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Carla Tønder Jessing
COUNSELLING IN ADULT EDUCATION
MODULE 4 - BOOKLET
FACILITATING INDIVIDUAL AND GROUP LEARNING
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This Booklet was developed as part of the ACCED project „Continuing Education Designed for Counsellors Working in Adult Education”, project number: 225646-CP-1-2005-1-RO-GRUNDTVIG-G1.1, within the Socrates Programme of the European Commission, coordinated by the Romanian Institute for Adult Education (IREA) – Timisoara, Romania. The main responsible for the Booklet 4 has been the University College of Greater Copenhagen (CVU Storkøbenhavn, Denmark). The content does not reflect the position of the European Commission.
Copyright © 2007 Project Partnership
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Carla Tønder Jessing
COUNSELLING IN ADULT EDUCATION
MODULE 4 - BOOKLET
FACILITATING INDIVIDUAL AND GROUP LEARNING
Editura MIRTON Timisoara 2007
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Project Coordinator: Dr. Anca Munteanu, Romanian Institute for Adult Education (IREA), West University of Timisoara, Romania Partners: Austria “die Berater”, Unternehmensberatungs GmbH,
Vienna
Denmark University College of Greater Copenhagen (CVU Storkøbenhavn)
Lithuania Vytautas Magnus University, Centre of Educational Studies, (VMU), Kaunas
Romania Center for Rural Assistance (CAR), Timisoara University of Bucharest (UB), Bucharest
Spain Centre of Research and Theories and Practices that Overcome Inequalities (CREA), Barcelona – Booklets Editor
Sweden Swedish TelePedagogic Knowledge Centre (STPKC), Nykoping
Contributions: Denmark Carla Tønder Jessing
(CVU Storkøbenhavn) English reviewer: Jacqueline Vaida Sara Losa
Mhairi Fiona Bain Graphic designer: Laura López Mugur Mocofan
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Index of contents GENERAL INTRODUCTION..............................................7 BOOKLETS PRESENTATION ............................................9 PART 1: GENERAL INTRODUCTION................................ 11
INTRODUCTION....................................................... 11 OBJECTIVES............................................................ 12 COMPETENCES ........................................................ 12 PREPARE FOR EVALUATION ....................................... 13
PART 2: ACTIVITIES ................................................... 15 Activity 4.1.1. (I) - Reflection on: What is learning? .....15 Activity 4.1.1. (II) - Game about attitudes to learning .16 Activity 4.1.1. (III) - Reflection on one significant learning situation .................................................................19 Activity 4.1.1. (IV) - Learning theories........................20 Activity 4.1.1. (V) - Learning styles ............................21 Activity 4.1.2. - Techniques to facilitate learning ........23 Activity 4.2.1. (I) - Definition of learning goals.............29 Activity 4.2.1. (II) – Prepare a programme..................31 Activity 4.2.2. (I) – The Life line ................................33 Activity 4.2.2. (II) - A journey to your hidden learning experiences.............................................................35 Activity 4.2.2. (III) - Capabilities, competences and learning goals related to life span...............................38 Activity 4.2.3. - Evaluation methods...........................40 Activity 4.2.4. – Programme delivery..........................41
PART 3: STUDY CASES ................................................ 43 PART 4: ARTICLES ...................................................... 47 PART 5: BIBLIOGRAPHY............................................... 49 PART 6: INTERNET PAGES AND LINKS........................... 51 PART 7: EVALUATION.................................................. 53
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General Introduction
Aiming to go beyond the national specificity of the partner countries and to provide a feasible material all across Europe, “Continuing Education Designed for Counsellors Working in Adult Education” – ACCED, project number 225646-CP-1-2005-1-RO-GRUNTDVIG-G1.1, adopted the same competency framework developed within the DPPC project – “The Development of Psycho-pedagogical and Professional Counselling Services”. This framework was used for developing and providing a structured Training package, contributing in this way at the compatibilisation of the counsellors’ education and training.
The project aim was to offer a coherent training course, compatible at the European level, designed for career counsellors/ practitioners working in adult education (AE) institutions.
The main project objectives were:
- To design the training course concept; - To develop useful didactical materials/ resources (Training
package); - To test the outputs for validating and improving them; - To provide two Grundtvig 3 courses for all professionals
interested at national and European level; - To disseminate and exploit the ACCED products at European
level. The direct beneficiaries of the outputs are the career counsellors/
other staff working in AE institutions/ counsellors’ trainers or other adults that are trying to improve their professional development. The ultimate target group will be all adult learners, particularly unemployed people over 40 and young job seekers (16-25 years old) at risk of social marginalisation.
The didactical approach used in elaboration of the Training
package was based on the principles of linking theory with practice, respecting the principles of the constructivist approach on learning at adult age, of providing examples of good practice. The Training package was designed in an attractive, interactive, practice oriented way, helping the practitioners to find solutions for concrete job situations, to reflect on their own experience and practice, to learn by doing etc.
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The Training package consists in 6 booklets and a Trainer’s guide. The 6 didactical booklets/ course supports (one for every
training course module) were designed on the base of the DPPC products. More concretely, the two main outputs of the DPPC project were elaborated on the modular principle. The Training materials from DPPC were further developed, more detailed, aiming only the practical part of the training: practical activities, study cases, examples of good practice, designed for developing specific counselling competencies etc.
The trainer’s guide, designed to be used by the teachers and trainers who will provide the training course, include various suggestions for raising the efficiency of the teaching activities, reflection points, evaluation tools for trainers and teachers.
The Training package is a complex training tool, the booklets being complemented by the Trainer’s guide that gives the trainers methodological hints for putting into practice the explained activities. Designed in a modular perspective, the Training package could be used selectively regarding the development of a specific competence in counselling.
All information about the Training package can also be found (on
line version) at http://acced.euproject.org . The tolls should not be used without the copyrights or the acknowledgements of the authors.
We hope you will find this Training package useful in your
professional field we are looking forward to receive your advised feed-back after using it in training sessions for validating the materials and gaining credibility and sustainability of the Training package.
IREA
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Booklets presentation
The ACCED Booklets, as well as the training material on career counselling, were developed as part of the ACCED project, which aimed at ensuring an educational provision for career practitioners and people who want to work in that field respectively. While the Trainer's Guide is directed especially to the Trainer of the training process, the Booklets are tools created as complement material for the learners and give specific information and instructions for the development of the activities.
As a complement to the ACCED trainer's guide you will find six booklets that contain the practical part of the training and the detailed explanation of the activities that complement the theory. Every booklet refers to a specific Module of ACCED Trainer's Guide, Module 1 to 6, and follows the same themes and structure as the theoretical part, which is to say: Module 1 - Introduction, General Aspects Module 2 - Professional Behaviour Module 3 - Interpersonal competencies Module 4 - Facilitating Individual and Group Learning Module 5 - Career Counselling Module 6 - Information and Resource Management
Booklet 1 has a structure that is different from the others and consists in a more theoretical definition of key concepts and theoretical approaches on counselling as well as a bibliography that complement Trainer's Guide First part. Booklet 2 to Booklet 6 follow a same structure that consists of:
* a General Introduction that details the specific objectives and competences of the Module; * a part dedicated to the activities in which for each activity the duration; description, procedure and complementary worksheet(s) (optional) are presented; * a part dedicated to case studies adapted to the specificity of the Module's theme; * a part that contains articles related to the Module's theme; * a Bibliography related to the Module's theme;
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* a part where links and web pages are listed related to the Module's theme; * a part dedicated to the final evaluation of the Module.
The activities proposed in the Booklets are based on a constructivist idea of learning, that is to say, learning as an active social process performed deliberately and reflexive. As explained in the Trainer’s Guide the content of teaching is not directly transmitted by the teacher but rather self constructed by the learner according to his/her perception, former experiences and knowledge structure which can express freely and in a creative way during the activities proposed in the Booklets.
All the activities have been imagined to make the learning process
as constructive at the same time that entertaining as possible. We hope you will enjoy.
CREA
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PART 1: GENERAL INTRODUCTION
INTRODUCTION
This booklet presents training materials and exercises intended to develop competencies in facilitating individual and group learning. The exercises include the principles of learning, as well as attitudes and techniques which are relevant in adult career counselling. It focuses on facilitating learning by following the structure of the Canadian Map of competencies, and is based on the constructivist understanding of learning.
The booklet presents important materials on the topic of facilitating learning. The activities, case studies, articles, links to websites and bibliography provide the reader with materials on how to develop the competencies. The activities are structured according to the competencies described below, so the reader will find one or more exercises aimed at creating or adding to each competence.
The envisaged target group of these training materials is career counsellors working in adult education field, aiming to improve and update their competencies in the field.
The methods used in these training activities are the following: short exercises (individual and group work), brainstorming, role play and discussions with the whole group, critical thinking, conversation, lectures. If in a training session the group particularities are different than the ones presented, then the training coordinator may choose the most appropriate method to be used in that concrete context.
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OBJECTIVES
To be able to work with clients’ learning both in relation to individuals and in relation to groups
To be able to plan, prepare, deliver and evaluate clients’ programmes which lead to learning processes within and amongst the clients
To do this while at the same time determining and including the clients’ pre-existing knowledge, experience and capabilities
The participant should become able to do this on the basis of knowledge of:
The principles of learning, which mean knowledge and understanding of accepted theories of learning, which you should be able to describe and act upon.
Techniques to facilitate learning, which means knowledge and understanding of techniques of how to organise activities leading to learning processes.
You as a participant should be able to define and act upon this.
COMPETENCES
Possess knowledge about how to facilitate learning by:
describing the commonly accepted principles of learning
defining techniques commonly used to facilitate learning
Facilitate learning by:
preparing for programme delivery
determining clients’ existing competencies
delivering programmes
evaluating programmes
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PREPARE FOR EVALUATION
At the end of module 4 on Facilitating individual and group learning you will evaluate the outcome of this module using one or two of three methods. The method will be chosen by the trainer after discussion with the group. The three methods described in the training materials are:
A question sheet.
An Interview or a discussion on the learning outcome.
Study journal / portfolio and feedback from the trainer.
All the participants will be asked to collect notes, illustrations and personal comments during the module as a basis for evaluation.
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PART 2: ACTIVITIES
Activity 4.1.1. (I) - Reflection on: What is learning?
Duration of the exercise
1 hour 45 minutes.
Description
This activity aims to make you aware of your own perceptions of learning – perceptions which might be derived from personal, educational or working life experiences.
Reflect on and write down the following
1. A definition of learning – what learning is, in a few lines.
2. Your understanding of the learning process – how does learning happen, in a few lines.
All of the group members will be asked to exchange their definitions and understandings and to explain them to each other. On that basis the group task is to decide whether everyone can agree on one common definition or whether people only agree to a certain extent.
The group will then be asked to write down their definition(s) of learning and their understanding of the learning process on a large sheet of paper – one shared definition or more that one different definition. Subsequently the decision of who is going to present it to the class must be decided on.
All the sheets of paper should be displayed on the classroom walls.
Each group will then give a short presentation on their sheet of paper.
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You will then be asked to reflect on the presentations, and point out the main differences and the possible connections between personal learning theories and learning strategies.
An additional point of reflection and discussion could be the potential connection between personal learning theories and counselling strategies.
Activity 4.1.1. (II) - Game about attitudes to learning
Duration of the exercise
1 hour.
Description
The aim of this exercise is to make you aware of your own attitudes to learning – attitudes which may have derived from personal, educational or working life experiences. It also aims to make you describe and create arguments for your attitudes in comparison to and in the face of other people’s attitudes.
Each group is given a matchbox and a sheet of paper for each member of the group. Each person should take six matches from the box, and the group will decide in which order the sentences will be read. The group must keep to the rules of the game. The game begins and is then stopped by the instructor after 45 minutes.
All of the groups will be asked to point out the sentences which caused the highest levels of disagreement and the sentences which caused the highest levels of agreement, and to reflect on the reasons for that.
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An additional exercise for shared reflection in the class could include the potential connection between educational socialisation and learning attitudes.
Worksheet “Game about attitudes to learning”
Counsellors and teachers all have different attitudes to learning. The objective of this exercise is not to change that, but it is helpful to make ones attitudes clear, to formulate them and discuss them with other counsellors and teachers.
In this ’game’ you will be presented with some statements. For each statement you must decide on a scale from 0 to 4 whether you:
0 strongly disagree
1 disagree to some extent
2 do not really disagree
3 agree to some extent
4 completely agree
with the following statements.
Read the statement and put the number of matches in your hand which correspond to your opinion. Everyone in the group shows their matches at the same time and the two group members who are furthest apart in terms of the number of matches will be asked to explain and create an argument to support their opinion.
Before the game starts the group decide the order in which they will read the statements (1-2-3 etc, drawing lots, or other ways to decide).
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Examples of statements:
1. Education and learning means permanent changes in skills, understanding and personality.
2. Learning requires independent thinking.
3. It can be very useful to investigate wrong or alternative answers and it can be useful to explain phenomena in different ways.
4. Periods of confusion are often both necessary and useful in the learning process.
5. It is the responsibility of the teacher that the student learns.
6. It is the teachers’ task to offer the correct answers and the students’ task to learn these answers.
7. The teacher and the curriculum are the only source of learning. Other students’ ideas, arguments and questions are only of interest to themselves.
8. The student has the main responsibility for his or her own learning.
9. The teachers’ task is to help students to construct their own knowledge and understanding.
10. It is important for the students’ learning that they cooperate with the teacher and influence the choice of subjects, problems and activities.
11. Adults learn in a completely different way to children and adolescents.
12. Adults learn in many different arenas, in their job, within their community, in their family life.
13. Adults build their learning on earlier experiences.
14. Adults try to resist new knowledge.
15. Learning can be carried out on different levels and transgressive learning is painful and threatening to adults.
More statements can subsequently be added.
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Activity 4.1.1. (III) - Reflection on one significant learning situation
Duration of the exercise:
2 hours.
Description:
This exercise aims at making you reflect on your learning experiences through the choice and investigation of one significant learning situation and to reflect on the circumstances, feelings and social interaction that might have been involved in the learning situation.
Each participant reflects on and chooses one significant learning situation from his/her adult life.
You will write about the situation in a narrative form, describing as many details as possible of the situation: When, where, how, who was involved, what happened, how did it affect you for example emotionally, cognitive, socially etc.
First one of you tell his/her learning story to another participant, who is only listening, not commenting or discussing. Afterwards the listener interviews the storyteller about the effect of the learning situation, why it was significant for him/her and what it implies for the storytellers understanding of learning. Again the interviewers’ task is to ask few and open questions, not to comment, interpret or discuss.
Then the participants change roles.
Additionally there could be a short class briefing on how you felt to work with this exercise and which ethical and psychological implications should be considered in connection to this kind of exercises.
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Activity 4.1.1. (IV) - Learning theories
Duration of the exercise:
2 hours 45 minutes.
Description:
This activity aims to familiarise you with four essential learning theories in order to make you compare and reflect on the differences and similarities between them and to relate the theoretical positions to your own learning attitudes.
Description of the four learning theories
In groups of 4-5, you will listen to the description and at the same time you should all take notes, make drawings etc. on the paper covering your table, so that you can collectively visualise your understanding of each theory while listening. You should divide the piece of paper into four sections before the lecture.
After the lecture you should discuss your notes and illustrations of each theory among the group members – how do you understand the theories, the differences and similarities, what is your attitude towards them, and what do you believe to be their implications with regards to teaching and learning. The conclusions will then be written on flipcharts.
Each group presents its conclusions to the class, using their flipcharts and table paper, followed by a class discussion on the issue of the implications of learning theories on the practice.
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Activity 4.1.1. (V) - Learning styles
Duration of the exercise:
1 hour.
Description:
The aim of this activity is to acquaint you with the idea of different learning styles, to make you reflect on your own learning style and to make you reflect on the implications of learning styles on peoples learning strategies and reactions with regards to education.
Each of you will be asked to reflect on the questions in the worksheet and answer them, writing the answers down on a sheet of paper. In this way, you will be able to discover an indication of your learning style.
You will get together in groups of three, with each group representing different genders, ages and backgrounds.
Each group member will be asked to present his or her result and the other two members of the group can ask questions about the result, for example about specific action in various learning situations.
Finally the group will be asked to discuss the implications of learning styles on peoples learning strategies and their reactions to education.
Worksheet “Learning styles”
This chart will help you to determine your learning style; read the word in the left column and then answer the questions in the following three columns to see how you respond to each situation. Your answers may fall into all three columns, but one column is likely to contain the majority of the answers. The dominant column indicates your primary learning style.
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Adapted from Colin Rose (1987), Accelerated Learning1
1 http://www.chaminade.org/inspire/learnstl.htm
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Activity 4.1.2. - Techniques to facilitate learning
Duration of the exercise:
2 hours 30 minutes.
Description:
The aim of this exercise is that you get to know a variety of techniques for facilitating learning by trying them, that you find out which technique is appropriate for which situation, and that you enrich your repertoire of techniques.
The group has to discuss which technique can be used under which circumstances and for which target group.
The group also has to reflect on the limitations of the techniques for facilitating learning. The results should be documented briefly on a flipchart. If possible the group should demonstrate the technique in front of the whole group.
