Module 2 – Entry 4a, 4b, 4c, 4d & 4e
Apply
adult learning principles in the design of lesson plan.
I apply Malcolm knowles’s andragogy in the design of lesson plan. Knowles developed the adult learning principles for the instructional design
and delivery of training for adult learners. My goal, as a trainer, is to
create an active learning environment that implements all of these
principles—so that I can reach all learners. The instructional design of my
course is to make sure the training is motivational, interactive, and relevant.
For example, Adults bring considerable experience with them. They like to
speak, participate, and contribute to the learning. They dislike long lectures.
Classroom Application: Build practice sessions
like question and answer throughout the course rather than just at the end, and
use small-group sessions. Include opportunities for learners to express
themselves, work together, and be active. Also in a small and closed group
sharing, they will not feel intimated as in Asian culture, learners are not so
forthright in speaking out. Further, this topic is not akin to their job, adult
learners may be afraid of giving wrong answer in front of class during open
questioning and answering session. Using this principle can check whether
learners are able to use visual and cognitive skill to internally organized
capability and identify essentials to experimential, critical reflection and self
directed learning.
I also apply Bloom’s Taxonomy’s principle learned during the class (see diagram above) to promote
higher level of thinking in learning, such as analyzing and evaluating concepts,
processes and principles, rather than just remembering facts (rote learning). For example, I design a video watching
followed by role play that can engage their visual and cognitive skill, and the
negotiation process of the role play that requires their affective, analytical
and logical thinking capability. Using this principle can check whether
learners are able to use listening and observing skill on behavioural aspects
to increase stimulus response and signal learning.
Classroom Application: Teach practical tasks
rather than topics e.g. like applying strategies or how to differentiate
different works etc. Maintain a brisk pace and schedule, omitting nice-to-know information—focus
on what the learners need to know.
From the video, learners can pick up information like how a 5 star hotel look
like. The attribute to good tendering is the ability to understand design and
having an eye for details. Having a good knowledge on what client of 5 star
hotel will expect, then will the learners be able to apply strategy.
“class session
slide”
Finally
I will use Gagne’s nine events of
instruction learned during the
class (see diagram above) to design my lesson plan. Learners have a
strong need to maintain their self-esteem, and a need to feel heard.
Classroom
Application: I make sure that adequate climate building is done before working
on the course content. I start on question and answer session to warm up the
class participation. Most people need to feel safe, secure, and comfortable
before they can give their full attention to learning. Then I create practice
sessions for group discussion that are easier than later sessions. As learners
gain proficiency, more technical or cognitive skill are added to the next
practice session.
Application
Gagne’s Nine
Events of Instruction :
1.
Gain attention - by having ice breaker will warm up the
inter-personal and intra-personal aspect of learners; for
example communicate with other learners in order to perform all the roles that
the learners need to have contact with others in learning later.
2.
Inform learners of objectives –
mutual ground rule and learning contract will set the order for learning. Establishing ground rules and learning contract provide a
climate where learners will feel safe to discuss various topics openly. Allow
learners to examine the value behind each of the identified ground rules or
learning contract. And help them understand how it can be used to invoke
responsible and respectful communication. For example, respect others and agree
to disagree will prevent any debate to turn into heated arguments.
Learners also have to
be informed of the learning outcome for the program at the start of lesson. The
3 learning outcomes are defined clearly in my lesson plan and slides for
facilitation.
3.
Stimulate recall of prior learning –
practice session
like question and answer, allow opportunities for learners to express
themselves, work together, and be active, this
is to prepare them for next level of learning and absorption of information. For example in
Gagne 3, I start by asking a question relevant to the lesson topic to stimulate
their recall of prior learning on this subject in the first facilitating. It is
an open ended question class session to foster the spirit of openness in
sharing freely among learners.
1.
Present the content – the video play
is to capture their visual capability of picking up and processing information
relevant to follow up learning in a group discussion and role play. For example the first and second video play on luxury
hotels will help learners to identify the quality of 5-star hotels’ design
works. This information is required when they are doing the 2nd
activity on role play.
2.
Provide “learning guidance” – engage
them in group discussion and role play as a process of guiding them to unfold
the learning outcome. The group discussion is to
unfold first learning outcome after viewing a video play on luxury hotels where
learners are to pick up information on 5 star hotels’ design works. I will ask
each group to discuss on the good and inferior quality of hotels’ design works
and one representative from each group to summarize the points discussed. I
will then do a debrief and learners will be able to differentiate quality
design works. Learners will then proceed to 2nd activity where they
will have the knowledge learned to apply to the role play to unfold the 2nd
learning outcome.
