Upload
pol-vincent-quimpo-perocho
View
224
Download
0
Embed Size (px)
Citation preview
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
1/21
HELLO
Hello
HelloHelloHelloHello
HelloHelloHelloHello
Hello
Hello
Hello
Hello
Hello
HelloHelloHelloHello
HelloHelloHelloHello
HelloHelloHelloHello
elloelloelloelloHello
HelloHelloHelloHello
HelloHelloHelloHello
HelloHelloHelloHelloHello
HelloHelloHelloHello
Hello
Hello
Hello
HelloHelloHelloHello
HelloHelloHelloHelloHello
HelloHello
HELLO HelloHello
Hello
Hello
Hello
HelloHelloHelloHelloHello
HelloHelloHelloHello HelloHelloHelloHelloHello
Hello
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
2/21
1.3 greatest strengths
2.3 greatest weaknesses
3.3 greatest likes4.3 greatest dislikes
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
3/21
Applies ideas to solving problems
Makes theories useful
CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE
CONVERGERCONVERGER Practical
as e ec ve s s; searc an so ve
Tests hypotheses objectively
Unemotional, prefers to deal with things rather than people
Uses reason, logic to meet goals; takes action
Speculates on alternatives
Likes to be in control of the situation
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
4/21
Sets up projects, pilots with research
Acts independently then gets feedback
Uses factual data, book, theories
CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE
CONVERGERCONVERGER Practical
Practical and action oriented
Responsible, takes action on tasks
Learns by working at probabilities and testing them out;coming to conclusions
Narrow technical interests
Characteristic of many engineers
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
5/21
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
6/21
Able to view concrete situations from manyperspectives
Sees lots of alternatives -- the whole picture
CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE
DIVERGERDIVERGER Imaginative
Strong Imagination Excels in idea-generation, brainstorming Creates with emotions, aesthetic interest Oriented to relationships with people,
supportive Uses eyes, ears, listens, observes, asks
questions
Observes others, can model behavior
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
7/21
A good theory builder, planner
Puts ideas together to form a new model
CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE
ASSIMILATORASSIMILATOR Logical
Excels in integrating data forexplanations
Good synthesizer
Precise, thorough, careful
Organized, follows a plan
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
8/21
Redesigns, retests, digests
Calculates the probabilities
CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE
ASSIMILATORASSIMILATOR Logical
Reacts slowly and wants facts
Works independently, thinking,
reading
Avoids over involvement
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
9/21
CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE
ASSIMILATORASSIMILATOR Logical
Reflective and patient
Pushes mind, analyzes ideas, critiques
a ona , og ca , comp e e
Learns by individually thinking through ideas anddesigning a plan or model in an organized way
Less interested in people and more concernedwith theories being logically sound and precise
Characteristic of the basic sciences and
mathematics
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
10/21
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
11/21
CHARACTERISTICS OF LEARNING STYLES TYPECHARACTERISTICS OF LEARNING STYLES TYPE
Strong in getting things done, in carryingout plans and experiments Gets involved with lots of new activities --
ood starter
ACCOMMODATORACCOMMODATOR Enthusiastic
Operates on trial and error; gutreaction
Gets others opinions, feelings, informationand depends on others rather than on hisown analytical ability
Involves and inspires other people Searches, seeks out new experiences
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
12/21
Likes risks, excitement, change and incentives Dislikes routine Excels in adapting to situations
ACCOMMODATORACCOMMODATOR Enthusiastic
, Spontaneous and impatient; can be impulsive Looks to the future Likes learning with people through projects,
discussion, doing Broad practical interests
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
13/21
Learning Style In the office Reports/Outputs Riding a bike Hobby/Recreation
LEARNING STYLE EXAMPLESLEARNING STYLE EXAMPLESSome Typical ReactionsSome Typical Reactions
ENTHUSIASTIC Meets people.
Gets into theoffice lookingfor friendlyfaces
Prefers verbal
Hates writinglong detailedreports
Accepts shortnotices if notes
Jumps on and
doesnt readdirections
Expects to berescued
An opportunity
Lives with a
family Goes to a
country andexplores it
are sufficient
people
IMAGINATIVE Tours theoffice
Knows whoswho
Gets a feel ofthe envt.