Subsequently there will be a presentation of the group results. After each group presentation, the rest of the group will be asked to add their comments.
The group also has to reflect on the limits of the techniques for facilitating learning. The results are documented in brief on a flipchart paper. If possible the group has to demonstrate the technique in the group (phase 3).
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Worksheet “Techniques to facilitate learning”
Techniques to Facilitate Learning
Some principles are common to any group learning approach:
A group-learning task is designed based on shared learning goals and outcomes;
Small-group learning takes place in groups of between 3-5 students;
Cooperative behaviour involves trust-building activities, joint planning, and an understanding of team support conduct;
Positive interdependence is developed through setting mutual goals; and
Individual accountability, role fulfilment, and task commitment are expected of students.
There are also some practices in group learning that may vary among group-learning approaches. These include:
Grouping procedures (e.g., forming homogeneous or heterogeneous groups in terms of skills/levels/interests, role assignment, short or long term group assignment);
Development of group work skills (e.g., explicit teaching, small group team-building exercises, or promotion of reflection on group dynamics);
Setting up of interdependence structures (e.g., goal achievement and incentives, resources, division of tasks);
Evaluation procedures (e.g., individual, peer, or group grading, peer evaluation or self-reflection);
Definition of the teacher's role, which is complex and may differ in various phases of the group learning activity. For example, the teacher can be supervisory, evaluative, or supportive in maintaining cooperative norms at different stages of student learning.
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According to the Canadian Standards and Guidelines for Career Development (2001), in order to demonstrate this competency, career development practitioners will strive to define the techniques commonly used to facilitate learning:
Brainstorming: idea generation in a group without evaluation. Brainstorming is a method where groups of 7 people meet to express everything that comes to their minds concerning a certain problem or question. The time is limited to 15-30 minutes. Quantity dominates quality, logical and reasonable thinking is not wanted, criticism is forbidden. One person is taking notes of all the produced results (usually just words that people shout in the group) on a big chart. The products are to be analysed only at the end of the work. For the success of this method it is very important that everybody follow the rules of the game. Especially “killer phrases” (“we already tried that, it isn’t working”) are not allowed because they hinder the free production of ideas. Hierarchical differences between the group members are sometimes not very productive for the process because people may feel intimidated. The method can also be carried out as an individual exercise although the enriching process stemming from the ideas of others is missing.
Career fair: representatives from various work and educational environments set up displays to present information about their companies or institutions. Career fairs are very suitable for getting to know companies and their representatives. They offer a chance to get to know more about the philosophy and products of the company. At the same time a career fair offers a possibility to make personal contacts with key persons and to present one’s own competencies. It is advisable that the clients bring a short version of their own CV with them so that they can leave it with the company in case the latter manifest an interest.
Case study: A case study describes a scenario based on a real work situation or problem and offers insights into concrete work situations. For clients it is an opportunity to get to know more about work situations. Before setting up a personal case study it is advisable to search in the literature or on the net for such description.
Coaching: Coaching is a collaborative approach used to enhance performance and motivate individuals or groups toward goal achievement. The term coaching comes from the field of sport. In practice, career counselling and career couching are often used synonymously.
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Demonstration: In a demonstration a skill is performed while describing it. The demonstration can be repeated and clients can ask questions.
Field trip: A field trip is a planned visit to a specific area or site to study it. To benefit from the trip as much as possible, it has to be very well prepared both on the side of the groups and of the company. The group can inform themselves about the site and prepare questions. The company has to be prepared by the counsellors and ready to allot time for demonstration and questions.
Game: Games where two or more individuals participate in fun, hands-on activities are a welcomed change in group counselling. They usually have an energising effect on the group especially if it is an outdoor game.
Group discussion: In a group discussion concrete information is exchanged among group members. Group discussions offer the opportunity to exchange information about a topic and to gain valuable insights from the opinions expressed by the others. Moderated group discussions are more structured and therefore more effective.
Guest speaker. To invite a guest speaker as a knowledgeable person to speak and to answer questions is a good opportunity for the group to compare their own views about a job, study or occupation with the real situation. The counsellor should choose a guest speaker that likes his or her job and also likes to share his experience with other people. He or she has to be an open person who has no inhibitions about talking in front of a group.
Job shadowing. Job shadowing happens when an individual spends time with a person on the job to observe what the job requirements are, and what knowledge, skills and attitudes are required to fulfil those responsibilities. This method is very suitable for getting to know work reality.
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Learning circle. In a Learning circle, groups of around 5 -15 people meet regularly to learn about and discuss issues of importance to them. They learn at their own pace, drawing on their own experiences and understandings, without a lecturer or an expert '.running the show'. Sessions last around 2 hours, guided by a facilitator (discussion leader or chairperson), somebody from the group nominated to keep discussion focused and fair. Participants usually do about an hour's worth of reading or research between sessions to provide them with “raw material” for discussion.
Lecture: A lecture is a verbal presentation meant to explain and teach. As already explained above about learning styles a lecture has to be appropriate to the audience. The success of the lecture depends on the speaker’s ability to structure the lecture so that the audience can follow. A visualised lecture enhances the learning effect because two senses are addressed (auditory, visual).
Mentoring, or learning from a model, is very often an effective support to learning. In practice an individual is matched with a knowledgeable and motivated person who guides the individual’s professional and personal development. When using these methods the mentors have to be very carefully selected and prepared for their task.
Modelling: To explain a situation of appropriate behaviour the counsellor or a participant of the group can demonstrate it himself. Often it makes things that are too abstract explicit and easier to understand.
Multi-media: As said earlier, people learn more easily with a combination of learning methods that focus on different sensual channels (e.g. auditory, kinaesthetic and visual). A combination of media forms can stimulate learning; an overloaded multimedia presentation can distract the learner’s attention and have a counter-productive effect on learning.
Panel: A panel is a structured presentation that allows a person with expertise to share knowledge, attitudes, and/or skills on a given topic with an audience. It is necessary an appropriate topic. It should be appropriate and relevant to the audience.
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Project: A project is an exercise for which participants follow a designated process to come up with individual results (e.g.: marketing plan, student presentation). As already explained, learning is most successful if the learner makes his or her own experience. A project is very useful for that kind of learning experience.
Reflection: Especially in informal or non-formal settings, learning is usually implicit. Thoughtful consideration of one’s learning are better clarified with journal writing. The learner writes down regularly what they have learned themselves. In this way, the success or barriers of learning are explicit to the learner.
Retreat: The environment has a big influence on the success of our learning. Familiar environments such as work or school environments tend to be associated with loads of memories or situations that can block the persons for new experiences. A learning experience that takes place away from the work environment has the advantage of offering new impressions.
Role-playing: Role-playing is an unrehearsed, informal dramatisation in which clients act out a prescribed script. It is important that the counsellor explain the script very well. The instructions must be very clear and the time limits have to be set beforehand.
Small group activity: In big groups it is more difficult for people to participate actively. Some people feel intimidated by large groups. Small group activity encourages participation. Groups can be heterogeneous or homogeneous. Before dividing the group, the counsellor has to think about what s/he is aiming at.
Storytelling: To share past experiences about oneself or others is a good way to make people talk and participate. The learning effect is also very good because the stories come out of their own lives (see Learning Principles). Even better is the method of asking clients to share success stories in order to motivate other clients.
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Volunteering: If it is difficult to get to know the work environment, then volunteering can be a good step into a company. In volunteering, individuals provide services to organisations, but they gain work experience and contacts that are often the door opener to a job offer.
Work experience: Work experience is similar to volunteering. Here individuals spend time in the job to learn through training and experience about the responsibilities, knowledge, skills and attitudes required.
Activity 4.2.1. (I) - Definition of learning goals
Duration of the exercise:
1 hour 45 minutes.
Description:
The aim of this exercise is to make you visualise and reflect on your learning goals in connection with and based on describing work tasks and challenges.
Each of you will be asked to fill in the worksheet, writing down the answers to the questions on it, starting with a list of your important work tasks, then based on that, making a list of the difficulties or challenges that you experienced related to your work tasks, and finally reflecting on and writing down, what your learning goals are.
In groups of three, each of you should show your filled-in worksheet to the other members of the group, who should simply listen, not comment on it or discuss it. Afterwards another group member will be asked to interview you especially focusing on your learning goals and how you will be able to reach those goals. Again the interviewers’ task is to ask only a few open questions, not to comment on, or interpret or discuss the information given. The third group member should listen and at the end he or she will be able to suggest the action to be taken – this is meant as a ‘gift’ for the first participant and can be written down, but not commented on.
Then the participants swap roles.
Each of you will be asked to reflect on the additional thoughts related to your learning goals after the interview.
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Worksheet “Definition of learning goals”
Presentation of work tasks and learning needs and goals
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Activity 4.2.1. (II) – Prepare a programme
Duration of the exercise:
6 hours.
Description:
The aim of this activity is that you learn how to prepare a programme, and that you apply what you have learned about the principles of learning and techniques to facilitate learning to the programme.
Each group has to develop a programme for the target group of young unemployed people or unemployed people over the age of 45.
The group is free to choose the topic for this and can also choose one of the topics in the DPPC Handbook.
Each group has to develop a step by step programme. You will be given a worksheet with a framework. The worksheet is based on the corresponding part from the DPPC Handbook. The principles of learning have to be incorporated into the development of the programme.
Each group presents the results they obtained to the other groups, based on the framework provided in the worksheet. The results of the groups are used in this activity, the group which is carrying out the presentation acts as a facilitator and the rest of the groups act as clients.
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Worksheet “Prepare a programme”
FRAMEWORK FOR PREPARING A PROGRAMME:
1. Identify the needs of the client:
2. Select the specific content which needs to be presented:
3. Determine the desired learning outcomes, e.g. cognitive, emotional.
4. Identify effective delivery procedures.
5. Select, review and or develop material as necessary.
6. Determine the location, size of the group and the timeframe.
7. Create a programme using the table below. Use this one as an example and write it down on a flipchart in order to show it to the group.
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Activity 4.2.2. (I) – The Life line
Duration of the exercise:
2 hours 20 minutes.
Description:
The aim of this exercise is to make you reflect on the learning you have obtained from your working life experiences and to investigate and recognise the potential connections between the work life events and experiences, and learning.
This exercise consists of two individual parts and pair work on two occasions.
You and the other participants should draw a line, which represents your training/educational life path and your working life path, and analyse the line in accordance with the worksheet.
With a partner you should talk about your path and comment on why you have followed the route you have, and at the end of the exercise you let your partner ask a few deeper questions.
Worksheet “The life line”
This exercise is a method of investigating your learning at different stages in your working life.
Take a big sheet of paper and draw a line, which represents your training and educational path and your working life path. It might be a straight line, or it might be a line with peaks and troughs – it is your decision.
Draw an X on the line, which represents where you are now.
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Mark the key events in your training, education and working life on the line. Start with the earliest experiences in school and in work which you remember. Put spaces between the marks in case you remember more significant events. Take your time.
After having finished your line ask yourself the following questions regarding the events from your path and mark the events with the symbols given below:
1. Was it a positive experience – a good event? ☺
2. Was it a negative experience – a difficult experie nce?
3. Did I learn something important from what happened? !
4. How stressful was it? S
Put S for a little stressful, SS for stressful, and SSS for very stressful.
5. Did I take a chance or did I run a risk? C/R
6. Did I myself make the choice of taking a thers risk or did o do that? I/O
7. Did I have no choice? X
When you have finished this, get together with a partner for the next part
With a partner:
Talk about your path and comment on why you have marked events in the way you have.