3.
Elicit performance (practice) – The quiz questions is a good practice and review session
where learners are given the opportunity to review all learning and apply in
each case study question. For example case study question on tender award, e.g
how does a tender approved for award when the tenderers can’t be bothered with
the quality of work. They can apply what they learn from video play and role
play.
4.
Provide feedback – providing
feedback to every quiz answer to reinforce their learning. For example one case-study question; “which of the
following need to be present if contractor want to win tender” Some of the
possible answers given are, an eye for details and designs or follow strictly
to drawings and specifications” etc. I can provide feedback like being
resourceful and innovative, to counter propose for cost savings to clients. However, I realized that the content of the quiz was too long,
it should be shortened by half.
5.
Assess performance – this is done
through online assessment portal. This will be omitted during facilitating as
there is not sufficient time.
6.
Enhance retention and transfer to
the job – The retention and transfer were designed to be done in write on
stick-note to be pasted on wall and then read it out but due to time factor, I
have just carried out in an open class didactic questioning session. I would shortened to just two
questions, and get the learners to write it on a notepad and put it in 2 jars.
I would then have them picked up and read the answer on the notepad to the
class. This method of write and “say it out” is a double reinforcement to
retention.
4a Reflection on the 3 instructional design method
that I apply in the design of lesson plan for facilitation : note: source for 1
& 2 adaptation from Karl Kapp dated January 3, 2017
1. Conceptual Orientation (role play)
This
instructional strategy involves creating a mock activity or situation in which
learners are presented with virtual site visit (video play) and questions for
the purpose of creating an understanding of a key concept. The role play
simulation learning environment where contractors are to apply prior knowledge
learned and come up with a strategy to win tenders. The learners would relate
to real life situation in a closing deal situation. A role play environment
would also allow learners to see immediate result of the learning outcome. They
could interact with role players and observe how the different types of
approach produce different types of outcome. The idea is that learners would be
learning to classify information and examples through the role play experience.
Therefore when they are fully engaged in the role play, the learners could
properly understand and apply the principles learned.
This is to
give the learners a conceptual orientation so that the learners can better
understand the implications of the situation and then see how they could go
about exploring and better understanding that concept.
2. Critical Incident (video play)
This
instructional strategy involves teaching people how to create, evaluate,
anaylze, apply and remember the experience when practice in the real world.
This could involve placing the learner into the virtual life situation like
staying and experiencing a 5-star hotel stay through video play.
Designing
around the critical incident places the learner into an environment or
situation similar to the real event, where they must use their prior knowledge
to solve a problem and enable learners to apply. An advantage of this type of
design is that learners are immersed into a virtual life situation which impacts
the affective and cognitive aspect of the learners.
3. Case Study through Fun Quiz
Instead of
merely presenting learners with a dry text-based case study questions, I have transform
it into a fun experience.
Case study question
like; “why do we have tendering”
and the
possible answers like;
“to irritate clients and create more work” ;
“to achieve best value for money” ;
“to obtain a corporate consistent
and uniform approach to procurement” etc
The case
study question enables learners to comprehend a series of events. They can
determine how one factor or decision led to the outcome, as well as gain a
better understanding of the context and how it relates to their work practices.
This micro-learning allow them to remember information more rapidly and experience
the knowledge in bite sizes.
Conclusion
Designing
effective instruction is a challenging experience for many trainers. To make
the instruction meaningful, we need to apply instructional strategies and
carefully adapt exciting strategies to the learners’ profile and new learning
environment. The most important role of instructional design is to make sure
that the fun activities does not overshadow the powerful and meaningful learning
designed to maximize learning. These 3 instructional strategies are a good starting
point for creating a meaningful instruction learning.
4b -
Design lesson plan incorporating qualities of an active learning environment.
Design
of my lesson plan include
all the following qualities of active learning environment :
moderate level of content – less lecture and
more activities. Break content into
manageable segments. Activities planned are in small chunks of 15 - 30
minutes as shown in the lesson plan.
·
balance among affective, behavioral and cognitive learning – I introduce
open practise session (benefit the affective and social learners who like to be
heard), small group discussion (for those who are introspective, prefer to
internalize first), video watching (for the visual), role play (for the
cognitive and logical)and clear PowerPoint slides for self directed learning.
