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Write objectives —
global and specific |
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Start with the knowledge and
experience of participants — tasks could include exploring the theme,
stating problems, demonstrating and solidifying math skills they already have,
previewing reading content, discussing preparations for writing, and so
on. |
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Identify common knowledge,
attitudes, and skills that are the foundation for new learning. What
patterns emerge from learners' experiences and opinions about a topic? What are
common attitudes toward this topic? What common strengths in skills are needed
for this activity? |
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Introduce new skills to be
learned, new information, and ideas — make links to what people know,
have experienced, and can already do. Reading, writing, oral, and math
activities succeed when they can foster understanding and relate to real
issues. |
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Practice skills and integrate
new information and ideas with what people already know — through
group tasks, role playing, simulations, group discussion, individual tasks,
independent study, short oral presentations, varieties of reading, writing, and
oral experiences, real-world math problems, and skill-building math
exercises. |
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Evaluate and reflect on
what participants have learned. Consider its purpose, usefulness, and value -
ongoing, at the end of sessions, in weekly journals, in group discussions.
Maintain an openness to revise the objectives if necessary. |
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Apply new skills and knowledge
in new situations or in action for change. Follow up with regular
interviews and report-back sessions. Continue evaluating, revising, and
reshaping curriculum. |