Difference between revisions of "Planning"
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A learning process is consisting on the standard elements described in detail in the [[During]] section. No matter if a learning event is taking place several days, some hours, or only one hour, the working conditions need to be clarified, or learners need to be able to involve their qualities, curiosity and expertise. As well they need at several stages of a longer process opportunities to reflect on their questions, or assess their learning. Similar at the end of the process a final reflection should take place, now more focusing on the learning outcome, its relevance for their future and on the evaluation of the past learning process. At the end the learning outcome or competency development needs to be documented and described by learners or facilitators. | A learning process is consisting on the standard elements described in detail in the [[During]] section. No matter if a learning event is taking place several days, some hours, or only one hour, the working conditions need to be clarified, or learners need to be able to involve their qualities, curiosity and expertise. As well they need at several stages of a longer process opportunities to reflect on their questions, or assess their learning. Similar at the end of the process a final reflection should take place, now more focusing on the learning outcome, its relevance for their future and on the evaluation of the past learning process. At the end the learning outcome or competency development needs to be documented and described by learners or facilitators. | ||
Revision as of 16:55, 12 November 2018
A learning process is consisting on the standard elements described in detail in the During section. No matter if a learning event is taking place several days, some hours, or only one hour, the working conditions need to be clarified, or learners need to be able to involve their qualities, curiosity and expertise. As well they need at several stages of a longer process opportunities to reflect on their questions, or assess their learning. Similar at the end of the process a final reflection should take place, now more focusing on the learning outcome, its relevance for their future and on the evaluation of the past learning process. At the end the learning outcome or competency development needs to be documented and described by learners or facilitators.
When looking from above on the whole training we often see a dialectical process characterized by an alternation between a divergent and a convergent phase. Usually at the beginning of a training or seminar a lot of impressions appear, several topical aspects come into front, learners develop curiosity and try to connect things. This divergent phase is followed by a more convergent phase, oriented toward a concrete goal, finding or product. The interaction between convergent and divergent thinking is as well visible on the micro-level and therefore needs to be considered in planning. The variation of methods allowing creative thinking are needful steps in order to come up with an inspiring concept..
- Planning
- Planning goal, topic, method
- Five fingers–five fields of needs
- Planning with Key Competencies
- Key Competency Profile
- Method Mix
- Didactical Questions for Preparation of an International Meeting
- Diversity-Aware Language and Material
- Checklist: Diversity and Language
- Empathy Map
- Helping to plan community work
Related: