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CERTIFICATE IN INTEGRATIVE LEARNING Session 1 May 27- 31, 2013 Session 2 September 2 -7

Integrative learning

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Page 1: Integrative learning

CERTIFICATE

IN INTEGRATIVE

LEARNING

Session 1 May 27- 31, 2013

Session 2 September 2 -7

Page 2: Integrative learning

Datuk Atikah Adom spent 28 years in BSN. Her career

in the banking industry culminated in her assuming the roles of Director of Corporate Communications and Public Affairs, Director of BSN Finance and Director of Permodalan BSN Berhad. She has had good international exposure through active participation and representation in overseas conferences, marketing exchange programs through the ISBI (International Savings Banks Institute, Geneva/Brussels) and Bank Bumiputra Malaysia Berhad in London. Datuk Atikah currently presents workshops/ seminars on numerous topics with regard to projecting and enhancing good corporate image to an impressive list of corporate clientele. She brings a wealth of experience to her instruction and demonstrates etiquette concepts with plenty of „real life‟ examples. The principles introduced in the seminar are transferable between business and social situations.

With over 30 years of working experience and her exposure in the corporate and with NGOs she has been associated with; Datuk Atikah now lends her experience to these organizations. What Datuk Atikah does best is help people build their own „personal brand‟ through seminars and courses in Social and Corporate Etiquette, Effective Communications and Motivational Seminars in Government, Corporate and NGOs.

Datuk Atikah has a Bachelor‟s Degree (Hons) in Sociology and Anthropology.

Page 3: Integrative learning

Dr. Asma Abdullah is a free lance consultant,

intercultural specialist, author and facilitator. She conducts regular training and facilitates meetings on human resource development topics, intercultural and cross cultural management, corporate culture, teambuilding and negotiating for both public & private sector organizations. She is also a regular speaker at conferences and a part time lecturer at the Graduate School of Management, UPM and the University of Nottingham, KL campus. Dr. Asma was also recently appointed Adjunct Professor at Universiti Utara Malaysia. Dr. Asma holds a Bachelor of Arts and Diploma in Education from Monash University, Melbourne, Masters in Educational Technology from University of Southern California in Los Angeles, Masters in Counseling Education from University Malaya and a Doctorate in Social Anthropology from Universiti Kebangsaan, Bangi, Malaysia. She has also authored 3 books Understanding the Malaysian Workforce, Going Glocal published by Malaysian Institute of Management and Understanding Multicultural Malaysia by Pearson-Prentice Hall. Dr Asma was with Maktab Rendah Sains MARA and more than 22 years in ExxonMobil, Malaysia in human resource development.

Page 4: Integrative learning

Puan Masitah Babjan has served more than 15

years in corporate organizations and enthusiastically supports leaders and managers committed to make meaningful contributions to their personal, business and community success. Although trained as an engineer, her experience also include areas in human resources development, facilitation, training and consulting gained from her corporate exposure in a government linked company (GLC) and a multinational oil and gas corporation(MNC). She currently focuses on corporate training and facilitation of workshops on leadership and management development. Her special interest lies in the areas of innovation & visual thinking, intercultural management and work-life coaching retreats for management executives and business leaders. She engages participative learning approaches in her workshops, incorporating creative expressions and graphic facilitation techniques. She is also adapt at using Idea Mapping as a creative management thinking tool and conducts such workshops regularly.

Page 5: Integrative learning

Encik Aziz Kassim is a Certified Learning Agent and

Trainer, a Certified and trained Life, Business, Corporate, Executive and Leadership Coach from University of Malaya, International Institute of Coaching Studies and Leadership University, USA, has hundreds of coaching, training and speaking engagements and consulting hours to his credit in varied areas of personal, professional, businesses and industries as well as community work. He was featured “live” on RTM TV1 & 2, as Resident Consultant sharing his views and experiences on personal, professional, organizational, corporate and business development issues. He is a Chartered Accountant, a Member of the Malaysian Institute of Accountants, and an MBA holder from The Birmingham Business School, University of Birmingham, UK. His working experience in a large GLC and later in a medium size PLC, his own personal experience as an entrepreneur, his hands-on practical know-how of “what works”, speak for itself. He is a sought after facilitator, and speaker by public, private, as well as government bodies and agencies.

Page 6: Integrative learning

BACKGROUND In a recent survey of training needs conducted with technical trainers at CIAST, the following challenges were identified as areas of development in order to enhance their effectiveness in training sessions: • Gaining confidence and experience in delivering their training

• Having a good knowledge of the subject matter being taught

• Enhancing key competencies in planning, designing, conducting and evaluating learning sessions

• Responding with confidence to questions from students

• Being creative in attracting student’s attention

Page 7: Integrative learning

In addition, the respondents also identified the availability of teaching materials, skills acquisition, and attitudes of students towards learning - to be vital in enhancing their competency levels. Most important is for them to equip their students to be well-prepared for the industry upon graduation. The survey also highlighted the need for trainers to be informed on the state of available technologies that are being used in various types of industry so that they are able to assist their technical trainees enhance their assimilation of new knowledge. In gaining the attention of their students, trainers need to acquire knowledge and skills in finding new and creative ways of learning, training and facilitation.

Page 8: Integrative learning

To enhance their learning approaches technical trainers have to incorporate a variety of presentation and facilitation techniques so as to maintain a high level of interest among their students. By so doing they would be able to increase their confidence levels. This 5 day course- cum- workshop will enable technical trainers at CIAST to be aware of their competency levels in planning, designing, developing and evaluating their learning and training methodologies which will incorporate various forms of highly interactive, and facilitative activities to encourage participant involvement and student centered learning activities.

Page 9: Integrative learning

LEARNING OBJECTIVES At the end of the program, participants will be able to:

• Be aware and explain the various levels of learning competency

•Acquire knowledge and explain concepts, theories and models on Integrative Learning (Whole Brain learning, Multiple Intelligences)

•Apply skills in visual facilitation and classroom management

•Integrate what they have learned as part of their day to day teaching and learning approaches

Page 10: Integrative learning

Issues dan cabaran yang

anda hadapi di tempat

kerja

Expectations…….harapan

anda mengenai kursus ini

Page 11: Integrative learning

b Day 1 Day 2 Day 3 Day 4 Day 5

9.00 am – 10.30am Morning Coffee at 1030

Introduction Ice breaker Profiling: 4Fs 5 stages in ADDIE Model

Recap Stage 2: Design 4 levels of Learning Competency model

Recap Stage 4: Implement Ted Style talk Presentation skills

Recap Open Space World Cafe

Practicum Team 2 Practicum Team 3

10.45am -1 pm

-Lunch at 1 pm

Issues and challenges at each Stage Expectations Faculty experience: Life of a trainer

Gagne Learning Outcomes Writing Objectives

Ted Style talk Presentation skills

Preparation Time

Practicum Team 4

2.15 pm -3.30 pm Afternoon tea at 3.30 pm

Stage 1: Analyse Homeroom groups Groups conduct training Feedback

Stage 3: Develop Faculty Experience: Whole Brain Approach Multiple Intelligence

Stage 5: Evaluate 4 levels of evaluation

Preparation Time

Practicum Team 5

4.00 pm – 5.30 pm

Assignments: Team assignment on Practicum Flyer Communication skills ala TED talk

VAK Coaching style Mentoring style Experiential learning cycle Homework

Facilitation Techniques Graphics ORID

Practicum Team 1

Evaluation Closing Feedback Certificate

WORKSHOP AGENDA: September 2-7, 2013

Page 12: Integrative learning

METHODOLOGY The program would take a learner-centered, experiential learning, interactive and practical approach, incorporating experiential and highly facilitative techniques of World Café, Open Space Technology, group discussions/exercises, presentations, situational activities, real life case studies and role- plays which employs a variety of learning methodology.

