1 Module F1 Modular Training Cycle and Integrated Curriculum

2 Learn to Do Concepts and Principles Do to Learn Performance Skills Share to Learn Synthesis and Evaluation Mutual Knowledge and Practical Skills

3 Learn to Do -Concepts/Contents -Processes -Methods -Answers: What? Why? Who? When? Where?

4 Do to Learn Skills and new Knowledge Practice (Applying Knowledge)

5 Share to Learn -Exchange Experiences -Change attitude -Share best practices -Learn from others

6 Methodologies Learn to do (What, Why, Who, When, Where) Interactive lectures Guided discussions Demonstration Debates Collecting ideas Visualization: Maps, posters, tables, figures, movies, etc. Participation

7 Methodologies Do to learn (How?) Case study or case analysis Role play Simulation Scenarios development Individual or group work Field work Action research On-the-job training Practicum

8 Methodologies Share to learn Replication of learning Echo seminar Document best practices and share learning experiences Learning from others to improve yourself Reflect on own experiences and sharing them with others

9 Integrated Training Curriculum Learn to Do Do to Learn Share to Learn

10 Thank you!

11 Share to Learn Application of knowledge and skills back at their work places Share knowledge and skills to their colleagues Test new approaches, theories Synthesis and Evaluation Share learning experience and best practices among the participants and resource persons Reflect on his/her experiences Learn from others and improve his/her approaches and attitude Document lessons learned and best practices Replication and institutionalization

12 Tangram Task: Use given 7 pieces of geometric figures to make each shape on the right. You have 20 minutes to finish the task.

13 -What methods are used to make shapes? -Why all the shapes cannot be finished? -How can we finish all shapes? Discuss on the topics below:

14 Tangram Solution

15 Types of Learning

16 What do these mean to learning?

17 Head-Cognitive Learning (Knowledge) Heart-Affective Learning (Attitude) Hand-Psychomotor Learning (Skills) Three Types of Learning

18 Cognitive Learning Create Evaluate Analyze Apply Understand Know Higher Lower

19 Affective Learning Characterization Organization Valuing Responding Receiving Higher Lower

20 Psychomotor Learning Origination Adaptation Complex Overt Response Mechanism Guided Response Set Perception Higher Lower

21 Integrated Curriculum CurriculumMeta-curriculum -Concepts -Contents -Learning Skills -Learning Strategies

22 Learning Strategy Learn to Do Do to Learn Share to Learn

23 Modular Training

24 -Specific Instructional Objectives -Contents -Materials and Equipment -Pre-workshop arrangements (if required) -Activities Elements of a Module

25 Instructional Objectives Behavioral Objectives -Behavior -Condition -Criteria

26 Behavioral Objectives After finishing this session Participants can write behavioral objective Correctly Condition Behavior Condition After finishing this session, participants can write behavioral objectives correctly.

27 Methodologies and Approaches Cognitive – Requires participants to list, describe, identify, and explain the ideas, concepts, purpose of the text. Awareness-raising, information dissemination, presentation, executive briefing, lecturing, quiz, etc. Application – Requires participants to apply the ideas and concepts expressed in cognitive level Affective – Requires participants to examine his own perceptions, beliefs, and attitudes about the issues and approaches. Group work, individual assignment, practical test, simulation, role play, field work, action research, etc. Learning projects, implementation, work-based assignment, actual project development (with synthesis and evaluation session)

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