Ask questionsand observes
Prefers charts,maps andpictures
Likes to have
longer notice Uses
analogies
Goes to parkand observepeople riding
Asks neighbor
how he does it Imagines self
on bike
Useslanguagetapes
Reads lips
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
14/21
Learning Style In the office Reports/Outputs Riding a bike Hobby/Recreation
LEARNING STYLE EXAMPLESLEARNING STYLE EXAMPLESSome Typical ReactionsSome Typical Reactions
LOGICAL Reads manual
Finds out rules Looks at
organizationalchart
Reads annualre ort
Prefers lead time
and clearexpectation
Will write longdetailed reports(needs limits)
Likes ra hs or
Reads
instruction onbiking andtries it
Takes university
course ongrammar andreading
Organizes desks
chart is well organized
PRACTICAL Finds out who does
what and where thepower is
Finds problems andstart solving
Gets a good asst.to file
Prefers knowingwhy the report isneeded and when
Answers withevidence cases
Keeps reports short& to the pt.
Takesinstructionbook but only
looks up thenecessarypart.
Keeps it inback pocketfor future use
Takes a shortcourse onconversational
language.
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
15/21
The Cycle of Adult or Experiential Learning
Step 1. Activity orStep 4. Practical
New Activity /Experience
By Carmencita T. Abella, 1982
Experience
Step 2. Analysis /Reflective Feedback
Step 3. Abstractionor Integration
Application
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
16/21
The Learning
Cycle*
Concrete
Experience
ReflectiveActive
(Doing Something)
AbstractConceptualization
ObservationExperimentation(Reflecting)
(Theorizing)
(Action Planning)
*David Kolb
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
17/21
1st - ACTIVITY
A structuredA structuredA structuredA structured
experienceexperienceexperienceexperience
To engage theTo engage theTo engage theTo engage the
learnerlearnerlearnerlearner
The Adult Learning Process
May be directMay be directMay be directMay be direct
or vicariousor vicariousor vicariousor vicarious
What to doWhat to doWhat to doWhat to dophasephasephasephase
To develop aTo develop aTo develop aTo develop a
common base forcommon base forcommon base forcommon base for
the discussionthe discussionthe discussionthe discussion
that followsthat followsthat followsthat follows
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
18/21
A reflectiveA reflectiveA reflectiveA reflective
feedbackfeedbackfeedbackfeedback
2nd - ANALYSIS
To look more closelyTo look more closelyTo look more closelyTo look more closely
at what happenedat what happenedat what happenedat what happened
The Adult Learning Process
A process ofA process ofA process ofA process of
inquiry into theinquiry into theinquiry into theinquiry into the
ActivityActivityActivityActivity
The whyThe whyThe whyThe why
phasephasephasephase
SystematicSystematicSystematicSystematic
examinationexaminationexaminationexamination
Experience sharingExperience sharingExperience sharingExperience sharing
Learning fromLearning fromLearning fromLearning from
othersothersothersothers
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
19/21
Integration ofIntegration ofIntegration ofIntegration of
Activity andActivity andActivity andActivity and
3rd - ABSTRACTION
To make an inferentialTo make an inferentialTo make an inferentialTo make an inferential
leap to lifeleap to lifeleap to lifeleap to life
The Adult Learning Process
AnalysisAnalysisAnalysisAnalysis
Theory inputsTheory inputsTheory inputsTheory inputs
The so whatThe so whatThe so whatThe so whatphasephasephasephase
To deriveTo deriveTo deriveTo derive
generalizationsgeneralizationsgeneralizationsgeneralizations
To integrate theTo integrate theTo integrate theTo integrate thevarious concepts invarious concepts invarious concepts invarious concepts in
the learning sessionthe learning sessionthe learning sessionthe learning session
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
20/21
A practicalA practicalA practicalA practical
synthesissynthesissynthesissynthesis
4th - APPLICATION
Apply generalizationsApply generalizationsApply generalizationsApply generalizations
to workto workto workto work
The Adult Learning Process
The now whatThe now whatThe now whatThe now what
phasephasephasephase
Transfer insights intoTransfer insights intoTransfer insights intoTransfer insights into
realrealrealreal----life concernslife concernslife concernslife concerns
Evaluate theEvaluate theEvaluate theEvaluate theeffectiveness of sessioneffectiveness of sessioneffectiveness of sessioneffectiveness of session
8/3/2019 ToT D1 Four a's-Presentation Mat'Ls
21/21
People learn best notPeople learn best notPeople learn best notPeople learn best notby being told,by being told,by being told,by being told,
butbutbutbut
by experiencingby experiencingby experiencingby experiencing
the consequencesthe consequencesthe consequencesthe consequencesof their ownof their ownof their ownof their own
thoughts & actions.thoughts & actions.thoughts & actions.thoughts & actions.
Training HouseNew Jersey, USA