Page 13: Integrative learning

ASSIGNMENTS

Teamwork based on ADDIE model (45 mins) Topic: A training session in class on a skill you want to impart to learners Develop a brochure to advertise the training session

Individual presentation ala Ted talk style (5 mins) Topic: Technical artifact / hobby/ When: Day 3

Most creative group gets a prize

Page 14: Integrative learning

Whole Brain Thinking and Learning

4 Phases of Learning Competency

5 Principles of Adult Learning

Basic Assumptions About Learning

Influence of Culture on Learning

5 Stages in Learning and Training

Page 15: Integrative learning

MASTERY

SKILLS APPLICATION

KNOWLEDGE & UNDERSTANDING

AWARENESS

BEHAVIORAL domain

COGNITIVE domain

AFFECTIVE domain

INTEGRATION

1.UNCONSCIOUS INCOMPETENCE

2. CONSCIOUS INCOMPETENCE

3. CONSCIOUS COMPETENCE

4. UNCONSCIOUS COMPETENCE

THE 4 PHASES OF LEARNING COMPETENCY

Orientation Understanding Application Promotion

Why? What ? How? When?

Page 16: Integrative learning

Most of us when learning 'new things' go through Unconscious Incompetence (unaware

about the 'new thing'); We do not know what we are supposed to know. This is ignorance

of what we should know and we will not be able to learn anything because we do not know

what knowledge we need to know.

If the junior officer is in a stage of unconscious incompetence, the officer is not in a position

to give advice, because the person thinks he/she knows, but actually he/she does not

know.

These few quotes will show how serious is unconscious incompetence, and the superior

officers should train and guide the person after a test of the person's knowledge to assess

the knowledge gaps

"Thinking you know when in fact you don't is a fatal mistake, to which we are all prone“

"It is impossible for a man to learn what he thinks he already knows.“

"The greatest enemy of knowledge is not ignorance, it is the illusion of knowledge." –

Stephen Hawking

"To know that you do not know is the best”.

“To pretend to know when you do not know is a disease.” Lao-tzu

1. Unconscious incompetence

Page 17: Integrative learning

Then we move on to Conscious Incompetence when we are aware about our lack

of understanding about the 'new thing' - where we have to make choices to learn

about the 'new thing' or not; we know exactly what we do not know, and this

stage is a start of learning, as we can look for the resources or a trainer to guide

us to know what we do not know. What the person does not know, and need to

know (like the junior officer in labour department's case) is the learning gap that

needs to be filled by training or learning by the person by taking initiative to ask

questions. This person is trainable

"He that knows not, and knows not that he knows not is a fool. Shun him

He that knows not, and knows that he knows not is a pupil. Teach him

He that knows, and knows not that he knows is asleep. Wake him.

Level 2: Conscious incompetence

Page 18: Integrative learning

We then move on to Conscious Competence when we make the choice to

learn about the new things - KNOWING & possibly DOING but not yet

PERFORMING; we do not have the ability to apply what we know. We are

in a stage of conscious competence

He that knows, and knows that he knows is a teacher. Follow him.“

Level 3: Conscious Competence

Level 4: UnConscious Competence

This is the stage when we can PERFORM the 'new thing‟.

Page 19: Integrative learning

© 2012 South-Western, a part of Cengage Learning

5 PRINCIPLES OF ADULT TRAINING

1. Older workers can and do develop

2. Supervisions cannot exclude older workers

3. Effective training needs motivation, structure, familiarity, organization & time

4. The organizational climate must reward entry into training and transfer of skills back to the job

5. Training must be considered within an integrated career perspective

Page 20: Integrative learning

CH-3 © 2012 South-Western, a part of Cengage Learning 20

Two Learning Theories

• Pedagogy

– Used for educating children and teens through high school

• Andragogy

– Adult-oriented approach to learning

Page 21: Integrative learning

CH-3 © 2012 South-Western, a

part of Cengage Learning 21

Adult Learning

• Adults are more self-directed

• Adults have acquired a large amount of knowledge and

experience that can be tapped as a resource for learning

• Adults show a greater readiness to learn tasks that are relevant to the roles they have assumed in life

• Adults are motivated to learn in order to solve problems or address needs, and they expect to immediately apply what they learn to these problems and needs

Page 22: Integrative learning

1. Structure

2. Atmosphere

3. Leadership

4. Planning

5. Motivation

6. Communication

7. Evaluation

7 Areas

of

Differences

Page 23: Integrative learning

CH-3 © 2012 South-Western, a part of Cengage Learning

23

Pedagogy versus Andragogy - 1

Characteristic Pedagogy Andragogy

Structure Based on aging process

Rigid format

Subject/curriculum-

centered

Rules, procedures, laws

Flexible, open, broad

Responsive

Interdisciplinary

Developmental

SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,

38, 66, 68. Adapted by permission. Copyright © November 1984 from Training & Development Journal by

Dailey, N. Adapted with permission of American Society for Training & Development.

Characteristics Pedagogy Andragogy

Atmosphere Authority-oriented

Formal,

Low trust

Competitive

Win-lose

Relaxed, trusting, mutually

Respectful

Informal,

Warm

Collaborative, supportive

Win-win

Page 24: Integrative learning

CH-3 © 2012 South-Western, a part of Cengage Learning 24

Pedagogy versus Andragogy -2

Characteristic Pedagogy Andragogy

Leadership Teacher dominant

High task,

low relationship

Controlling

Does not value

experience

Assumes student

immaturity

and dependency

Low risk

Innovative, creative

High task, high

relationship

Interdependent mature

Relationship

Mentoring,

Modeling

Experiential

SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,8, 66, 68. Adapted by permission.

Copyright © November 1984 from Training & Development Journal by Dailey, N. Adapted with permission of American Society for Training &

Development.

Page 25: Integrative learning

Pedagogy versus Andragogy - 3

Characteristic Pedagogy Andragogy

Planning Administration and

teacher

Emphasizes rationale,

legal, mechanisms

Policies, plans,

and decisions

Highly political

Administration, faculty,

and students

Mutual assessment

Collaborative needs

assessment

Mutual negotiation

Problem centered

Characteristic Pedagogy Andragogy

Motivation External rewards and

punishments

Internal incentives

(curiosity)

Self-directed

Learning contracts

Page 26: Integrative learning

CH-3 © 2012 South-Western, a part of Cengage Learning

Pedagogy versus Andragogy - 4

Characteristic Pedagogy Andragogy

Communication One-way downward

Transmittal techniques

Feelings repressed

Two-way

Mutually

Respectful

Feelings expressed

Supportive

SOURCE: From Dailey, N. (1984). “Adult learning and organizations.” Training and Development Journal,8, 66, 68. Adapted by

permission. Copyright © November 1984 from Training & Development Journal by Dailey, N. Adapted with permission of American

Society for Training & Development.

Characteristic Pedagogy Andragogy

Evaluation Teacher Norm-

Referenced (curve)

Grades Subjective

Criterion-based

Objective and subjective

Jointly chosen standards

by students, peers, and

teachers

Page 27: Integrative learning

BASIC ASSUMPTIONS ABOUT LEARNING

Importance of

active verbal

participation

and

involvement

Deductive,

linear,

questioning

and use of

abstract

thought

Sequential

argument and

challenging

posture

Independence

and autonomy

of learners, self

directed

Having a point

of view – two

way feedback

Page 28: Integrative learning

THE INFLUENCE OF

CULTURE ON

LEARNING AND

TRAINING

By asma abdullah phd

Page 29: Integrative learning

16 CULTURAL DIMENSIONS

Source: Asma Abdullah Ph.d Email: [email protected]

Harmony Control

Relationship Task

Hierarchy Equality

Shame (outer driven) (Inner driven) Guilt

Polychronic Monochronic

Collectivism Individualism

Religious Secular

High Context Low Context

Gauges the individual‟s relationship with

Nature

Measures the importance placed on

relationships with others versus task

accomplishments

Gauges the emphasis placed on rank, status

and other ascribed attributes over equality issues

Verifies if shame (outer driven) or guilt (inner

driven) is the principle that guides behaviour

Measures the preference for interdependence

with other people

Verifies the degree in which religiosity, as

opposed to secularity, is considered in work

related issues

Measures the extent to which cultures depend

on the external environment, situation,

nonverbal signs to communicate

Verifies if the principle that guides behaviour is

circular or sequential

communication

Page 30: Integrative learning

Cultural Dimensions At The Malaysian Workplace

1

2

3

4

5

6

7

8

Low Context

Monochronic Time

Equality

Secular

Individualism

Guilt

Control

Task Relationships

Harmony

Shame

Collectivism

Religious

Hierarchy

Polychronic Time

High Context

Indians Chinese Malays

Anglos Malaysians n: 1000 respondents

Page 31: Integrative learning

High Context cultural setting

- Will not confront or upset others

- Politeness …let someone do first

- Local polite system…….more general and analog

- Tendency to refrain from critiquing as unwilling to separate actor

from actions

- Triangular use of feedback

- Low verbal participation and longer time to be familiar

- Medium is the message. The unspoken word may be just as

important.

- Avoid unsuitable topics

- Passivity of learners

INFLUENCE OF CULTURE ON LEARNING AND TRAINING

Page 32: Integrative learning

Shame driven

- Not confident in the English language

- Not wishing to lose face or cause loss of face

- Can prevent active or open discussion or admitting a lack of

understanding.

- Humility - will not voice out views

- Afraid of what people would think if we say something wrong.

- Minimize conflicts, compromise

- Respect each other‟s decisions

INFLUENCE OF CULTURE ON LEARNING AND TRAINING

Relationship driven

- Build relationship to get things done

- High affiliation needs - so provide face to face interactions

- Food rituals - kopi dan kueh

- Afraid of saying something wrong

Page 33: Integrative learning

Group we orientation

- Do not express point of view

- We keep to ourselves if we have different opinions.

- Group consensus

- Not wishing to stand out from a group or go against the group

- May inhibit critical evaluation.

- Let someone else go first and will not voice views. Relatively passive

and shy

- The self is more related than separated - emotional interdependence

- Importance of support system

INFLUENCE OF CULTURE ON LEARNING AND TRAINING

Harmony

- No separation of person from behavior. Relationships before task.

- Agreement more important than disagreement

- Difficulty in challenging existing paradigms.

- Importance of precedence in decision making.

Page 34: Integrative learning

Hierarchical orientation

- Respect for age, gender and role

- Dependency relationship between learner and teacher

nurtured and strengthened

- Tendency to refrain from critiquing as unwilling to separate actor

from actions

- A deep rooted class structure … residual feudalism.

- Importance of reciprocal obligations.

- Accepting what the trainer says without questioning or

challenging authority especially if the the trainer is older or

better qualified.

- Do not challenge authority and will accept what they hear

- View teacher as guru source of wisdom with the fountain of

knowledge

- Questions seen as intrusive

INFLUENCE OF CULTURE ON LEARNING AND TRAINING

Page 35: Integrative learning

Polychronic time

- Flexible in timing

- May not be punctual to class - polychronic time

- Diffused time, multiple processing, non-linear approaches

INFLUENCE OF CULTURE ON LEARNING AND TRAINING

Religious

Strong beliefs……misinterpretation of religious norms by others

God fearing

Sensitivities may not be understood by others

Page 36: Integrative learning

5 STAGES IN A LEARNING/TRAINING PROGRAM

Implement

Time

1. Analyse the gaps

4. Implement the project/learning

2. Design the project/learning

3. Develop the project/learning

5. Evaluate the project/learning

Page 37: Integrative learning

Phases Description Tools

1.Analyse To find gaps between what is current and future performance

Focus groups, Surveys, Questionnaires, Performance Overview feedback, Customer feedback, Interviews

2.Design To plan and select appropriate learning materials to address gaps

Instructional Objectives Types of Knowledge in Fact, Form, Feelings, Future

3.Develop To use different methodologies for different levels of competency

10 Multiple Intelligences, Lectures, Conversations, Discussions with subject matter expert, Self study guides, Area studies, Audiovisual presentations. Role plays, role reversals, Simulations, Field trips, Critical incidents, Bicultural observations, Questions and answers, Case studies critical incidents

4.Implement To conduct the proposed learning event in class or on the job

Deliver the training event at the identified venue where facilities are available, Presentation skills

5.Evaluate To gather information on the effectiveness of the learning event.

Use the four levels of evaluation of Kirkpatrick’s model of Reaction, Learning, Behaviour and Outcomes

The ADDIE model of Learning and Training

Page 38: Integrative learning

1. ANALYSE STAGE

1. Training needs assessment

2. Training Needs analysis

3. Focus groups

4. Surveys

5. Profiling

Page 39: Integrative learning

CH-4 © 2012 South-Western, a part of Cengage

Learning 39

WHAT IS A TRAINING NEED

• A deficiency between what is expected and what occurs

• Efforts focused on correcting substandard performance

• Not every need can/should be addressed by HRD

Page 40: Integrative learning

A Needs Assessment is a systematic exploration of the

way things are and the way they should be.

These "things" are usually associated with

organizational and/or individual performance.

Some key Questions:

1. What learning will be accomplished?

2. What changes in behaviour and performance are expected?

3. Will we get them?

4. What are the expected economic costs and benefits of any

projected solutions?

TRAINING NEEDS ASSESSMENT (TNA)

Page 41: Integrative learning

PERFORMANCE TECHNOLOGY

NEEDS ASSESSMENT

• Where do we want to be?

• Where are we now?

• How big is the gap in results?

• What are the priority needs?

• What is the cost?

NEEDS ANALYSIS

• What is the problem?

• What are the causes?

• What are the solutions?

• What are the performance standards?

• Training or non training?