Individually:
When you have gone through your life path with a partner you should ask yourself the following questions:
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What does the path tell me about my education and my working life up until now?
Is there anything that surprises me? What does?
What is most important about my positive work experiences?
To what extent have I myself made the important decisions in my life?
What are the characteristics of the negative work experiences in my life?
What have I learnt (a) from my positive experiences, (b) from my negative experiences?
Work with these questions for about 10 minutes. Take some short notes.
With a partner:
Present this to your partner and let him or her ask a few more deepening questions.
(Taken and translated, from: Karen Fauerfelt og Lise Lund (1996): ”Videre som voksen”, Munksgaard, pages 43-45)
Activity 4.2.2. (II) - A journey to your hidden learning experiences
Duration of the exercise:
3 hours.
Description:
The aim of this exercise is that you as a future career counsellor learn how to determine clients' existing competencies. You learn this by practising with your own personal trajectory.
All the participants will be asked to draw a mind map.
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The mind map will be used as a source for the competencies. They will be set out in another table.
Mind maps are maps which contain thoughts and facts, a graphic presentation of all your thoughts, ideas and reflections.
What is special about this method is that you produce ideas much more easily than if you were writing them down in sentences. This method inspires your brain and makes it creative. In this case your mind map is a map of personal experiences and competencies. Mind mapping (or concept mapping) involves writing down a central idea and thinking up new ideas related to that idea and which radiate out from the centre. By focussing on key ideas written down in your own words and then looking for branches out and connections between the ideas, you are mapping knowledge in a manner which will help you to understand and remember new information.
After each of the participants has finished his or her mind map the trainer will divide the whole group into four small groups.
After creating the mind-maps the groups should describe and discuss their mind maps with each other based on the questions listed in the table.
Worksheet “A journey to your hidden learning experiences (I)”
The journey to your hidden learning experiences
Questions to reflect upon:
Childhood
Which games did you like the most?
What inspired you in your games?
Which activities made you forget everything around you because you were so involved and interested in them?
What role did you play in groups?
Did you prefer to play outdoors or indoors?
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What did you learn before you went to school (from your friends, siblings, parents?)
Did you learn to play any instruments and did you like it?
School years
Which subject did you like the most?
Did you like working in groups?
What role did you play in school?
What kind of activities did you prefer?
Where there any key situations where you found out what was easy for you to do?
What kind of work did you do on a voluntary basis?
What major learning experiences did you have?
Which people influenced you and what did you learn from them?
After school: studying, working …
What did you like in your job or your studies?
Why did you choose your jobs or the subjects you studied?
What activities did you do besides work and study?
What type of voluntary work did you do?
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Worksheet “A journey to your hidden learning experiences (II)”
Important learning experiences in my personal biography
Learning experiences and other important life experiences
What did I learn there? What competencies did I acquire?
What is still important
to me today?
e.g. trainer in a sports club for young people
e.g. organisational skills or team building skills
organisational skills or assertiveness
Activity 4.2.2. (III) - Capabilities, competences and learning goals related to life span
Duration of the exercise:
2 hours.
Description:
The aim of this exercise is to make you visualise and reflect on your learning experiences throughout your life and to reflect on your learning goals.
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Each of you will be asked to fill in the worksheet in accordance with the guide or the issues in the preprinted version.
First, a participant will be asked to describe his or her filled-in worksheet to another participant, who only listens, without commenting on it or discussing it.
Afterwards the listener should interview the storyteller particularly in relation to his or her learning goals and his or her resources, abilities and competences which were helpful for attaining goals. Again the interviewers’ task was to ask a few open questions, not to comment, interpret or discuss the other person’s personal trajectory.
Then the participants should swap roles.
Each of you will be asked to reflect on your additional thoughts with regards to your own capabilities, competencies and learning goals after the interview is over.
Worksheet “Capabilities, competences and learning goals in relation to life span”
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Activity 4.2.3. - Evaluation methods
Duration of the exercise:
1-2 hours.
Description:
The aim of this exercise is for you and the other participants to learn some educational programme evaluation methods and learn about the advantages and disadvantages of those methods.
The methods will be applied in the activity entitled ‘Program delivery’.
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Description of 4-6 programmes evaluation methods which will be applied at the end of one of the programmes by demonstrating them on a flipchart or board. Then discuss the pros and cons of those methods with the group. Also discuss the possible context and the adequacy of the methods. Here are some possible evaluation questions:
1. Were the learning principles respected?
2. Were the methods adequate?
3. Was the delivery process effective?
Activity 4.2.4. – Programme delivery
Duration of the exercise:
4 hours.
Description:
The objective of this exercise is that you learn how to deliver a programme.
This activity involves role playing. Each group has the opportunity to apply one part of the programme they have developed as part of the activity, the rest of the bigger group act as clients of the target group (young unemployed job seekers or unemployed people over the age of 40).
After the delivery of the training, the group acting as clients has to be evaluated on the criteria of the learned competencies:
1. Were the learning principles respected?
2. Were the methods adequate?
3. Was the delivery process effective?
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PART 3: STUDY CASES
Case study 4.1
Jim – Dublin
Jim is an Adult Learner in the Francis Street Community Education Centre. He has six children and comes from Dublin inner city. He is currently studying photography and hopes to go on to study communications.
Jim left school at thirteen. At school he was in a class of approximately 50 pupils. As a schoolboy, he used to look after the distribution of the milk and the bread, using these jobs as a way to get out of class, especially classes which involved reading.
After leaving school he took up a series of manual jobs, always avoiding any jobs which required him to read or write. Initially he worked in a garage where he hoped he would acquire a trade as a panel beater but things did not work out as he had hoped and Jim went to work in a shoe factory where he worked his way up to a senior position in the manufacturing line. After leaving that job Jim went to work in a car assembly plant for 14 or 15 years. From there Jim went on to work in a large multinational company; however a back injury forced him to leave that job in the late 1980's.
