulating and testing hypotheses, solving responses to questions.
problems.
Focuses on the completion of textbook-
Focuses on the creative process of
type exercises or problems, with "one
identifying and solving open-ended, real-life
right answer." The trainer is the expert.
problems with many possible solutions.
There is no expert.
Formulates objectives, but usually based
Formulates clearly defined objectives based on "covering' a specified amount of
on the needs of the trainee. material.
Involves the traince in the identification of Expects the trainee to accept the
his own leaming needs and objectives. objectives specified for the course.
EXPERIENCE CYCLE
A. THE LEARNING STRUCTURE
The leaming structure serves as venues for processing and
application of leamning experience acquired in formal education.

B. PROCESSING
The processing involves a series of innovative discussions
and activities to reflect upon actual experiences.

C. REFLECTIONS
This is a process of. reviewing or looking back and
organizing the learning insights gained by the participants
during the activity.

D. DEVELOPMENT FEEDBACK
the intrinsic and extrinsic additive information grasped by
the learner during and after the activity phase of leaming.
HOW PEOPLE LEARN?
Gordon Rabey notes that some
people claim that you cannot
teach a person anything, but
you can make him want to
learn.
Rabey, Gordon, “Training and the Trainer.” Singapore
Institute of Management, 1980
HOW PEOPLE LEARN?
 HOW PEOPLE LEARN? MORE EFFECTIVE
LESS EFFECTIVE

EXHIBITS DEMONSTRATI CONTRIVED

TV PRACTICAL
LECTURES WRITTEN PHOTOS MOTION WITH ONS WITH
WORDS SUPPORT SUPPORTING EXPERIENCES
PICTURES
TEXTS DISCUSSIONS

THE CONE OF LEARNING AS EXPRSSD BY RABEY

LEARNING THEORIES
AND APPROACHES
HISTORICAL NOTES
Ancient history's great teachers primarily
focused on educating adults, as seen in the
teachings of Lao Tse, Confucius, Jesus, Socrates,
and others.

"Pedagogy" originates from the Greek words

"paid" (child) and "agogus" (leader of), referring
to the art and science of teaching children.

Monastic schools played a role in formalizing

pedagogy, aiming to train novices as obedient
servants of the church, necessitating reading and
writing skills.
HISTORICAL NOTES
Pedagogy traditions spread through medieval
and secular schools in Europe and America, but
unfortunately, it's also been applied rigidly to
adult education, as seen in Philippine graduate
schools.

"Andragogy," on the other hand, focuses on

adult education, originating from the Greek word
"aner" (man) and being developed formally since
the 19th century, with evolving theories and
technologies.
PRINCIPLES OF ADULT LEARNING
The general consensus is that andragogy rests on several principles, such as:

1. Adults do not like being treated like children, they

strive to be self-respecting responsible, and self-
directed.
2. Adults have numerous experiences supportive of
learning which should be shared during the training.
3. Adults must be ready to lear, but what they want to
be told and convinced about certain topics or subjects
should be included.
4. They are not interested in learning disciplines or
memorization of facts and figures or discussing theories
alone. They seek "real world" cases, values, situations,
problems, analyses, etc.
PRINCIPLES OF ADULT LEARNING
The general consensus is that andragogy rests on several principles, such as:

5. Adults leam best in pleasant surroundings, so do not

expose them to tablet arm chairs like they were
students; or to an attitude of unpleasantness or hostility
or annoyance. The venue for training is an important
factor.

6. Adults learn faster by becoming involved, by actually

doing a concrete act rather than listening to lectures
alone.

7. Adults learn best when they are ready and willing to

learn. Motivation and readiness should therefore be
stressed in the training process, attuned to key events or
changes in the lives of the participants.
PRINCIPLES OF ADULT LEARNING
The general consensus is that andragogy rests on several principles, such as:

8. Adults lear fastest. through association which means

that every new fact, idea or concept is best learned
when it is related to an already known information or
experience, such as a job or a community or project.

9. Self-learning is self-directed activity at their own pace

with professiorial guidance, and adults learn best
through this approach. Trainees all have their own
insights and experiences and they therefore can leam
from each other.
PRINCIPLES OF ADULT LEARNING
The general consensus is that andragogy rests on several principles, such as:

10. Adults learn at different paces and have their 'good"

days and "bad' days. their "ups and downs", in which
psychological as well as physiological factors curtail
effective learning even if trainees can begin the
workshop with great enthusiasm. Reassurance and
empathy by trainors play an important role in smoothing
out uneven days.

