Module F1
Modular Training Cycle and
Integrated Curriculum
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Learn to Do
Concepts and
Principles
Mutual Knowledge
and
Practical Skills
Share to Learn
Do to Learn
Synthesis and
Evaluation
Performance
Skills
2
Learn to Do
-Concepts/Contents
-Processes
-Methods
-Answers: What?
Why? Who? When?
Where?
3
Do to Learn
Skills and new
Knowledge
Practice
(Applying Knowledge)
4
Share to Learn
-Exchange Experiences
-Change attitude
-Share best practices
-Learn from others
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Methodologies
Learn to do
(What, Why, Who, When, Where)
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Interactive lectures
Guided discussions
Demonstration
Debates
Collecting ideas
Visualization: Maps, posters, tables,
figures, movies, etc.
Participation
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Methodologies
Do to learn
(How?)
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Case study or case analysis
Role play
Simulation
Scenarios development
Individual or group work
Field work
Action research
On-the-job training
Practicum
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Methodologies
Share to learn
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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
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Integrated
Training Curriculum
Learn to Do
Do to Learn
Share to Learn
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Thank you!
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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
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Tangram
Task: Use given 7 pieces of
geometric figures to make
each shape on the right.
You have 20 minutes to
finish the task.
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Discuss on the topics below:
-What methods are used to make shapes?
-Why all the shapes cannot be finished?
-How can we finish all shapes?
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Tangram Solution
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Types of Learning
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What do these mean to learning?
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Three Types of Learning
Head-Cognitive Learning (Knowledge)
Heart-Affective Learning (Attitude)
Hand-Psychomotor Learning (Skills)
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Cognitive Learning
• Create
• Evaluate
• Analyze
• Apply
• Understand
• Know
Higher
Lower
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Affective Learning
• Characterization
• Organization
• Valuing
• Responding
• Receiving
Higher
Lower
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Psychomotor Learning
• Origination
• Adaptation
• Complex Overt Response
• Mechanism
• Guided Response
• Set
• Perception
Higher
Lower
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Integrated Curriculum
Curriculum
Meta-curriculum
-Concepts
-Learning Skills
-Contents
-Learning Strategies
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Learning Strategy
Do to Learn
Learn to Do
Share to Learn
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Modular Training
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Elements of a Module
-Specific Instructional
Objectives
-Contents
-Materials and Equipment
-Pre-workshop arrangements
(if required)
-Activities
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Instructional Objectives
Behavioral
Objectives
-Behavior
-Condition
-Criteria
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Behavioral Objectives
Condition
After finishing this session
Behavior
Participants can write
behavioral objective
Condition
Correctly
After finishing this session, participants can write
behavioral objectives correctly.
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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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