Page 42: Integrative learning

3 CATEGORIES OF NEEDS ANALYSIS

Organizational

analysis

Strategic need

Budget

Mission

External factors

Task

Analysis

Tasks and conditions

Job content

Job context

Knowledge

Skills,

Ability

Person

Analysis

Attitude

Readiness

Maturity

Motivation

Exposure

Future needs

Page 43: Integrative learning

Your Preferred style when taking actions

1. Define Goals and Objectives

2. Work with numbers, statistics

and data

3. Focus on solving problems

logically

4. Emphasize efficiency and cost

5. Work towards quantifiable

outcomes

1. Strategise and visualize the future

2. Take risks and experiment

3. Combine and connect concepts

4. Brainstorm new ideas and

solutions

5. Have a Big picture perspective

1. Pay attention to detail and

procedures

2. Move from Point A to Point B

3. Plan, organize and allocate task

4. Follow up and schedule

timelines

5. Make sure everything is in order

and in control

1. Mediate and facilitate

2. Share, listen and express

3. Collaborate and build

relationships

4. Have an intuitive sensing of

underlying issues

5. Be sensitive to other people‟s

needs and feelings

Instructions : Please select 15j statements from the 4 quadrants which best describes

you. Allocate 10 marks for each statement and total them in the box

A

C

D

B

Page 44: Integrative learning

Logic

Reason

Action

Language

Reading

Writing

Linear

Processing

Facts

Analysis

Intuition

Emotion

Receptive

Visual

Recognition

Images

Patterns

Depth

Parallel

Processing

Feelings

Synthesis

Holistic

Page 45: Integrative learning

Whole Brain Model: Learning & Study

Analytic

Auditory

(Vocabulary)

Likes and

uses concrete

words

Brainstorming

Imagery

Analogies/Myths

Mind-Mapping™

Auditory (grammar,

rules)

Logical sequence

Upright seating

Brighter light

Kinesthetic

- Likes to move

- Tactile (likes to

touch)

Likes music

A

B C

D

Page 46: Integrative learning

2. DESIGN STAGE

• Learning Outcomes

• Define objectives

• Develop lesson plan

• Develop/acquire materials

• Select trainer/leader

• Select methods/techniques

• Scheduling

Page 47: Integrative learning

Gagne and Taxonomy of Learning Outcomes

1. Verbal Declarative Knowledge

2. Intellectual Procedural Knowledge

3. Strategic

4. Attitude

5. Motor Involve using our bodies to manipulate something like writing icing a cake, and

balancing a tray of dishes are examples of motor skills.

e.g. Skills to demonstrate the new behaviour like giving performance appraisal

Sometimes called procedural knowledge, are the rules, concepts, and procedures that we follow to accomplish tasks. Intellectual skills may be simple or complex e.g basics of English grammar i

Involves the ability to state or declare something, such as a fact or an idea e.g. reciting the 5 Rukun Negara

The skills used to control learning, thinking, and remembering Cognitive strategies allow us to determine what procedural knowledge and verbal information we need to perform a task e.g. using an approach to implement a particular tax audit

Internal states of mind that can influence which of several behaviors we may

choose

e.g. Attitudes towards using technology

Learning Outcomes

Page 48: Integrative learning

Phase 2: Design

4 TYPES OF CONTENT MATERIAL

FACT Declarative Knowledge Facts, Ideas Information, Documents

FUTURE Strategic Skills and Competencies, Behaviours

FORM Procedural Knowledge Rules, Concepts, Procedures, templates, Models, Frameworks, Forms

FEELINGS Attitudes , Feelings And Values

Page 49: Integrative learning

Cognitive domain: Mental skills Knowledge..acquiring data Comprehension..generalising form or internalizing data Application relating data to experience Analysis identifying parts, elements, designs or relationships Synthesis..constructing design systems communications Evaluation..judgement on some identified criteria; making distinctions, discriminations

The Affective Domain Receiving...attending with some degree of commitment Responding..acquiescence, willingness satisfaction Valuing...sensing worth Organization...acquiring value system Characterization..consistently applying a value system

The Psychomotor domain...Physical skills For interest satisfying experience to new experience For Skill habitual or repeated performance

Lecture with or without visuals Panels and symposiums Reading assignments Book based discussions, Two way discussions Self instructional programs Feedback Devices Case problems Experiments, Process case studies Exams, essays Role plays Action maze case studies, In baskets Dramatic visual stimuli Oratory, Reading, Reverse role playing Permissive discussion Critical incidents,Simulations, Games Lab T-Training Organizational mirroring, Fishbowls Guided fantasies, Reflection Demos Audio-visuals Field trips Try out performance Practice Exercises and Drill

Relating Learning methods to Learning goals

TYPES OF LEARNING OBJECTIVES Based on Bloom’s Taxanomy

Page 50: Integrative learning

USING A TAXANOMY FOR WRITING LEARNING OUTCOMES

1. For Knowledge Outcomes Select Label Name Locate Define Recite Describe State

2. For Comprehension Outcomes Interpret Generalise Construct Clarify Infer Summarise Paraphrase Conclude Classify Represent Predict Abstract Translate Contrast Illustrate Map Concur Categorise Match Extrapolate

3. For Application Outcomes Carry out Implement Use Provide

4. For Analysis Outcomes Select Discriminate Differentiate Distinguish Integrate Focus Deconstruct Outline

5. For Synthesis Assemble Integrate

6. For Evaluation Outcome Check Coordinate Determine Test Judge Reflect Detect Monitor

7. For Creative outcomes Create Build Generate Hypothesise Design Construct Assemble

8. For Memory Outcomes Identify Retrieve Recall List Recognise

Avoid Contribute Know Examine See View Understand Learn Explore Investigate Appreciate Become Evaluate Use Comprehend Follow Develop Gather

Page 51: Integrative learning

• Learning outcomes are statements that specify what learners will know or be able to do as a result of a learning activity

• Outcomes are usually expressed as knowledge, skills, or attitudes

Dubuque, Iowa: Kendall1Phillips, Louis. The Continuing Education Guide: the CEU and Other Professional

Development Criteria. /Hunt Publishing Co., 1994.

Three Domains Of Learning Outcomes

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1. Knowledge - The ability to recall previously learnt material

2. Comprehension – The ability to grasp meaning of material

3. Application – The ability to use learned material in new and concrete situations

4. Analysis – The ability to examine and break information into parts by identifying motives or causes, making inferences and finding evidences

5. Synthesis – The ability to put parts together to form a new whole

6. Evaluation – The ability to judge the value of materials for a given purpose

1 Cognitive

Learning Domain

Page 53: Integrative learning

Useful Words In The Cognitive Domain

Page 54: Integrative learning

2 Affective

Learning Domain

• Receiving - Willingness to receive or to attend to particular information / activity

• Responding – Active participation by the students • Valuing – Seeing worth or value in what is being learned or

the activity being done • Organisation – Bringing together many different values and

attempting to resolve the conflict between the values • Characterisation – internalising the values

Page 55: Integrative learning

• Agree

• Assist

• Assume responsibility

• Avoid

• Cooperate

• Engage in

• Help

• Is alternative to

• Join

• Offer

• Participate in

• Praise

• Respect

• Share

• Support

Useful Words In The Affective Domain

Page 56: Integrative learning

3 Psychomotor

Learning Domain

• Imitation – indicates a readiness to learn certain complex skills

• Manipulation – continuing to practice the skill until it becomes habitual and can be performed with some confidence

• Precision – attains the skill and proficiency is indicated by a quick, smooth and accurate performance

• Articulation – being involved at an even bigger level of precision

• Naturalisation – the skill is automatic and the student is able to experiment and create new ways of using the skill

Page 57: Integrative learning

• Adjust

• Bend

• Differentiate (by touch)

• Grasp

• Identify (a fragrance)

• Handle

• Measure

• Move

• Operate

• Perform

• Repair

• Taste

• Use

Useful Words In The Psychomotor Domain

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The ABCDS Of

Good Learning Outcomes

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A: Audience

Describe who the learners are

Correct: At the end of the lesson, high school girls will be able to …

Incorrect: At the end of the lesson, students will be able to…

B: Behaviour

State desired behaviour of learners in an action verb to describe a definite

action/ behaviour in measurable terms

Correct: At the end of this lesson, students will list in writing

Incorrect: At the end of this lesson, students will know

C: Content

What learners are expected to learn in terms of content

Correct: … say good morning to the teacher

Incorrect: … wish the teacher

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D: Degree of Achievement

What learners are expected to attain (how well)

Description of the quality or quantity of learners' performance

Correct: …will be able to state the four major functions of management

Incorrect:… will be able to state the functions of management

S: Situation for Performance

State conditions under which behaviour is expected to be performed

Examples:

Using an electronic calculator, …

Without the aid of mathematical tables,

Using word processor and dictionary, …

Given a list of ...

