Session Guide Preparation

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


Recall your adult learning principles

RECALL


EXPERIENCE

IS THE BEST TEACHER

KOLBS EXPERIENTIAL LEARNING CYCLE/ 4As TRAINING MODEL


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


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


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


ABSTRACTION 1


ABSTRACTION 2

ABSTRACTION 2


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


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


Session Title Duration Objectives Resources Needed

} 4As

BASIC PARTS OF THE 4As SESSION GUIDE


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


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


Session Guide Preparation

Documents

Transcript of Session Guide Preparation