PREPARING THE SESSION GUIDE National Educators Academy of the Philippines
Dec 18, 2015
PREPARING THE
SESSION GUIDE
National Educators Academy of the Philippines
For the participants to:
Recall the principles of adult learning Relate Kolbs Experiential Learning Cycle and 4As
Approach to Training
Identify and describe the essential elements of 4As and Workshop Session
Review (and redesign?) the Session Guide for NTOT (and MTOT?) 4As and Workshop Session
OBJECTIVES
DEPARTMENT OF EDUCATION
Adult Learning Principles Kolbs ELC + McCarthy Model The 4As Training Model Designing the Session Guide Using 4As Designing the Session Guide Using the Workshop Model
OUTLINE
DEPARTMENT OF EDUCATION
Recall your adult learning principles
RECALL
DEPARTMENT OF EDUCATION
EXPERIENCE
IS THE BEST TEACHER
KOLBS EXPERIENTIAL LEARNING CYCLE/ 4As TRAINING MODEL
DEPARTMENT OF EDUCATION
New
Activity/Experience
Stage 1:
Activity / Experience
Stage 2: Analysis
Reflective Feedback
Stage 3: Abstraction/Integration
Stage 4:
Application
Practical
Synthesis
PRODED Developed; Adopted by STRIVE T and D System
ACTIVITY concrete experience, not theoretical knowledge
Concrete Experience corresponds to "knowledge by acquaintance", direct practical experience (or "Apprehension" in Kolb's terms),
as opposed to
Abstract Conceptualisation "knowledge about" something, which is theoretical, but perhaps more comprehensive, (hence "Comprehension")
ACTIVITY
DEPARTMENT OF EDUCATION
Source: http://www.learningandteaching.info/learning/experience.htm
ACTIVITY The purpose of an experiential learning activity is to create an opportunity for valuable and memorable personal learning. The ideal activity will engage, stimulate and challenge with individuals becoming absorbed in the task as themselves. All activities must be designed, managed and facilitated carefully so that the activity has impact.
Ice breakers &
energizers team games problem solving discussion practical exercises, e.g.
making a presentation debates
Source: mta-international.com
To engage the learner in a concrete experience leading to a search of prior knowledge and prior experience
ACTIVITY
DEPARTMENT OF EDUCATION Source: aboutlearning.com
ANALYSIS Taking time-out from "doing" and stepping back from the task and reviewing what has been done and experienced. At this stage lots of questions are asked and communication channels are opened to others members of the team. Vocabulary is very important and is needed to verbalize and discuss with others. mta-international.com.
ask for
observation write a short
report on what took place
give feedback to other participants
quiet thinking time
tea & coffee breaks
completing learning logs or diaries
ANALYSIS To assist the participants in understanding their experiences (look for
pattern in thinking) by engaging them into reflection of their existing knowledge and experience
SECOND A: ANALYSIS
DEPARTMENT OF EDUCATION Source: aboutlearning.com
ABSTRACTION
Abstract Conceptualisation is the process of making sense of what has happened and involves interpreting the events and understanding the relationships between them. At this stage the learner makes comparisons between what they have done, reflect upon and what they already know. They may draw upon theory from textbooks for framing and explaining events, models they are familiar with, ideas from colleagues, previous observations, or any other knowledge that they have developed.
present models give theories give facts
Source: mta-international.com
ABSTRACTION 1
DEPARTMENT OF EDUCATION Source: aboutlearning.com
ABSTRACTION 2
ABSTRACTION 2
DEPARTMENT OF EDUCATION Source: aboutlearning.com
APPLICATION The final stage of the learning cycle is when the learner considers how they are going to put what they have learnt into practice. Planning enables taking the new understanding and translates it into predictions as to what will happen next or what actions should be taken to refine or revise the way a task is to be handled. For learning to be useful most people need to place it in a context that is relevant to them. If one cannot see how the learning is useful to one's life then it is likely to be forgotten very quickly. Source: mta-international.com.
give learners time to plan
use case studies
use role play
ask learners to use real problems
Ask the participants:
How they can apply the concepts and principles in what they are doing
How they can refine their own thinking integrating the concepts and principles newly learned
How the new concepts and principles can be shared
FOURTH A: APPLICATION
DEPARTMENT OF EDUCATION
SUGGESTED ACTIVITIES. Concrete experience
Reflective observation
Abstract conceptualisation Active
experimentation
readings examples fieldwork laboratories problem sets trigger films observations simulations/
games text reading
logs journals discussion brainstorming thought
questions rhetorical
questions
lecture papers projects analogies model building
projects fieldwork homework laboratory case study simulations
Source: mta-international.com
Session Title Duration Objectives Resources Needed
} 4As
BASIC PARTS OF THE 4As SESSION GUIDE
DEPARTMENT OF EDUCATION
Procedure (show time allotment for each part)
Introduction Priming (Optional) Activit/ies Analysis Abstraction Application Closing
SAMPLE 4As
TOPIC: Facilitation Skills INTRODUCTION/PRIMING: Effective training requires effective facilitation. The way
the activities are structured and processed will matter in learning the key concepts, ideas and principles toward developing the targeted KSA
ACTIVITY/CONCRETE EXPERIENCE: Group Work: Facilitators Group and Participants Group, Process observers group
Facilitators Group will be given a topic each to study and to teach to the participants groups
Process Observers Group will take note of how the facilitators conducted the mini-lecture (skill in giving instructions, eliciting responses, questions, organizing activities, etc.)
ANALYSIS/REFLECTION: Describe your experience, find common responses, unexpected expenses
ABSTRACTION: (What are your realizations?/What concepts and general principles can you draw from the experience?)
APPLICATION: How can you apply these general principles? Output Session Guide with guide questions
BASIC PARTS OF THE
WORKSHOP SESSION GUIDE
DEPARTMENT OF EDUCATION
Session Title Duration Objectives Resources Needed
Procedure (show time allotment for each part) Introduction: Objectives of the Workshop including
Expected Output
Mechanics of the Workshop including Quality Guidelines (Present forms, templates, etc. to be accomplished)
Workshop Proper Output Presentation Critiquing/Analysis, if applicable Abstraction/Generalization, if applicable Closure and/or Agreements, where applicable
THANK YOU VERY MUCH
SESSION GUIDE REVIEW
DEPARTMENT OF EDUCATION