Given a diagram of ...

Without any reference materials ...

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Cognitive domain: Mental skills Knowledge..acquiring data Comprehension..gen4ralising form or internalizing data Application relating data to experience Analysis identifying parts, elements, designs or relationships Synthesis..constructing design systems communications Evaluation..judgement on some identified criteria; making distinctions, discriminations The Affective Domain Receiving...attending with some degree of commitment Responding..acquiescence, willingness satisfaction Valuing...sensing worth Organization...acquiring value system Characterization..consistently applying a value system The Psychomotor domain...Physical skills For interest satisfying experience to new experience For Skill habitual or repeated performance

Lecture with or without visuals Panels and symposiums Reading assignments Book based discussions, Two way discussions Self instructional programs Feedback Devices Case problems Experiments, Process case studies Exams, essays Role plays Action maze case studies, In baskets Dramatic visual stimuli Oratory, Reading, Reverse role playing Permissive discussion Critical incidents,Simulations, Games Lab T-Training Organizational mirroring, Fishbowls Guided fantasies, Reflection Demos Audio-visuals Field trips Try out performance Practice Exercises and Drill

Relating Learning methods to Learning goals

TYPES OF LEARNING OBJECTIVES

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Abstract Scale of Sensory Experience

Concrete

Verbal symbols.. books, pamphlets, reprints, teaching machine

programs, programmed texts Visual symbols.. flat maps, flipcharts, sketches, cartoons,

diagrams, charts, graphs

Recordings,radio,photos..illustrations, slides. recordings

Motion pictures ..Films, discussion guides

Television…program guides, video tapes, discussion guides

Exhibits…Displays, bulletin boards, posters

Field trips…itineraries, observation guides

Demonstrations …apparatus, raw materials

Dramatized experiences, role plays, scripts, puppets

Simulated,Contrived experiences…models, objects, specimen

Direct, purposeful experience…worksheets, observation guides, manuals

THE CONE OF EXPERIENCE From Edgar Dale, Audio-Visual Methods in Teaching, rev.ed.New York: Holt, Rinehart and Winston, 1946, 1954R

Hearing Seeing Doing

Recall 10% 20% 30% 50% 70%

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3. Development Stage

• Learning Styles by David Kolb

• Learning Methods

• Experiential Learning Style

• Multiple Intelligences

• Visuals and Graphics

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David A. Kolb (born 1939) is an American educational

Theorist whose interests and publications focus on

experiential learning, the individual and social change,

career development, and executive and professional

education.

He is the founder and chairman of Experience Based Learning Systems, Inc.

(EBLS), and a Professor of Organizational Behavior in the Weatherhead

School of Management, Case Western Reserve University,Cleveland, Ohio.

Kolb earned his BA from Knox College in 1961 and his MA and Ph.D.

from Harvard University in 1964 and 1967 respectively, in social psychology.

His model is built upon the idea that learning preferences can be described

using two continuums:

active experimentation-------------------reflective observation and

abstract conceptualization--------------concrete experience.

This resulted to the four types of learners:

converger, accommodator, assimilator and diverger

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Concrete and Active

4. Accommodator

Abstract And active

3. Converger

Abstract and reflective

2. Assimilator

Concrete and reflective

1. Diverger

Concrete

Experience

Active

Experimentation Reflective

Observation

Abstract

Conceptualisation

Experiential Learning Theory (ELT) provides a

holistic model of the learning process and the

central role played by experience

4 Learning Modes 4 Learning Styles

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CH-3 © 2012 South-Western, a part of Cengage Learning

66

4 Basic Modes 1. Concrete Experience (CE) …Feeling

– An intuitive preference for learning through direct experience, emphasizing interpersonal relations and feeling as opposed to thinking

2. Active Experimentation (AE) …Doing

– A preference for learning something by actually doing it and judging its practical value

3. Abstract Conceptualization (AC) ….Thinking

– A preference for learning by thinking about an issue in theoretical terms

4. Reflective Observation (RO) …Watching

– A preference to learn by watching and examining different points of view to achieve an understanding

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CH-3 © 2012 South-Western, a part of Cengage Learning

67

4 Learning Styles • Divergers

– A combination of concrete experience and reflective observation (feeling and watching), emphasizing imagination, an awareness of values, and the ability to generate alternative courses of action

• Assimilators

– A combination of abstract conceptualization and reflective observation (thinking and watching) that stresses inductive reasoning, the integration of disparate observations into an explanation, and the creation of theoretical models

• Convergent

– A combination of abstract conceptualization and active experimentation (thinking and doing), with a focus on problem solving, decision making, and the practical application of ideas

• Accommodators

– A combination of concrete experience and active experimentation (feeling and doing), this style is usually demonstrated by accomplishment, executing plans, and involvement in new experiences

Page 68: Integrative learning

Kolb's learning styles

Accommodators

• Hands-on’ learning • Like new & challenging experiences • Apply information to ‘real life’ • Tend to favor intuition • Like carrying out plans and experiments • Social work, education, medicine, law

Divergers

•Like to think and reflect on experiences •Explore different view points •Strong at brainstorming ideas •More observant than active •Tend to be imaginative and emotional •Arts, political science, journalism

Convergers

•Practical application of ideas •Like to solve problems •Prefer technical tasks over social or interpersonal issues •Prefer experimentation •Distrust emotion •Engineering, business, ecology

Assimilators

•Synthesize ideas into theories •Prefer inductive reasoning •Values logical soundness over practical value •Tend to be less focused on people •Prefer analytical models •Mathematics, Chemistry, Physics

Page 69: Integrative learning

Teaching Activities that Support Different Aspects of the Learning Cycle

Concrete Experience

Reflective Observation

Abstract Conceptualization

Active Experimentation

•Ice breakers •Energisers •Team games •Problem solving •Discussion •Examples • Fieldwork • Problem sets • Trigger films • Observations • Simulations/games • Text reading

•Ask for observation •Write a short report on what took place • Give feedback to other participants • Tea & coffee breaks • Completing learning logs or diaries

• Present models And theories • Lecture • Write papers projects analogies model building • Give theories

• Use role plays • Conduct laboratory • Use case studies • Ask learners to use real problems

Page 70: Integrative learning

Are you an extrovert or Introvert ? Extraverted Characteristics Act first, think/reflect later Feel deprived when cutoff from interaction with the outside world Usually open to and motivated by outside world of people and things Enjoy wide variety and change in people relationships

Introverted Characteristics Think/reflect first, then Act Regularly require an amount of "private time" to recharge batteries Motivated internally, mind is sometimes so active it is "closed" to outside world Prefer one-to-one communication and relationships

Page 71: Integrative learning

Experience Participants experience

the situation

Analyse the past Participants analyse their

past or in class experience

Theory Participants establish the theory

Theory The theory or truth is explained

Experience Participants Test the theory

Analysis Participants Analyse

their experience

Deductive

TWO LEARNING APPROACHES

Inductive

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THE EXPERIENTIAL LEARNING CYCLE

Experiencing

Publishing

Processing

Generalising

Applying

1

2

3 4

5

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5 PHASES IN THE EXPERIENTIAL CYCLE

Doing an activity

Sharing reactions and observations

Discussion of patterns and dynamics

Inferring principles about the real world

Planning more effective behavior

1. EXPERIENCING What happened? What is going on?

What would you prefer? What is your objection?

2. PUBLISHING How did you feel about the activity? What were you aware of? Who else had the same experience? Who reacted differently?

3. PROCESSING What principles did you learn What happened in terms of dynamics How did you account for that? What struck you about? How was that significant?

4. GENERALIZING How does the learning apply to the job? What we learn? What might we draw from that?

What principles do you see operating?

5. APPLYING What do you intend to do about it? Now what? How could you apply/transfer that? How could you make it better

Page 74: Integrative learning

DEBRIEFING AFTER THE ACTIVITY 1. What happened?

2. How did you feel about the activity?

3. What principles did you learn?

4. How does the learning apply to your job?

5. What do you intend to do about it?

Page 75: Integrative learning

Verbal Linguistic Logico - Mathematical Musical Visual spatial Bodily Kinesthetic Interpersonal Intrapersonal Naturalistic Moral Ethical Spirituality

OFTEN USED

USED LESS OFTEN

MULTIPLE INTELLIGENCES

By Howard Gardner

Page 76: Integrative learning

Styles of writing

APA KHABAR!

VANAKAM!

SAWADEE KAP!

G‟DAY MATE!

NI HAO MA!

HOLA!

CA VA!

HOWDY!

OHAYO GOZAIMASU!

o Writing o Storytelling o Sensitivity to language meanings and the relation among words. o Reading out what’s written

o Novelists o Copywriters o Scriptwriters o Speechwriters

o Reporters o Poets o Editors o PR Directors

VERBAL / LINGUISTIC

Page 77: Integrative learning

Abstract thought Precision Counting Organization Logical Structure Reading Writing Mathematics

Scientists Engineer Animal Tracker Lawyer Accountant Police Investigator Mathematician

2 x 2 = 4

3 x 3 = 9

5 x 2 = 10

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Sensitivity to pitch, rhythm, timbre emotional power and complex organization of music.

Use songs for rote learning. Have music in the background when trying to remember facts.

Performer, Composer, Conductor, Recording Engineer, maker of musical instruments

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Keen observation Visual thinking Mental images Metaphor Sense of a gestalt

Theoretical physicists Battlefield strategists Architects, Painters Naturalists

Use pictures, posters, models, diagrams, information maps via guided imagery which is an internal visualization method

Page 80: Integrative learning

Control of one’s body and objects timing; trained responses that function like reflexes

Dancers Inventors Athletes Surgeons Actors Karate teachers Mechanically gifted

Living sculptures movement concept

BODILY - KINESTHETIC

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Sensitivity to others Ability to read others’ intentions and desires, potentially influencing them Consideration for others Good and new Think and listen Validation circle Speak up

Politicians Teachers Religious Leaders Counselors Salespeople Manager Therapists

INTERPERSONAL

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o Self-knowledge o Sensitivity to one’s own values, purpose and feelings o A developed sense of self o Interpret information through body sculptures, skits, creative writing sessions, expand-a-story approach

o Gurus o Novelists o Counselors o Wise elders o People with deep sense of self

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NATURALISTIC o Farmers, Fishermen o Gardeners, Landscapers o Hunters, Trackers o Animal Lovers, Zoologists o Veterinarians o Conservationists

o Likes natural beauty o Likes & is good with animals o Preserves natural environment o Has ‘green’ fingers o Interested in nature

Page 84: Integrative learning

Philosophers Religious / Spiritual - Leaders - Healers - Preachers Mystics, Yogis Cosmic Scientists

Concerned with meaning of life and death Interested in relationship - God, Man and Destiny Experiences strong religious or spiritual feelings Seeks harmony - Mind, Body, Spirit & Worldly.

Page 85: Integrative learning

Judges Legal Reformists Religious Leaders Philosophers Moral Teachers Counselors

Behaves ethically Rejects racism, bigotry, sexism Displays skills & strengths around human sensitivities - Listens, Justice - Truth, Fairness - Clarifies values - How people feel

MORAL / ETHICAL

Page 86: Integrative learning

USING 7 INTELLIGENCES TO FACILITATE LEARNING

INTELLIGENCE DESCRIPTION FOUND IN EXAMPLES

LINGUISTIC

1

Sensitivity to language,

meanings and the relations

among words.

Novelist, Poet, Copywriter,

Scriptwriter, Editor, Magazine

Writer, Reporter, Public

Relations Director,

Speechwriter

Reading out what's written

Writing

Mathematics

LOGICAL-

MATHEMATICAL

2

Constitutes abstract thought,

precision, counting, organization,

logical structure.

Mathematician, scientist, Engineer,

animal tracker, police investigator, lawyer

and accountant

Reading

Writing

Mathematics

MUSICAL

3

Sensitivity to pitch, rhythm, timbre,

the emotional power and complex

organization of music.

Performer, composer, conductor, musical

audience, recording engineer, maker of

musical instruments

Use songs for rote learning

Have music in the background when

trying to remember facts.

VISUAL-SPATIAL

4

Keen observation., visual thinking,

mental images, metaphor, a sense of a

gestalt.

Architect, painter, naturalist, theoretical

physicist, battlefield strategist.

Use pictures, posters, models,

diagrams, mindmaps, 'information

maps ... or via guided imagery which is

an internal visualization method ...

concert for remembering planets.

BODILY-KINESTHETIC

5

Control of one's body and of objects,

timing, trained responses that function

like reflexes.

Dancers, athletes, actors, inventors,

surgeons, karate teachers, and the

mechanically gifted.

Establish pre-verbal basic ideas in

maths, language via multiplication

tables, globe models, diagrammatic

sentence, 'living' sculptures.

INTERPERSONAL

6

Sensitivity to others, ability

to read the intentions and

desires of others and

potentially to influence

them. Includes

consideration of others.

Politician, teacher, religious

leader, counsellor, shaman,

salesperson, manager, 'people

people' and therapists.

Group behaviours ... say good or

bad about something ... think, listen,

go-around, speak out, validation circle,

self estimation.

INTRAPERSONAL

7

Self-knowledge, sensitivity to one's

own values,

purpose, feelings, a

developed sense of self.

Novelist, counsellor, wise elder,

philosopher, guru, person with deep sense

of self.

Interpret information through body

sculptures, skits, creative writing

sessions ... subjective experience.

'Expand a story' approach.

Source: Breakthroughs in training by Asma Abdullah, Malaysian Institute of Management, March-April 1994

Page 87: Integrative learning

Technique Linguistic Logical

mathematical

Bodily

kinesthetic

Musical Interpersonal Intrapersonal Visual-

spatial

When to use

Technique

Portrait Co-participants

write adjectives

to describe

person drawn

Draw/Sketch

portrait

Play

background

music as

stimulus

Display &

share

portrait with

group

Express

through

drawing

Draw a

portrait

- Feedback from

others

- Input on self

Song Wnte own

lyrics

for a song

Stand and sing

with

expression

Sing to minus-

one tapes

etc.

Sing as a group

or in pairs, trios

Express

through

singing

Perform

through

singing

- To synthesize

what is learnt

Chopsticks Share

experience

Stand and

conduct and

move one's

body

Conduct

imaginary

orchestra to

music

Express freely

with eyes

closed

Draw

yourself

in action

- Lose inhibitions

Round Robin Discuss in a

group to draw

up ideas

List down

questions to

get

responses

Move from

station to

station for

each

topic assigned

Play

background

music

Group

discusses

and shares

ideas

Reflect on

ideas

to be

communicated

Mindrnap/

write ideas

on

flip-chart

- In sessions that

require brain

storming

Think & Listen Articulate one's

thought,

feelings about a

subject

Sit in a

relaxed

position

Take turns in

pairs, to do

reflections &

share insights

Reflect and

discover

- Air

grievances

- Share

insights

- Express needs

The 7 Intelligences Toolkit Source: Breakthrough in training by Asma Abdullah, Malaysian Inst. Of Mgt, March-April, 1994

Page 88: Integrative learning

Technique Linguistic Logical

mathematical

Bodily

kinesthetic

Musical Interpersonal Intrapersonal Visual-

spatial

When to use

Technique

Group Cheer Have all

members

articulate

words

Sequence

words for a

natural flow

Use body

movements to

act out the

cheer

Give simple

objects to make

„music‟

Work in pairs

initially and

then with others

Have members

contribute to

form cheer

Write it out

on flip-chart

or VG

- As an

icebreaker

- Build team

spirit

- Remember

concepts

Time Line Share

observations

and learnings

in class

Reflect on

event

chronolo-

gically

Place the line-

string on the

floor

Play music

during

visualization

Discuss plans

with a partner

Conduct a

visualization

exercise

Write

comments

on the slips

of paper and

place them

on the floor

- Reflect on past

and plan for

future

Wishes & Wills Articulate it - Place special

cushion mat to

sit

Play soft music

in the

background

Do it in pairs Conduct a

visualization

exercise

Write on a

coloured

paper

- At the end of

course to

articulate

commitment

Good & New Share personal

news and take

turn

- Throw koosh

ball to indicate

one‟s turn to

speak

Play soft music

in the

background

Share with a

friend and

group

Describe a

personal event

Draw a

mind map

- At start of

course or Day 2

of course

Intent &

Mechanism

Share learnings

in class

- Free body

movement

from

one point to

another 30 ft

apart

Play musicc

that

has a fast beat

Work in pairs

Groups

disqualifies

repeated action

Discover own

free style

Video tape

movements

as

feedback to

participants

- Energy booster

during course

- Certificate

presentation

Posters Select suitable

maxims

quotations

Draw and

write

on posters

Play soft or

rousing music

where

appropriate

Share

inspirational

sayings

Express

feelings

to reinforce

beliefs

Create own

posters and

display on

board

- Creativity

- Visioning

- Culture

The 7 Intelligences Toolkit

Source: Breakthroughs in training by Asma Abdullah, Malaysian Institute of Management, March-April 1994

Page 89: Integrative learning

Using GRAPHICS

Graphic Presentation

Graphic Recording

Graphic Facilitation

Presents Information Draws attention Stimulates interest Provides overview

Captures Information Records ideas and key points Stimulates group memory

Facilitates conversation Structure’s group conversation Keep group focused outcomes Encourages participation

Page 90: Integrative learning

Using a Whole Brain Approach to write a book on Coming to Terms with cancer

By Asma Abdullah, Humairah Samad, July, 2009

Facts Future Form Feelings

Mindmap by Masitah Babjan

Page 91: Integrative learning

A mindmap on ADDIE model for presentation topic

Page 92: Integrative learning

Posters

Page 93: Integrative learning

4. Implementation Stage

• Room layout

• Materials

• Facilities and equipment

• Presentation Style ala Ted Talk

Page 94: Integrative learning

http://blog.linkedin.com/2013/05/24/lunch-time-is-sacred-valuable-lessons-

learned-from-working-in-brazil

http://vimeo.com/62208518......amina wadud

http://www.ted.com/talks/lang/fr/devdutt_pattanaik.html

http://hbr.org/2013/05/how-culture-shapes-the-

office?goback=.gde_4283090_member_237505225

http://www.ted.com/talks/karen_armstrong_makes_her_ted_prize_

wish_the_charter_for_compassion.html

http://www.ted.com/talks/sam_harris_science_can_show_what_s_rig

ht.html?source=email#.UZUU4ILD5Q1.email

Links to TED TALKS

Page 95: Integrative learning

Borang Penilaian persembahan ala TEDTALK

On a scale of 1 (boleh diperbaiki)---7 (Sangat baik) rate the speaker on the following:

Sikap

1 2 3 4 5 6 7 Comments

Karisma

Berpengetahuan

Kreatif

Keyakinan

Kommunikasi

Semangat keusahawanan

Terang dan jelas

Page 96: Integrative learning

USING THE FOUR QUADRANTS

FOR LEARNING

Quadrant A: Lecture Hall Quadrant D: Playground

Logical, rational, quantitative

Academic and authoritarian

Achievement driven

Fact based knowledge

Visual, conceptual,

simultaneous

- Future oriented and

discovery

Independence driven

Getting it/experiential

Quadrant B: Classroom Quadrant C: Lounge Chairs

Organized, sequential procedural

Bureaucratic, traditional

Task driven

Back to the basics

Emotional, expressive

interpersonal

Humanistic, spiritual

Feelings driven

Participative

Source: Breakthroughs in training by Asma Abdullah, Malaysian Institute of Management, March-April 1994

Page 97: Integrative learning

5. Evaluation Stage

• 4 Levels of Evaluation – Reaction

– Learning

– Behaviour

– Results

• Characteristics of good evaluation design

Page 98: Integrative learning

LEVELS OF EVALUATION

1. Reactions: What did you like about the course? Trainee satisfaction

2. Learnings What did you learn that was useful? Acquisition of knowledge, skills, attitudes

3. Behaviour/Applications What knowledge, skills have been applied to the job? What changes of behaviour occurred? Improvement of behaviour on the job

4. Results/Impact How did your performance contribute to the desired results? How did it affect the bottom line? Business results achieved by trainees

Page 99: Integrative learning

EXAMPLE OF LEVEL 2, 3 & 4 EVALUATION e.g. Time Management and Daily Planning

Level 2 – Learning Develop better filing and storage systems to reduce time spent searching

Level 3 – Behavior/ Applications Designed two new systems that ensure documents and tools do not get misplaced

Level 4 - Results My % “lost (wasted) time is reduced by 50% (from 48 mins to 24 mins per day

Page 100: Integrative learning

Source: Consecutively 'Deeper' Evaluation Levels in Human Capital Management (adapted from J. Fitz-enz, 1998, p. 36)