11. To adults, learning is a lifelong process, never

ending, and this also means that trainees can also
influence trainers and vice-versa.
PRINCIPLES OF ADULT LEARNING
The general consensus is that andragogy rests on several principles, such as:

12. Adults appreciate hands-on experience and tri-

media materials, rather than lecture alone. Tests indicate
that to Filipinos, body language and audio-visual
communica tions are stronger than written notices.

13. Adults respond warmly and positively to credit and

recognition and to a feeling of self- esteem, so that
positive reinforcement by trainers through a nod of
encouragement or a verbal pat on the back hastens the
motivation process.

14. Adults learn best through doing and doing it on-the-

job. The best learning results when initial training is
followed right away by an application process.
PRINCIPLES OF ADULT LEARNING
The general consensus is that andragogy rests on several principles, such as:

15. Start overall, then zero in on the part of the whole

process or that specific task or or skill required, then
show how each part fits into the whole picture again.
Always use the process of iteration.

16. Trainers should know their audiences. The capacities

of trainees vary and therefore their need for specific
skills, knowledge, techniques, attitudes, and experiences
shon be determined.

17. The order of presentation of materials to be learned

should be logical, persuasive, practicable. However,
sometimes this can be changed drastically depending on
needs
PRINCIPLES OF ADULT LEARNING
The general consensus is that andragogy rests on several principles, such as:

18. The rate of forgetting can be very rapid immediately

after the training. Just as during the workshop, showing
errors on how to do something can definitely lead to in.
crease in leamning. Or repetition of identical materials is
very effective just as we repeat the same story but with
variations.

19. A message is more easily learned and accepted if it

does not interfere with earlier habits. Thus, drawing on
prior experiences of the trainees helps a lot.
PRINCIPLES OF ADULT LEARNING
The general consensus is that andragogy rests on several principles, such as:

20. Trainees must feel a sense of belonging. The

elements to be leamed must show some
relationship or sequence.

21. Learning something new can interfere with

something learned earlier.
FOUR KEY THEORIES
the differences between andragogical theory and that of
pedagogy, the more significant ones are the following:

1. CHANGES IN SELF-CONCEPT
When a person achieves a self-concept of self-
direction then he becomes psychologically an adult.
Such as when a student enters the university or gcts
his first job. He now has an adult role. When you place
him in a situation where he is treated as a child or is
not allowed to be self-directing, then he reacts with
resentment and resistance. For Filipinos, however, this
state of independence may not come as rapid as the
Western adolescent since the Filipino graduates from
the college level 2 years ahead of the Western student.
FOUR KEY THEORIES
the differences between andragogical theory and that of
pedagogy, the more significant ones are the following:

2. THE ROLE OF EXPERIENCE

As the person matures, he gets more experiences
which become a rich resource for learning and a
broadening base to relate new learnings. Andragogy
therefore turns to experiential techniques such as
discussions, laboratory work, gaming-simulations, field
experience, team project, barrio immersion, case
studies, etc. Compared to pedagogy where the young
child is exposed to virtually one-way systems such as
lectures, textbooks, classroom work, assigned
readings, etc.
FOUR KEY THEORIES
the differences between andragogical theory and that of
pedagogy, the more significant ones are the following:

3. READINESS TO LEARN
Andragogy assumes that adults are ready to leam
because there are specific problems to solve or roles to
play or changes to cope with - like when they become
an employee, a wife or a husband, are promoted,
transferred, etc. Whereas pedagogy assumes children
are ready to leam those things they ought to because
of their biological and academic development. Adults
learn when they need to. Thus, a new medical student
needs to have direct experience with hospitals,
patients and doctors before theory and classroom
lectures. So with the social work student - he should
work out in the slums, with the police or villagers, feel
their pulse, and only then move into classroom work
and research.
FOUR KEY THEORIES
the differences between andragogical theory and that of
pedagogy, the more significant ones are the following:

4. ORIENTATION TO LEARNING
Children are subject-centered oriented while adults are
problem-centered oriented to learning. This is mainly
because of time perspectives: children postpone
applica- tion of learning whereas adults want to learn
to apply what they learned immediately, now.
MATHETICS SYSTEM
MATHETICS SYSTEM
Mathetics is the science, art, and practice of
learning as distinguished from pedagogy, the
science and art of teaching, especially
children. (Franco, 1982).
MATHETICS VS PEDAGOGY
The differences are fundamental as well as
complementary.The fundamental differences are:

MATHETICS VS. PEDAGOGY FOCUS

Mathetics emphasizes how the student learns,

while pedagogy focuses on how the teacher
teaches the student.

