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Structuring a learning
activity |
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| See the learning spiral in the Figure on the
following page. |
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Although they use different
methods and tools, the three examples you have just read have commonalities. A
learning spiral leads participants from their own experience to new knowledge
and skills. They are able to use and reflect upon their new ways of thinking
and new practices - and apply them in new situations. In that respect this
spiral is similar to the one described in Chapter 4 (See "Designing a Program") for
curriculum design. |
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| Use a
checklist to keep thinking collaboratively. |
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In our learning spiral the learners and the
instructor collaborate at each stage. The guidelines in Checklist describe a participation model for
instructors and participants working together. |
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Examine your own practice
. . .
then practice |
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Think of one of your recent
learning activities. |
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Which parts were participants most
actively engaged in? Why? |
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How did you prepare participants
for the introduction of new material? |
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How did you combine subject matter
and basic skills practice? |
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What unexpected issues,
difficulties, successes emerged? How did you handle them? |
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Is our participatory model similar to how you
structure learning activities in your own teaching? |
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If not, what is different and
why? |
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Does this model offer any
additional benefits to your planning? |
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What can you add to the learning
spiral of tasks? |
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Take an example of authentic
material from your workplace and develop activities to use it as a tool for
learning. Follow the examples shown previously, and use the guidelines (See
Checklist) for
structuring a learning activity. |