Examples at 4 levels of Evaluation Reactions Participants' reactions to the course Employee’s approval of HR initiatives

Learning Have a better understanding of the concepts and theories shared in training Understand the company’s strategy

Behaviour/Implementation Changes in behavior on the job after applying a specific technique learned Employees are able to deliver speeches and make effective presentations Relationships among team members have improved Customer service has improved Capability Indexes have increased

Result /Business Impact There is an increase in turnover/decrease in resignations There is an increase in financial returns The Company has won industry awards

Page 101: Integrative learning

1. Reactions: What did you like about the course? Trainee satisfaction

2. Learnings What did you learn that was useful? Acquisition of knowledge, skills, attitudes

3. Behaviour/Applications What knowledge, skills have been applied to the job? What changes of behaviour occurred? Improvement of behaviour on the job

4. Results/Impact How did your performance contribute to the desired results? How did it affect the bottom line? Business results achieved by trainees

4 levels of evaluation Safety Carrot cake

Origami

Based on your topic for the team presentation give

examples for each of the 4 levels Abstract Design

Page 102: Integrative learning

1. Reactions: What did you like about the course? Trainee satisfaction

2. Learnings What did you learn that was useful? Acquisition of knowledge, skills, attitudes

3. Behaviour/Applications What knowledge, skills have been applied to the job? What changes of behaviour occurred? Improvement of behaviour on the job

4. Results/Impact How did your performance contribute to the desired results? How did it affect the bottom line? Business results achieved by trainees

4 levels of evaluation

Based on your topic for the team presentation give

examples for each of the 4 levels: Sept. 6, 2013 Quilling Fix tap Burn CD Fold clothes

Page 103: Integrative learning

Kefahamam

Concepts,

theories

Visuals,

Graphics

Vocal qualities;

Suara, clarity

Cara

penyampaian-

kommunikasi

Penilain Panel

Page 104: Integrative learning

* This guide is useful when you want the audience to give feedback to a heavy presentation

Team 2: Clarifiers

Listen for anything

that comes across in

a muddy or obscure

way

Team 3:

Agreers

Listen for anything

that you can most

readily accept or

“buy”

Team 4:

Disagreers not disagreebles

Listen for anything that does not

make sense and which you

cannot buy or accept

Team 5:

Appliers or Implementors

Listen for something so practical

that you can pick it up and run with

it starting as soon as possible

Team 1:

Questioners

Listen or look for

anything which

triggers a question

in your mind

DISCUSSION GUIDE

Page 105: Integrative learning

The SAM session provides an opportunity for you to share techniques

and processes With your colleagues at the conference. The purpose

of this session is to highlight the how to‟s that you have successfully

used.

Participants in teams of 5-7 will sit together at Round tables

to share an idea/methods/tips/techniques/skills/approaches

which has worked well with the rest

Each will take 5-7 minutes to prepare their idea for

sharing with the group and then take turns to deliver for 5 minutes

to the group

One member will Mindmap all contributions graphically

on a piece of flipchart paper on the round table

Summarise key learnings and share with the rest

SHARE A METHOD (SAM)/IDEA BOUTIQUE

Page 106: Integrative learning

A homegroup will provide an opportunity for participants to meet new

people and to exchange experiences and insights from different sessions

that they have attended

Each homegroup of 10 people will be allocated a symbol relevant to the

workshop

All those with similar symbols will group together at specific times

They are required to share their learnings, experiences and lessons

learnt from the workshops that they have attended.

Everyone will take a few minutes to prepare their idea for sharing with the

group. Each will be given 5 minutes to share his/her idea.

One member will Mindmap all contributions graphically on a piece of

flipchart paper on the round table

Summarise key learnings and document

HOME GROUP METHOD

Page 107: Integrative learning

Storytelling does belong in the training room and that it contributes to and enhances the

overall training program. The more focused we are as storytellers, the better able we will

be to communicate that information to the organization and participants in the classroom.

List of the ways stories may be used in training. Some of these overlap each other.

STORYTELLING

As a gift. Tell stories for

the joy of telling them

.

As part of the

curriculum (i.e. a

sampling of literature

as it relates to subject

matter)

.

To introduce an activity

(teambuilding, change,

coaching, writing,

leadership, etc.)

As a way to give

factual information. (i.e

a story includes details

on thoughts, ideas,

emotions, realities, etc.

that supports module)

To help build listening

skills.

To help participants

learn speaking skills as

they tell stories.

What are your experiences with storytelling in the classroom?

Page 108: Integrative learning

Objective: What? What do you remember from the presentation? What information stood out? What was clear and unclear? Reflective: Heart? How did you feel about what was said? What points were most useful, interesting, absorbing? Interpretive: So what? What did we learn about............? What is the key insight from the day? What was the presentation all about? How did it affirm or challenge the way we work? How will it affect us all? Decisional: Now what? How can we take back some of the things we learn? What new challenges will we face?

ORID METHOD

Page 109: Integrative learning

It is a technique to capture tacit knowledge from team members about their own experience and know-how for the purpose of documentation and codification

The Rules include: •Whoever shows up – are the right people •When its over it’s over •Whatever happened was the only thing that could have happened •The law of two feet

The Roles include: Bumble Bees who cross pollinate and move around Ants are those who stay put and work hard Butterflies flutter where they want to and draw people to the topic Hosts call the conversation and capture the learning

OPEN SPACE TECHNOLOGY

Page 110: Integrative learning

A provocative method and metaphor of holding table conversations based on the

assumptions that people already have within them the wisdom and creativity to confront

even the most difficult challenges.It revolves around questions that matter to the group on

situations in the organization and community. These learning conversations can lead to

knowledge sharing and new possibilities for action

CAFÉ CONVERSATIONS AT A GLANCE

5 groups of 4-5 people seat at a café style tables in conversation clusters throughout the room. Each group will appoint a

table host

Each group will be given a question or issues that really matter to the organization

Participants will be given opportunities to share their views at two tables. They have to practice collective listening skills by

cross pollinating ideas and carrying key insights, themes and questions into new conversations

The HOST will stay at each table to welcome guests, and will continue recording or drawing key ideas and new connections

on tablecloths or flipcharts.

Groups eventually converge and share their collective discoveries with each other

As insights grow smaller Café conversations connect together, collective knowledge grows.

The wisdom of the group becomes more visible and innovative possibilities for action emerge naturally.

World Café Conversations

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About Teaching Training Teacher Teaches Facilitates learning Student Process knowledge Learn from experience Methodology Lecture Workshop, cases, simulations, brief presentations Leadership Autocratic Collaborative, participative Credibility Argument of authority Reasonable, scientific, Logic Ability Memory Creative Intelligence Pedagogical Text and teaches Participants themselves thru articles, books and experience Applicability Developed for the Future Immediate Motivation Externally reward Internally, recognition of the usefulness and significance of the learning itself

TEACHING AND TRAINING

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Consulting Supervising Counseling Training

Clients Subordinates Counselees Trainees Mutual Ensuring work Sparing Transferring discussion gets done Thinking Education through others Helping Designing

HUMAN PROCESS INTERVENTIONS

Coaching

Coachees

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In its strictest sense, classroom training follows the "mug and jug" theory

As learning consultants, we need to be relevant, be of service and engaging in a way that powerfully transfers capability.

Now, it is important to tap into the interests of the learners and make them truly engaged participants rather than passive mug holders.

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