Mathetics concentrates on the student's

experience, while pedagogy centers around the
teacher's role as an authority and model.
MATHETICS VS PEDAGOGY
The differences are fundamental as well as
complementary.The fundamental differences are:

EDUCAND-CENTRIC VS. TEACHER-CENTRIC

APPROACH

Mathetics prioritizes the needs, aspirations,

and capabilities of the student above the
teacher's expertise or techniques.

Pedagogy emphasizes the teacher's skills,

attitudes, and knowledge in educating children,
with the teacher as the primary concern.
MATHETICS VS PEDAGOGY
The differences are fundamental as well as
complementary.The fundamental differences are:

EDUCATION DELIVERY MODES:

Mathetics sees education as a system where

formal, nonformal, and informal methods are
used based on the varying needs, skills, and
interests of students.

Pedagogy is primarily associated with formal

education, utilizing structured and sequential
teaching methods suited for classroom
settings.
MATHETICS VS PEDAGOGY
The differences are fundamental as well as
complementary.The fundamental differences are:

LIFELONG LEARNING VS. TRADITIONAL

EDUCATION CYCLES
Mathetics aligns with lifelong learning,
recognizing that education is continuous
throughout life and caters to diverse types of
learners.

Pedagogy is tied to traditional education cycles

such as semesters and school years, with fixed
opening and graduating cycles more
accommodating to teachers than students.
MATHETICS VS PEDAGOGY
The differences are fundamental as well as
complementary.The fundamental differences are:

EDUCATIONAL TECHNOLOGY AND

METHODOLOGY
Mathetics deliberately chooses a variety of
educational technologies suited to students'
needs, prioritizing the educands' requirements
over traditional teaching methods.

Pedagogy often relies on conventional tools like

lectures, textbooks, and memorization, assuming
that what works well for the teacher will lead to
successful students. Mathetics, in contrast,
asserts that teaching methods should adapt to
student needs and capabilities for optimal
efficiency and effectiveness.
MATHETICS VS PEDAGOGY
The differences are fundamental as well as
complementary.The fundamental differences are:

APPROACH TO LEARNING AND STUDENT

INVOLVEMENT
Mathetics embraces challenges and change,
encouraging active student participation in goal-
setting, self-direction, feedback, and sharing
experiences.

Pedagogy tends to keep students passive,

directed by the teacher, focused on grading and
testing, and receiving insights without much
emphasis on active involvement or feedback.
AUTO-DIDACTICS:
SELF-LEARNING
AUTO-DIDACTICS:
SELF-LEARNING
The highest form of learning is self-learning.
This is because the most effective teacher
is really the student or educand himself.
CLASSROOM AND
AUTO-DIDACTICS
The schooling system, certainly the most
organized, stabilized, and delivery system of
education, has pervaded societies since they
became organized by monastics and the religious
many centuries ago in their multiple variations in
Asia, Europe, the Americas.

Today, the schooling system in the Philippines is

responsible for educating over 16 million Filipino
pupils and students in over 40,000 schools of all
kinds and types, public and private, manned by
over 350,000 teachers and hundreds of thousands
of administrators and staffs.
CLASSROOM AND
AUTO-DIDACTICS
Ernesto Franco highlights challenges facing
classrooms:

1. Cost and Budget Concerns:

High maintenance and construction costs due
to inflation, currency devaluation, economic
downturns, and price increases.
By the 1990s, classrooms alone won't suffice
for growing student populations; alternative
educational settings will be necessary.
CLASSROOM AND
AUTO-DIDACTICS
Teacher-Centric Pedagogy and Costs
Traditional classroom setups rely heavily on
teacher presence and direct supervision,
leading to expensive demands like salary
increases.

