First Version of Course Contents
23-April-2005
[
Philosophy ]
This is a first version of the course's structure and content. PLease add any comments you like on contents (something missing, something too prominent, something needing more time, etc.)and/or structure (lessons too long, too short, sequence of contents, etc.)
Course Description
Aim:
To equip teachers in adult education with the skills necessary to help students review their learning
Duration:
4 days x 6 hours = 8 sessions
Objectives
At the end of the course teachers will be able to
Explain the purpose of student learning reviews and say why students are encouraged to reflect on their own learning experiences
Discuss the links between different theories of learning and the practice of student learning reviews and say where in the learning cycle the student review process is located
Outline some of the different models and methods for conducting / facilitating student learning reviews
Demonstrate the skills of facilitating a student learning review
e.g. group facilitator styles
active listening skills
groupwork skills
group teaching methods
Identify the practical, environmental and managerial issues related to student learning reviews
Discuss the ethical issues associated with student learning reviews
Structure:
Day 1 Morning:
1st Session: Introduction
Course structure background
2nd Session: Reviewing in practice:
Exercise to provide live material on ‘How people learn’ plus review
Day 1 Afternoon:
1st Session: Learning theory / review practice – how they fit
ERL Materials (FEU)
Learning styles exercise
2nd Session: Feedback loop – publish / process/ generalise /apply stuff
Review of days learning
Day 2 Morning:
1st Session: Facilitator styles
Input and exercise
2nd Session: Practical data gathering techniques
Day 2 Afternoon:
1st Session: Active listening skills workshop
2nd Session: Active listening skills continuing: Giving and receiving feedback
Day 3 Morning:
1st Session: Review of yesterday’s learning
Intro to Group dynamics
2nd Session: Workshop exercises on group dynamics
Day 3 Afternoon:
1st Session: Running discussion groups
2nd Session: Individual projects
Day 4 Morning:
1st Session: Feedback on projects
2nd Session: When not to review! - Exercise
Day 4 Afternoon:
1st Session: Ethics of intervention
2nd Session: End of course review
Course Content:
Experience Reflection Learning materials from FEU
Active Listening Skills
Six Category Intervention Analysis
Group Dynamics
………
Skills acquired:
Adaptable exercises…..we have known!
Best / worse learning experience trios
Giving feedback
Debriefing
Entire workshop of active listening skills
How people learn exercise
Coins
Squares
Experiential learning exercise
Operation go type exercise
Learning diaries
Information storage and retrieval exercises
Issues:
Use of live material as ‘cases’ on the course – capturing the here and now
Reviewing own learning as basis for understanding the process
When do you review > contrasting times of day, immediately after? After a gap? +’s and –‘s Use different techniques on course
Inductive vs deductive….theory> illustration> debrief practice> review> build learning
Aim:
To equip teachers in adult education with the skills necessary to help students review their learning
Duration:
4 days x 6 hours = 8 sessions
Objectives
At the end of the course teachers will be able to
Explain the purpose of student learning reviews and say why students are encouraged to reflect on their own learning experiences
Discuss the links between different theories of learning and the practice of student learning reviews and say where in the learning cycle the student review process is located
Outline some of the different models and methods for conducting / facilitating student learning reviews
Demonstrate the skills of facilitating a student learning review
e.g. group facilitator styles
active listening skills
groupwork skills
group teaching methods
Identify the practical, environmental and managerial issues related to student learning reviews
Discuss the ethical issues associated with student learning reviews
Structure:
Day 1 Morning:
1st Session: Introduction
Course structure background
2nd Session: Reviewing in practice:
Exercise to provide live material on ‘How people learn’ plus review
Day 1 Afternoon:
1st Session: Learning theory / review practice – how they fit
ERL Materials (FEU)
Learning styles exercise
2nd Session: Feedback loop – publish / process/ generalise /apply stuff
Review of days learning
Day 2 Morning:
1st Session: Facilitator styles
Input and exercise
2nd Session: Practical data gathering techniques
Day 2 Afternoon:
1st Session: Active listening skills workshop
2nd Session: Active listening skills continuing: Giving and receiving feedback
Day 3 Morning:
1st Session: Review of yesterday’s learning
Intro to Group dynamics
2nd Session: Workshop exercises on group dynamics
Day 3 Afternoon:
1st Session: Running discussion groups
2nd Session: Individual projects
Day 4 Morning:
1st Session: Feedback on projects
2nd Session: When not to review! - Exercise
Day 4 Afternoon:
1st Session: Ethics of intervention
2nd Session: End of course review
Course Content:
Experience Reflection Learning materials from FEU
Active Listening Skills
Six Category Intervention Analysis
Group Dynamics
………
Skills acquired:
Adaptable exercises…..we have known!
Best / worse learning experience trios
Giving feedback
Debriefing
Entire workshop of active listening skills
How people learn exercise
Coins
Squares
Experiential learning exercise
Operation go type exercise
Learning diaries
Information storage and retrieval exercises
Issues:
Use of live material as ‘cases’ on the course – capturing the here and now
Reviewing own learning as basis for understanding the process
When do you review > contrasting times of day, immediately after? After a gap? +’s and –‘s Use different techniques on course
Inductive vs deductive….theory> illustration> debrief practice> review> build learning