·
Variety of learning approaches – the
activities are varied, applying the three principles and providing a variety of
instructional methods and activities will covered all the aspect of adult
learning; such as video screenings, didactic questioning, discussion, role play
and fun quiz are incorporated into the lesson so as to cater to the learner’s
diverse learning styles. Present materials in order of increasing
difficulty. I start with open practise session in Gagne 3, follow by video
study and group discussion in Gagne 4 & 5; the 2nd activity is a
deeper level of learning as it requires learners to apply strategy to what they
have learned in prior lessons.
·
Opportunities for group participation – small group discussion and role
play will engage all participants and no one should be left out.
·
Utilization of participants’ expertise – the group discussion promote
sharing of personal experience; the role play enacting their expertise in
closing sales skill.
·
Recycling of earlier learned concepts and skills – the quiz session was
designed in a fun way to help learners connect to earlier learned concepts and
skill.
·
Real-life problem solving – the transfer session will help learners
apply some of the principles learned to their workplace or social place.
Using
2 strategies to help learners review and retain learning :
The two
strategies for retention learning that I have deploy in my lesson plan are
·
Meaningful learning – relate new information to
previously learnt knowledge. Every
learner is different as they come with varying reservoir of experience at work
and life, and their participation in the assignment will vary. Get them into groups so that they can
collectively share their knowledge – and then have one to share how they can
relate this knowledge to the new information learnt. For example, the role play is a deeper development on the earlier group
discussion on differentiating design works. This is a stage when learners have
to apply what they learned earlier on video study. The interview role play will
involve questioning and answering where it will anchor on the fundamental
knowledge and skills of differentiating interior works.
·
Visual imagery – Through the eyes, we
create a visual memory in our brain which we can retrieve from our memory and
form a mental picture of the objects or people.
This
approach is to give the learner some sort of assignment as the first learning
experience, prior to the actual training. It gives the learner an opportunity
to collect content based on the topic. This include watching a video.
As 70% of a memory is lost within the first 24 hours after
meeting. Therefore I would require my learners to :
·
Immediate application and repetition
- actively recall the information and talk it out or write it down.
·
Micro learning the knowledge –
Giving them bite-size pieces of crucial information as it is considered the
most effective instruction method.
·
Contextual
guidance - in the form of step-by-step walkthroughs the instructions/ guiding
the whole process of work to unfold the outcome I expected of them while
constantly reminding them to work within the contraint.
Entry 4c -
Identify training needs of target organization / industry/ learners to support
design of learning experience. Your reflection on how you identified
training needs in the design of lesson plan based on the following:
ii. Industry
requirement
Hotel
sector in a rebounding economy over last 10 years in Asia has seen
unprecedented demand for hotel rooms. In Singapore, we also face a demand for more
hotel rooms. As a result corporates negotiating their hotel contracts now face
a new set of procurement challenges.
Corporates can expect to
see strong demand and a substantial increase in hotel supply coming on the
market over next 10 years. They is a need to evaluate what the impact of rising
demand of hotel development will have on tender prices that are susceptible to
market fluctuations due to limited specialized trade contractors tendering for
the jobs.
Procurement challenges and
best procurement strategies are the problems facing hotel developers. There is
a need to increase awareness and direct more professions in or outside the
building construction to specialize in this trade.
Therefore I am designing a
lesson plan to meet the industry needs. It is an introduction course on
tendering of interior design works for luxury hotel. It covers the tendering
process, the tender stage from collecting tender documents to submission of
tender, differentiating interior design works for luxury hotel and finally the
strategy to winning tenders.
These will serve as a
fundamental basis for anyone willing to move or shift into this specialized
trades, or start up an interior contracting company.
Entry 4d – Reflection on
defining 2 specific and measurable learning outcomes for my lesson which I will
be facilitating in Module 3
SMART
S – Specific
M – Measurable
A – Achievable
R – Relevant
T - Time
From the lesson plan, not all the learning outcomes
meet all of the SMART criteria, since some does not have the “measurable” or “time-bound”
element.
My lesson plan – Learning Outcome:
1.
Identify the steps to tendering. This is
specific. Learners can achieve this
knowledge easily as I apply simple flow charts using the fish and bone diagram.
It is relevant and fundamental first step to learning and at the end of lesson,
learners will be able to identify the steps to tendering.
2.
Differentiate interior design works – is relevant as there are differences in
interior design works. Learners can relate their experiences to staying in 3 star
and 5 star hotels. At the end of lesson, learners will be able to differentiate
a 5 star hotel from a 3 star hotel.