While Jim was out of work with his back injury, his wife decided that she would get back into education. She went back to study sociology and now works as a social worker.
Throughout his life Jim has kept himself informed by listening to the radio and watching TV, and has kept his literacy difficulties hidden until a few years ago.
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He got involved in art classes through a home school liaison programme in his daughter's school. Through his initial involvement with these art classes Jim developed a love of art and has since completed three FETAC modules - appreciation of art, art history and drawing. As part of one of his FETAC modules he and his course colleagues attended classes in the National College of Art and Design over the summer and he found going into that environment an extremely nerve-wrecking experience.
Gradually, and with encouragement from his tutor, Jim began attending one-to-one literacy tuition. As he progressed through the scheme he felt that poor funding for literacy played a part in the fact that his literacy hours were cut from one hour to just half an hour per week.
When one of Jim's children was at school it was discovered that she had dyslexia. With very little support available from the school system Jim approached Ruairi Quinn, his local TD. Mr Quinn raised three questions in the Dáil regarding problems for children with dyslexia and children attending remedial classes. Jim believes that the school system offers very little support for people with dyslexia and is passionate about providing support for those with dyslexia.
Jim showed me some of his works of art and it is certainly work to be proud of - it is the work of a creative and skilled mind, and it proves the saying- 'it’s never too late to learn' is true.
Jim describes not being able to read very clearly, by saying "Close your eyes and keep them closed, for somebody who cannot read a sheet of paper with print on it has exactly the same effect - that's what it’s like not being able to read." His advice to other learners is "You can hide your problems but if you don't tend to them they come to the surface".
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Case study 4.2
Miriam – Dublin
Miriam is thirty years old and a mother of two. She left the workforce two years ago due to family circumstances. After a year out of work she decided to get some training and started a FAS Community Employment Scheme.
The first training Miriam received was in Computer Literacy and then in IT Skills, for which she recently received a FETAC Certificate. This was a huge accomplishment for Miriam as she was unable to even turn on a computer a year ago!
Miriam also wanted to return to school and take the Leaving Certificate Exam in Ordinary Level Maths. She is currently in the process of studying for this exam which she hopes to take in June and is thoroughly enjoying the experience, compared to when at she was at school.
Miriam feels much more confident in herself now that she has some new qualifications and she would advise anyone who would like to learn new skills to go out and do so. She says "not only do you feel better in yourself but I found I made a lot of new friends who felt exactly as I did."
According to Miriam "Education does not end when you leave school, get a job or have a family, it is a journey that continues throughout your life, it is fulfilling and at times hard, but at the end of the day it is a journey worth travelling".
See: http://www.aontas.com/information/casestudies.html
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PART 4: ARTICLES
ARTICLE 1
Reference
« Adult Learning: An Overview” Stephen Brookfield, in A. Tuinjman (ed.) (1995). International Encyclopaedia of Education. Oxford, Pergamon Press. (Forthcoming)
Abstract
Adult learning is frequently spoken of by adult educators as if it were an entirely separate domain, having little connection to learning in childhood or adolescence. This chapter will critically examine this claim by exploring four major research areas (self-directed learning, critical reflection, experiential learning and learning to learn) each of which have been proposed as representing unique and exclusive adult learning processes.
Reference
http://www.ict.mic.ul.ie/adult_ed/overview.htm
ARTICLE 2
Reference
Mike Keppell, Centre for Learning, teaching and Technology, Hong Kong Institute of Education, Hong Kong: «Reusable Media-Rich Problem-based Learning Cases: Creating Learning Objects for Teacher-Education»
Abstract
This paper examines five problem-based learning (PBL) cases and how they have been developed as reusable learning subjects for the field of teacher-education. The first part of the paper examines the importance of problem-based learning for higher education. The second part of the paper examines the concept of learning objects and the wide ranging views on its definition.
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This paper further explores five cases that have been designed to complement teaching in a variety of content areas. In addition the importance of providing media-rich, immerse problem-based learning cases particularly in the early stages of student exposure to problem-based learning is also explored.
Reference
www.ied.edu.hk/lttc/downloads/paper_20348.pdf
ARTICLE 3
Reference
Arnold Werner M.D., Elizabeth A. Werner Ph.D., and Patricia B. Mullan Ph.D.:
«Teaching Students to Identify Psychosocial Cues in Problem-based Learning Cases »
Abstract
The objective of this study was to explore pre-clinical medical students'
consideration of psychosocial variables in problem-based learning (PBL) cases. The authors used PBL cases which included psychosocial data and case content which focused on behavioural science, biological science, or a combination of both. The authors, a using one-way variance analysis , compared the mean number of cues, learning issues, and hypotheses that the students generated in their written responses to PBL cases that varied in their amount of psychosocial content. The results revealed that the students identified psychosocial cues consistently across all the segments of the curriculum, but the mean numbers of psychosocial hypotheses and
learning issues were highest in the PBL case units dominated by psychosocial material. The authors conclude that the recognition of psychosocial data as germane disease variables is achieved more easily than the use of such data in a bio-psychosocial formulation of traditional medical problems. A lack of sophistication and experience might make the latter task difficult to accomplish for many second-year medical students without using specific educational strategies.
Reference
http://www.psychiatryonline.org/cgi/content/abstract/21/2/86
Academic Psychiatry 21 : 86-90, June 1997
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PART 5: BIBLIOGRAPHY
• Asselin, S. B.; Mooney, M. (1996), Diverse Learners: Strategies for Success, in Virginia Vocational Curriculum and Resource Centre, (ED 406 529).
