ToT D1 Four a's-Presentation Mat'Ls

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    HELLO

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    HelloHello

    HELLO HelloHello

    Hello

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    HelloHelloHelloHelloHello

    HelloHelloHelloHello HelloHelloHelloHelloHello

    Hello

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    1.3 greatest strengths

    2.3 greatest weaknesses

    3.3 greatest likes4.3 greatest dislikes

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    Applies ideas to solving problems

    Makes theories useful

    CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE

    CONVERGERCONVERGER Practical

    as e ec ve s s; searc an so ve

    Tests hypotheses objectively

    Unemotional, prefers to deal with things rather than people

    Uses reason, logic to meet goals; takes action

    Speculates on alternatives

    Likes to be in control of the situation

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    Sets up projects, pilots with research

    Acts independently then gets feedback

    Uses factual data, book, theories

    CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE

    CONVERGERCONVERGER Practical

    Practical and action oriented

    Responsible, takes action on tasks

    Learns by working at probabilities and testing them out;coming to conclusions

    Narrow technical interests

    Characteristic of many engineers

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    Able to view concrete situations from manyperspectives

    Sees lots of alternatives -- the whole picture

    CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE

    DIVERGERDIVERGER Imaginative

    Strong Imagination Excels in idea-generation, brainstorming Creates with emotions, aesthetic interest Oriented to relationships with people,

    supportive Uses eyes, ears, listens, observes, asks

    questions

    Observes others, can model behavior

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    A good theory builder, planner

    Puts ideas together to form a new model

    CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE

    ASSIMILATORASSIMILATOR Logical

    Excels in integrating data forexplanations

    Good synthesizer

    Precise, thorough, careful

    Organized, follows a plan

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    Redesigns, retests, digests

    Calculates the probabilities

    CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE

    ASSIMILATORASSIMILATOR Logical

    Reacts slowly and wants facts

    Works independently, thinking,

    reading

    Avoids over involvement

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    CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE

    ASSIMILATORASSIMILATOR Logical

    Reflective and patient

    Pushes mind, analyzes ideas, critiques

    a ona , og ca , comp e e

    Learns by individually thinking through ideas anddesigning a plan or model in an organized way

    Less interested in people and more concernedwith theories being logically sound and precise

    Characteristic of the basic sciences and

    mathematics

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    CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE

    Strong in getting things done, in carryingout plans and experiments Gets involved with lots of new activities --

    ood starter

    ACCOMMODATORACCOMMODATOR Enthusiastic

    Operates on trial and error; gutreaction

    Gets others opinions, feelings, informationand depends on others rather than on hisown analytical ability

    Involves and inspires other people Searches, seeks out new experiences

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    Likes risks, excitement, change and incentives Dislikes routine Excels in adapting to situations

    ACCOMMODATORACCOMMODATOR Enthusiastic

    , Spontaneous and impatient; can be impulsive Looks to the future Likes learning with people through projects,

    discussion, doing Broad practical interests

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    Learning Style In the office Reports/Outputs Riding a bike Hobby/Recreation

    LEARNING STYLE EXAMPLESLEARNING STYLE EXAMPLESSome Typical ReactionsSome Typical Reactions

    ENTHUSIASTIC Meets people.

    Gets into theoffice lookingfor friendlyfaces

    Prefers verbal

    Hates writinglong detailedreports

    Accepts shortnotices if notes

    Jumps on and

    doesnt readdirections

    Expects to berescued

    An opportunity

    Lives with a

    family Goes to a

    country andexplores it

    are sufficient

    people

    IMAGINATIVE Tours theoffice

    Knows whoswho

    Gets a feel ofthe envt.

    Ask questionsand observes

    Prefers charts,maps andpictures

    Likes to have

    longer notice Uses

    analogies

    Goes to parkand observepeople riding

    Asks neighbor

    how he does it Imagines self

    on bike

    Useslanguagetapes

    Reads lips

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    Learning Style In the office Reports/Outputs Riding a bike Hobby/Recreation

    LEARNING STYLE EXAMPLESLEARNING STYLE EXAMPLESSome Typical ReactionsSome Typical Reactions

    LOGICAL Reads manual

    Finds out rules Looks at

    organizationalchart

    Reads annualre ort

    Prefers lead time

    and clearexpectation

    Will write longdetailed reports(needs limits)

    Likes ra hs or

    Reads

    instruction onbiking andtries it

    Takes university

    course ongrammar andreading

    Organizes desks

    chart is well organized

    PRACTICAL Finds out who does

    what and where thepower is

    Finds problems andstart solving

    Gets a good asst.to file

    Prefers knowingwhy the report isneeded and when

    Answers withevidence cases

    Keeps reports short& to the pt.

    Takesinstructionbook but only

    looks up thenecessarypart.

    Keeps it inback pocketfor future use

    Takes a shortcourse onconversational

    language.

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    The Cycle of Adult or Experiential Learning

    Step 1. Activity orStep 4. Practical

    New Activity /Experience

    By Carmencita T. Abella, 1982

    Experience

    Step 2. Analysis /Reflective Feedback

    Step 3. Abstractionor Integration

    Application

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    The Learning

    Cycle*

    Concrete

    Experience

    ReflectiveActive

    (Doing Something)

    AbstractConceptualization

    ObservationExperimentation(Reflecting)

    (Theorizing)

    (Action Planning)

    *David Kolb

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    1st - ACTIVITY

    A structuredA structuredA structuredA structured

    experienceexperienceexperienceexperience

    To engage theTo engage theTo engage theTo engage the

    learnerlearnerlearnerlearner

    The Adult Learning Process

    May be directMay be directMay be directMay be direct

    or vicariousor vicariousor vicariousor vicarious

    What to doWhat to doWhat to doWhat to dophasephasephasephase

    To develop aTo develop aTo develop aTo develop a

    common base forcommon base forcommon base forcommon base for

    the discussionthe discussionthe discussionthe discussion

    that followsthat followsthat followsthat follows

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    A reflectiveA reflectiveA reflectiveA reflective

    feedbackfeedbackfeedbackfeedback

    2nd - ANALYSIS

    To look more closelyTo look more closelyTo look more closelyTo look more closely

    at what happenedat what happenedat what happenedat what happened

    The Adult Learning Process

    A process ofA process ofA process ofA process of

    inquiry into theinquiry into theinquiry into theinquiry into the

    ActivityActivityActivityActivity

    The whyThe whyThe whyThe why

    phasephasephasephase

    SystematicSystematicSystematicSystematic

    examinationexaminationexaminationexamination

    Experience sharingExperience sharingExperience sharingExperience sharing

    Learning fromLearning fromLearning fromLearning from

    othersothersothersothers

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    Integration ofIntegration ofIntegration ofIntegration of

    Activity andActivity andActivity andActivity and

    3rd - ABSTRACTION

    To make an inferentialTo make an inferentialTo make an inferentialTo make an inferential

    leap to lifeleap to lifeleap to lifeleap to life

    The Adult Learning Process

    AnalysisAnalysisAnalysisAnalysis

    Theory inputsTheory inputsTheory inputsTheory inputs

    The so whatThe so whatThe so