Difference between revisions of "Planning"
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− | A learning process is consisting on standard elements | + | 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, learners need to be able to involve their qualities, curiosity and expertise, or they need at several stages opportunities to reflect on their goals and on their assessment. Similar at the end of the process a final reflection should take place, now more focusing on the learning outcome, its relevance for the future and on evaluation of the learning process. Furthermore, the learning outcome or competency development needs to be documented and described by learners or facilitators. |
− | + | When looking from above on the whole process we often experience a dialectical process characterized by an alternation between a [[Divergent and Convergent Thinking | 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 succeeded 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-perspective and therefore needs to be considered in planning. The [[Method Mix | variation of methods]] and considering the peculiarities of [[Creative Thinking | creative thinking]] are needed steps in order to come up with an inspiring concept. | |
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Revision as of 16:43, 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, learners need to be able to involve their qualities, curiosity and expertise, or they need at several stages opportunities to reflect on their goals and on their assessment. Similar at the end of the process a final reflection should take place, now more focusing on the learning outcome, its relevance for the future and on evaluation of the learning process. Furthermore, the learning outcome or competency development needs to be documented and described by learners or facilitators.
When looking from above on the whole process we often experience 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 succeeded 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-perspective and therefore needs to be considered in planning. The variation of methods and considering the peculiarities of creative thinking are needed 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: