Reflection on “Train the trainer OHAPS” teaching material.
June 2019
I attended a meeting which was devoted to planning for the clinical learning sessions. Regarding the models which were proposed during that meeting and considering the assumptions and principles of adult learning theory, I provided the following comment:
Planning:
Learners can be engaged in planning their learning experience. Learning needs can be diagnosed through a process of mutual assessment. For example, we can use an online questionnaire for determining the needs and priorities of the trainees.
Setting Learning Objectives:
Learning objectives can be defined through a process of mutual negotiation between the instructor and the adult learners
Preparing learners:
The learners can be prepared by connecting with them before the session by -for example- sending a welcome email stating the objectives and the agenda (Caffarella, R. S., & Daffron, S. R., 2013).
Learning Activities:
The delivery of the materials should not be only through lectures and presentations. We can use many other strategies such as a variety of interactive learning activity. An ice breaker activity at the beginning of the session would be very helpful. Putting the trainees in small groups is a great idea but there are other strategies which one or a combination of them can be used during each session:
1-Rotating trios: Trainees discuss issues with many of their fellow classmates in turn. Give them a topic and suggest that each group take a turn answering. After a suitable time period, ask the trios to assign a 0, 1, or 2 to each of its members. Then direct the #1s to rotate one trio clockwise, the #2s to rotate two trios clockwise, and the #0s to remain in the same place; the result will be completely new trios.
2-Circle of Voices: Give groups a topic, and allow them a few minutes to organize their thoughts about it. Then the discussion begins, with each group having up to three minutes of uninterrupted time to speak. During this time, no one else is allowed to say anything. After that, open the floor for general discussion. Specify that trainees should only build on what someone else has said, not on their own ideas.
3-Jigsaw: Form subgroups of 3-5 and assign each subgroup a different piece of the topic. Each group’s task is to develop expertise on its particular subtopic by brainstorming and developing ideas. Once students have become experts on a particular subtopic, shuffle the groups so that the members of each new group have a different area of expertise.
4-Fishbowl: This method involves one group observing another group. The first group forms a circle and either discusses an issue or topic or does a role play. The second group forms a circle around the inner group and looks for themes and patterns in the inner group’s discussion, analyzes the inner group’s functioning, or simply watches and comments on the role play.
5- Snowball groups: This method involves progressive doubling. Trainees first work alone, then in pairs, then in fours, and so on. In most cases, after working in fours,
students come together for a plenary session in which their conclusions or solutions are pooled.
6- Think-pair-share: This strategy has three steps. First, students think individually about a particular question or scenario. Then they pair up to discuss and compare their ideas. Finally, they are given the chance to share their ideas in a large class discussion (Group Work in the Classroom, 2019)
Evaluation: A collection of learners collected evidence can be used for evolution. This evidence is criterion-referenced and validated by peers or experts. Evaluating the amount of new knowledge gained will not be the only aim of the evaluation. Many aspects of teaching and learning can be measured by using an evaluation model such as Kirkpatrick’s Kurt, 2018)
References:
Group Work in the Classroom: Types of Small Groups. (2019, March 04). Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/group-work/group-work-classroom-types-small-groups
Kurt, S. (2018, September 06). Kirkpatrick Model: Four Levels of Learning Evaluation. Retrieved from https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/
Caffarella, R. S., & Daffron, S. R. (2013). Planning programs for adult learners a practical guide. San Francisco: Jossey-Bass.
Navid's Practicum 