3.
Strategy to winning tender – is measurable and
achievable as there are benchmark target like budget, specification and time to
close the deal. Also having the fundamental knowledge, and understanding the principles
in closing sale in the real world will help one to win tender.
The learning
outcome using Bloom’s Taxonomy
i.
Key Concept in Bloom’s Taxonomy
source adapted from Benjamin S. Bloom (1913-1999)
Bloom’s model consists of six levels, with the three lower
levels (knowledge, comprehension, and application) being more basic than the
higher levels (analysis, synthesis, and evaluation). The key is to encourage
learners to achieve a higher level of thinking. If a learner can understand the
lower level, then she can move to master a higher level.
I design my lesson plan to
unfold the learning outcome base on staircase strategy, i.e. to allow learners
to learn the basic (knowledge and comprehending) and then move on to higher
learning which is to use what they have learned to applying strategy (apply,
analyze and evaluate). Arming with the first knowledge on how to identify
tendering steps and differentiating interior design works of 5 star hotel
before they can move on to applying strategy to winning tender. For example;
understanding that 5 star hotel demand good quality pillow and bedspread with
down-feather infill, they can strategize to offer similar quality customized
products from china at a great cost savings to client.
Entry 4e – Review lesson plan based on
feedback from relevant stakeholders.
The 1 stakeholder that
reviewed my lesson plan before
facilitation was Kala.
These are the improvements
I make to my lesson plan after reviewing it with my stakeholder as follows:
I did not have Gagne 3 - Stimulate recall of prior learning – was told
that practice session was necessary, allow opportunities for
learners to express themselves, work together, and be active, this is to prepare them for next level of
learning and absorption of information.
So I have added Gagne 3 to my lesson plan. It
is an open questioning answering session to promote an interactive casual
learning session. I started by asking a question that they can connect to the
topic and their experience. Then I flashed all the answers on the slide. This
will set them for next two activities that require deeper level of critical and
self directed learning.
I did
not have Gagne 6/7 - Elicit
performance - Active learning increases
engagement and leads to much better retention of new knowledge. So I added
interactive activities, scenarios, and simulations to really bring learners into the learning environment
and allow learners to be truly active participants.
Test, quiz, ask! - One of the simplest knowledge retention techniques is
to incorporate a quiz in my learning content. It helps the learner
keep track of their own progress and let them see what they have learned and
retained. It also provides me with data about how effective my learning module
is, and whether it needs further improving.
Review, summarize and demonstrate
Design of learning modules require learners to review and summarize what
they have learned. Encouraging critical
thinking increase learning retention rates over time, as it fosters an
active learning in learners, leading to greater engagement. Review questions in
the quiz and feedback sessions allow
participants to summarize and demonstrate what they have learned.
The 2 stakeholders that reviewed
my lesson plan after facilitation were Kala and James
These are the improvements
I make to my lesson plan after reviewing it with my stakeholders as follows:
After facilitation, I have
a self reflection on my performance and seek further feedback and affirmation
from the above stakeholders.
Kala and James felt that
the content was too long, too much lecture, that I should have less lecture and
introduce more activities.
The retention and transfer
was carried out in an open class answering session which did not allowed self
review and reflection. They also agreed that I should get the learners to write
it on a notepad and put it in 2 jars, then have them pick up and read the
answer on the notepad to the class. This method of write and “say it out” is a
double reinforcement to retention.
The 2nd
learning outcome on differentiating interior design works, the 1.5min video
play was too short, as one of the learners said he “see nothing”. I mentioned
that I should have introduced in Gagne 3 pictures slides on all good design
works like pillow with down feather, 100% wool carpet, teakwood furniture etc
instead of video screening.
The PowerPoint slide on
the above learning outcome (Gagne 5), background on this slide was distracting,
Should have window or blank instead of word. Some learners were looking so hard
at the powerpoint slide instead of diving straight into discussion.
Kala and James agreed on the above too except
for video watching which I mentioned was not as effective as showing picture
slides but Kala did not agreed that video screening is not a good tool for
learning.
Kala mentioned that I need
to improve on my listening skill. I was also too self occupied instead of
learners occupied. I need to pay more attention to my surrounding, the
non-verbal and verbal part of my learners.
I acknowledged feedback given by the learners and peer, e.g.
the delivery was too fast, I have to re-do again. I also skip the ice-breaker,
and was given feedback that I have to do the ice-breaker.
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