There's a need for alternatives to full-time

teachers, especially in areas where feasible,
to address cost and pedagogical concerns.
CLASSROOM AND
AUTO-DIDACTICS
Underutilization of Physical Space
Classrooms often have fixed schedules
leading to inefficient use of space and
facilities, especially during weekends,
breaks, and holidays.

This underutilization results in opportunity

costs. Future education options should rely
less on fixed physical facilities like
classrooms.
CLASSROOM AND
AUTO-DIDACTICS
Pedagogical Challenges and Expenses
Classroom-based pedagogy perpetuates
costly systems such as frequent textbook
revisions, limited audience reach in
traditional lectures, and class size
limitations based on teacher availability and
fixed ratios.

These traditional techniques and

processes contribute to the expense and
inflexibility of the education system.
CLASSROOM AND AUTO-DIDACTICS
In short, the classroom is the pivotal point around which traditional education revolves.
There are many variations to the 6. Classroom cum apprenticeship work in an
classroom being used in education and outside site or factory farm plantation,
training, such as; then back to the classroom.
1. Classroom cum lectures, readings, 7. Classroom cum village immersion or
workshops. community work at the back of the classroom.
2. Classroom cum case studies. 8. Classroom cum practical experience such as
3. Classroom cum audio-visuals and visits and observations to hospitals, ibns
science kits on demonstration materials. factories, police stations, communities, radio/TV
4. Classroom cum gaming-simulation, stations, newspaper offices, plantations,
role-playing, in-basket exercises, then universities, etc., then back to the classroom
return to classroom. again.
5. Classroom cum project exposure or 9. Classroom cum some form of mass media
training then return to the classrcom. facilities such as filmstrips, audio-video
cassettes, etc.
Whatever the variation, the traditional pedagogy is rooted to the classroom - out of it
temporarily, and eventually back to it.
 AUTO-DIDACTICS
Auto-didactics comes in a variety of
forms and approaches including:
Correspondence school
Distance leaming
Self-programmed instructional
devices
Home Study Programs
University on the Air such as farm
programs or literary program over
radio, TV, or via mobile vans
So-called "Schools-Without Walls",
"Educational Parks", "Street
Academies," "Dropout Centers", etc.
PLANNING A
FAVORABLE
LEARNING CLIMATE
PLANNING A FAVORABLE
LEARNING CLIMATE
In a favorable learning climate, the
trainees are induced to pay attention
and take responsibility for learning.
A favorable learning climate
maximizes learning by offering the
trainees a reason to learn, preparing
them for the content of the training,
and developing their trust in the
instructor.
 PLANNING A FAVORABLE LEARNING CLIMATE
These activities have been found successful in evoking participation from trainees and other
meeting participants. They are:

Conduct a discussion period:

Develop a benefit list: Create a Conduct a pretest: Administer a
Allocate time for interactive
comprehensive list showcasing the preliminary assessment to gauge
discussions among participants to
advantages and positive outcomes participants' existing knowledge or
encourage sharing of ideas,
that participants can gain from the skills, providing a baseline for the
perspectives, and experiences
training or meeting. upcoming session.
relevant to the topic.

Develop work-related examples:

Design activities to promote
Incorporate real-life examples and
participation: Structure engaging
scenarios relevant to participants'
and interactive activities that
work or industry to enhance
encourage active involvement and
understanding and applicability of
collaboration among participants.
the content.
THE EXPERT IS NOT
THE CHANGE AGENT
Learning Styles and Cultural Differences:

Filipinos and other Asians rely more on

nonverbal cues (57%) compared to written
(8%) or auditory (35%) information. This
insight highlights the importance of
understanding cultural nuances in training
methods.
THE EXPERT IS NOT
THE CHANGE AGENT
Experiential Training Philosophy:

Franco advocates for experiential training

over traditional methods, emphasizing a focus
on trainee needs, capabilities, and self-
directed learning rather than teacher-centered
approaches. The emphasis is on engaging
participants through action learning and
understanding human behavior.
THE EXPERT IS NOT
THE CHANGE AGENT
Empowering Trainees as Change Agents:

In experiential training, the trainer's role shifts

to empowering trainees as the real change
agents, emphasizing that long-term change
must come from within the trainees
themselves, not from external authorities or
experts.
THANK YOU FOR LISTENING