• Bolles, Richard (2006), What Colour Is Your Parachute? A Practical Manual for Job-Hunters & Career-Changers, Ten Speed Press, Berkeley, California
• Brookfield, S. D. (1986), Understanding and Facilitating Adult Learning, Jossey-Bass, San Francisco
• Brookfield, S. D. (1991), The development of critical reflection in adulthood, New Education. 13 (1): 39-48
• Engeström, Yrjö (1987), Learning by expanding: An activity-theoretical approach to development research. Helsinki: Orienta-Kunsultit
• Gergen, Kenneth J. (1994), Towards Transformation in Social Knowledge, New York: Sage, 2nd ed.
• Hermansen, Mads (2005), Relearning, Danish University of Education Press and CBS Press, www.dpb.dpu.dk
• Illeris, Knud (2002), The three Dimensions of Learning, Roskilde Universitetsforlag, DK
• Imel, Susan (1998), Using Adult Learning Principles in Adult Basic and Literacy Education, Practice Application Brief no.
• Jarvis, Peter (1987), Adult Learning in the Social Context, New York: Croom Helm
• Jarvis, Peter (1992), Paradoxes of Learning. On becoming an Individual in Society, San Francisco: Jossey-Bass
• Jarvis, Peter (1995), Adult and Continuing Education. Theory and practice, (2nd edn.), London: Routledge.
• Kolb, David A. (1984): Experiential Learning, Englewood Cliffs: Prentice Hall
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• Kommission der Europäischen Gemeinschaften (2000), Memorandum über Lebenslanges Lernen/Memorandum on Lifelong Learning, Brüssel.
• Lave, Jean – Wenger, Etienne (1991), Situated Learning: Legitimate Peripheral Participation, New York: Cambridge University Press
• Lea, H. D.; Leibowitz, Z. B., eds. (1992), Adult Career Development. 2d ed. Alexandria, VA, National Career Development Association
• Merriam, S. B. and Caffarella, R. S. (1998), Learning in Adulthood, 2e, New York: Jossey-Bass
• Mezirow, J. (1990), Foster critical reflection in adulthood, Jossey-Bass, San Francisco
• Mezirow, J. (1991), Transformative Dimensions of Adult Learning, Jossey-Bass, San Francisco
• Schön, D. A. (1983), The Reflective Practitioner. How Professionals Think in Action, N.Y.: Basic Books
• Schön, D. A. (1987), Educating the Reflective Practitioner, San Francisco: Jossey-Bass
• Wildemeersch, Danny (1998): Social learning as social change – social change as social learning, In: Illeris, Knud (ed.): Adult Education in a Transforming Society, København: Roskilde Universitetsforlag.
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PART 6: INTERNET PAGES AND LINKS
www.jobhuntersbible.com/
http://www.ces.ncsu.edu/resources/education/sd6/
http://www.ericdigests.org/1999-2/learning.htm
http://www.thirteen.org/edonline/concept2class/month2/index.html
http://www.chaminade.org/inspire/learnstl.htm
http://www.wmich.edu/evalctr/jc/
http://www.infed.org/lifelonglearning/b-aeprin.htm
http://www.saltspring.com/capewest/pbl/htm
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PART 7: EVALUATION
EVALUATION OF MODULE 4
Evaluation of the outcome of this module could be done using one or two of the following three methods:
1. Question sheet:
EVALUATION OF THE PROGRAM AND OF GROUP AND INDIVIDUAL LEARNING OUTCOMES
Please comment on all the following questions:
Please think about the module as a whole and about each activity individually.
And please reflect upon your own learning.
The module as a whole – the overall set up including the different themes and activities and the relationship between them?
Did the framework and the chosen content make it possible to carry out the objectives of this module?
When you look at the competences and objectives in this module was it helpful for:
Providing knowledge about how to facilitate learning by:
- Describing commonly-accepted principles of learning
- Defining techniques commonly used to facilitate learning
- Facilitating learning by:
Preparing for programme delivery:
- Determining clients’ existing competencies
- Delivering programs
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- Evaluating programs
Which of these have you acquired though the activities? How do you know?
How did the framework and the chosen content make it possible to achieve your personal learning goals for this module?
What do you think of the trainers’ choice of themes, content and activities in this module?
Which themes and activities did you learn the most from? Why?
Themes and activities that you would have liked to have more time for?
What did you think of the materials, worksheets, readings etc concerning relevance, size and comprehensibility?
What was your learning outcome from the chosen activities?
What did you think of the cooperation between the participants in relation to your learning?
How would you describe your own participation throughout the module?
Based on this evaluation can you point out some suggestions for improving this module?
2. Interview/dialogue regarding learning outcome (pairs, groups, class):
The participants evaluate the module in three steps:
1) In pairs (30 minutes):
In turns the two participants should interview each other with regards to the following:
When you look at the competences and objectives for this module was it helpful for:
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Providing knowledge about how to facilitate learning by:
- Describing commonly-accepted principles of learning
- Defining techniques commonly used to facilitate learning
- Facilitating learning by:
Preparing for programme delivery:
- Determining clients’ existing competencies
- Delivering programs
- Evaluating programs
Which of these have you acquired though the activities? How do you know? What was difficult or challenging? What was a new experience?
Both parties should take notes during the interview.
2) In groups of 4 (each person should come from a different pair) (30 minutes):
All four of them should present their learning outcome to each other and look at the similarities and the differences. These will then be written on a flipchart.
3) Plenary session – all the groups together (30 minutes):
The flipcharts should be presented by a representative from each group and there will be time given to allow people to reflect on the statements as indications of adult learning processes, both individually and in groups.
3. Study journal / portfolio and feedback from the trainer:
The participants will be asked to collect notes, illustrations and personal comments during the module, and these study journals or portfolios will be collected at the end of the module. Later, after reading the portfolios, the trainer will give collective or individual feedback on the learning outcomes, reflections and reactions described in the study journals.
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It is important, if this method is chosen, to make the participants familiar with the idea and purpose of the methods from the start of the module. And it is important to describe the trainers’ use of the study journals, so misunderstandings can be avoided.
The feedback is rather time consuming, so how and when to give the feedback should be planned in advance.
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