“Education” has a lot of sense, but generally accepted as a change in behavior. Writing intended not 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 basically the same as that developed in some training using instructional methods, but one thing that distinguishes the POD principles more widely known.

These principles related to training (training) and education, and are usually applied to the formal classroom situation or for the system on the job training (internships). Each form of training should include as many of these principles 9 below. So it’s easy to remember (9 principles), then usually use system mnemonics mnemonic or foreign terms, i.e. 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 = Exercise

These principles in many ways is very important, because it allows you (the coach) to prepare a session appropriately and adequately, presenting sessions effectively and efficiently, allowing the user to evaluate for these sessions. Let’s look at the ideas behind 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
Law of Recency shows us that something is learned or received at the last moment is the most remembered by the participant / participants. This shows two separate means in education. First, with regard to the contents (matter) at the end of the session and the second related to something “fresh” in the memories of participants. In the first application, it is important for the coach to make a summary (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 a plan review (review) per section in each presentation.

The factors for consideration of the recency

• Try to make each session timed given the relatively short, not more than 20 minutes (if that’s possible).
• If the session is more than 20 minutes, must often be summarized. More session was divided into sessions, shorter sessions with a gap so you can make a summary.
• The end of each session is an important one. Make a summary / recap of the entire session and give emphasis to the messages or key points.
  Strive to be the participant / participants remain “conscious” where the direction and development of their learning

A: APPROPRIATENES (Conformity)
Law of appropriateness or fitness tells us that, overall, be it training, information, tools 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 in effort to material relevant to their needs. In addition, trainers must continually provide opportunities for participants to learn how the linkages between the new information with previous knowledge already got participants, so that we can eliminate the worry about something that is vague or unknown.

Factors to consider regarding appropriateness:

• The coach must clearly identify a need for participants to take part in training. The needs identified, the coach must make sure that something to do with the session in accordance with these requirements.
• Use the description, examples or illustrations of familiar (familiar) with the participants.

M: MOTIVATION (motivation)
Law of the motivations tell us that participant / participant must have a desire to learn, he must 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 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 losing motivation of participants.

Factors to consider about the motivation:

• Material must be meaningful and valuable to the participants, not only for the coach
• What should be motivated not only participants but also the coach itself. Because if the coach is not motivated, the training may be unattractive and did not even achieve the desired goals.
• As mentioned in the legal suitability (appropriateness), the coach at one time 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 to not know. Begin session with the things or points that are familiar or unfamiliar to the participants. Slowly up and connect the points together so that each knows where their direction in the training process.

P: PRIMACY (Interesting note at the beginning of session)
Law of Primacy tells us that things are usually the first to the participants well studied, as well as with the first impression or a series of information obtained from the coach really very important. For this reason, there is a good practice to include all the key points at the beginning of session. During the session running, the key points and also develop other information related. It is included in the Primacy of law is the fact that when the participants are shown how to do something, they must be shown the right way at first. The reason for this is that sometimes very difficult to “not 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 sessions made within a relatively short time. We recommend about 20 minutes as suggested in the law of recency.
• The beginning of your session will be very important. As you know that some many of the participants will listen to, and therefore make it interesting and give loads of information important to them.
• Try not to let participants always “aware” of the direction and development studies.
• 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 2-way communication is 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 the participant / participants.

The factors for consideration of the 2-way communication:

• Your body language is also associated with 2-way communication: you must be sure that it does not conflict with what you say.
• Plan your sessions should have an interaction with whom it was designed, which is none other than the participants.

F: FEEDBACK (feedback)
Law of the feedback or feedback shows us, both the facilitator and participants need information to 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 participants (positive reinforcement) to do things right, we have the opportunity far greater for them to change their behavior as we wish. Beware also that too much negative reinforcement will probably keep us get our response ‘wishes.

The factors for consideration of the feedback:

• Participants must be tested (tested) on a regular basis for feedback to the facilitator
• When participants are tested, they should get feedback about their performance as soon as possible.
• Tests may also include the questions provided facilitators periodically on the condition of the
• All the feedback is not necessarily positive, as many people believe. Positive feedback is only half of it and almost no benefit without any negative feedback
• When participants do or say is true (answering questions), call or announce that (in front of groups and other participants if it was possible).
• Prepare your presentation so that there is positive reinforcement that is built up in the early sessions.
• Consider the participants really are giving positive feedback (do well) as well as to those who gave negative feedback (make mistakes).

A: ACTIVE LEARNING (Active Learning)
Law of active learning tells us that the participants studied harder when they are actively involved in the training process. Remember the proverb that says “Education Departments’? This is important in training adults. If you want to order 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 are adults generally not used to sitting all day in the classroom, therefore the principle of active learning will help them to not saturate.

The factors for consideration of active learning:

• Use the exercises or practices for providing instruction
• Use lots of questions during the given instructions
• A quick quiz can be used in order to remain active participants
• If possible, allow participants to do what is in the instruction
  If the participant is left sitting for a prolonged period without participating or have questions, chances are they will sleep / loss of attention.

M: MULTIPLE-SENSE LEARNING
Law of the multi-sense learning to say that the study would 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 might remember. If you let them touch, smell and feel good, there is no way for them to forget it.

The factors for consideration of the multiple-sense learning:

• If you tell / 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 multiple-sense learning, you must be sure that is not difficult for groups to listen, 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 the most memorable. By making the participants do the exercises or repeat the information provided, we can increase the chance that they are increasingly able to remember information that was provided. It is best if the coach added exercise or repeat the lesson by repeating information in different ways. Maybe the coach can talk about a new process, then shows a diagram / overhead, showing the finished product and finally asked the participants to complete the tasks assigned. Exercise is also about intensity. Law of exercise also refers to the repetition of meaning or to learn again.

The factors for consideration in the exercise:

• The trainees often repeat something, the more they remember the information provided
• By giving repeated questions we raise exercise
• Participants must repeat the exercise itself, but the record is not included in it
• Summarize as much as possible because it is another form of exercise. Make always a summary of the concluding session
• Make participants periodically always remember what has give so far in the presentation
• Is often said that without some form of training, 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 to adults as well. Effective instruction must use as many of these principles, if not her overall. By the time 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).

adolescent, Education, Education Method, Education Tips