2.11 Designing Your Course

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Certified Facilitator of Adult Learning


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This test must be submitted by email upon completion of this lesson.

2.11 Designing Your Course

It’s time to "put together" your class or workshop. You have already submitted your objectives for feedback. Now you will identify content, teaching strategies, and time frames for each objective.

Content

Content is a "laundry list" of the topics you will be presenting or teaching.

Be as detailed as possible with this list, but do not use verbs. That is say: Adult Learning Theory, not " present to the group the Adult Learning Theory. Content must match your Objectives

Teaching Strategies

Teaching Strategies are the Activities that your learner will be actually doing and what you will do while they are doing them.

A teaching strategy is the process the participant will go through to learn the content.

Time Frames

Time Frames are the estimated time you think it will take you and the class to go through each activity.

The best way to understand this material is by example. I have included 2 examples below. The first is the design of this course (CFAL) in both on-line and live workshop formats. The second is the design of a portion of a continuing education workshop for healers and health care professionals.

During your review, note the detail required for CEU approval. Even if you are not planning to submit your course for CEU’s, writing your objectives, content and teaching strategies in this detail will help you organize your course further, and build your confidence when you are presenting it.

After reviewing this, proceed to the test to complete and submit your course to me.

CFAL Course Objectives

Objectives

List each educational objective for this presentation.

Upon completion, the participant will be able to:

Content (Topics)

Provide content/topics presented which correspond to each objective.
Note: Time frames in middle column are estimates of time it takes average learner to go through the material and complete the tests on-line.

Teaching/Learning Strategies

Teaching Strategies, Learning Strategies, Materials, Resources, Delivery Methods, Learner Feedback

Time Frame

Give a time frame for each content area.

1. Design Workshops and Courses using the principles of Adult Learning (Andragogy)

1.1 Adult Learning and Development 15 min

1.2 Andragogy 35 minutes

1.3 Principles of Andragogy – 20 minutes

1.4 Adult Learning in Practice – 45 minutes

1.5 Transpersonal Education – 30 minutes

ON-LINE

This section contains 5 Separate topic pages. It requires learners to take 3 on-line Self-tests and Submit 2 tests by email for review and feedback.

LIVE WORKSHOP

Lecturette on Adult Learning, followed by large group facilitated discussion. See questions I used in Module One, Test 2. – 40 minutes

Small group work using handout – 7 components of Adult Learning in Practice. Small Group task – to design an adult learning setting according to those principles. See questions I used in Module One, Test 4. Groups will present their “answers” to the entire group. I facilitate using the Experiential Learning Cycle (ExLC) – 90 minutes

2. Develop learner/participant-centered objectives in the 3 aspects or domains of learning (Cognitive – what you know, Affective – What you feel about what you know, and Psychomotor – What you are able to do with what you know).

1.6a Cognitive Domain of Learning – 60 minutes

1.6b Affective Domain of Learning – 45 minutes

1.6c Psychomotor Domain of Learning – 30 minutes

1.7a Sample Objectives – 60 minutes

1.7b Your Course Objectives

ON-LINE

This section contains 3 Separate topic pages. It requires learners to take 3 on-line Self-tests and Submit 1 tests by email for review and feedback.

LIVE WORKSHOP

Lecturette & Handouts – Review of objectives and domains of learning. 30 minutes

Small Group Activity # 2. In small groups, participants will develop objectives in all 3 domains of learning for a generic topic I give them. Groups present their objectives to large group facilitated using ExLC – 45 minutes

Participants now work as individuals or in pairs, depending on their preference, to develop objectives for the courses they teach or are planning to teach. Facilitator makes herself available for questions and individual instruction. (See Module One, Test 7b in on-line course. – 60 minutes

3. Identify personal learning style using a Personal Style Inventory

2.1 Personal Style Inventory – 30 minutes

2.2 Personal Style Inventory Scoring Sheet – 75 minutes Time includes 2.3 through 2.8

2.3 PSI Meanings

2.4 Overview of Personal Types

2.5 IS Type

2.6 ES Type

2.7 INType

2.8 EN Type

ON-LINE

This section contains 8 Separate topic pages. It requires learners to take 2 on-line Self-tests and no submit tests.

LIVE WORKSHOP


Participants complete the Personal Style Inventory (PSI) individually. 30 minutes

The group as a whole explores the PSI by dividing participants up into different groupings. Then each grouping explains their style and preference to the rest of the group. ie. All Extraverts are grouped and all Introverts are grouped. They discuss their unique characteristics and tell the other group how they like to learn. This process is repeated 4 times Extroverts-Introverts, Sensors-Intuitors, Feelers-Thinkers, and Judgers-Sensors. – 60 minutes

4. Plan the learning experience for different types of learners including: Extraverts and Introverts, Sensors and Intuitors, Thinkers and Feelers, Judgers and Perceivers

2.9 Strategies for Teaching and Learning based on Personal Types – 75 minutes

2.10. Methods of Instruction – 75 minutes

2.11 Designing Your Course – 90 minutes

ON-LINE

This section contains 2 Separate topic pages. It requires learners to take 2 on-line Self-tests and Submit their Course Design by email for review and feedback.

LIVE WORKSHOP

In small groups, participants receive a handout on methods of instruction and are asked to design a mini-class around a topic the group chooses that will include at least 4 different types of instruction, one for each major personality type. Each small group then “teaches” the class to the large group, showing the different teaching strategies and explaining why they chose them. – 2 hours

Participants work individually or in pairs to develop teaching strategies and time frames for the course they are teaching or plan to teach. Strategies and time frames are based on the objectives previously developed.- 60 minutes

5. Facilitate the learner/participant through a 5 step Experiential Learning cycle that results in the learner being able to “take home” and apply the information in ways that improve their lives and the lives of those around them

2.12 Experiential Learning Cycle -Overview – 20 minutes

2.13. ExLC – Why? 15 minutes

2.14 How to Use the Experiential Learning Cycle – 30 minutes

2.15 Facilitation Questions using Experiential Learning Cycle – 105 minutes

ON-LINE

This section contains 4 Separate topic pages. It requires learners to take 1 on-line Self-tests and Submit their Facilitation Questions by email for review and feedback.

LIVE WORKSHOP

Lecturette and handouts on Experiential Learning Cycle – 20 minutes

Large Group facilitation through the Experiential Learning Cycle – Using the questions I used as examples in Self-Test Module One, Test 10 – 40 minutes

6. Describe the use of formal and informal evaluation and feedback in facilitating adult learning.

3.1 Feedback and Evaluation in Adult Learning – 30 minutes

ON-LINE

This section contains 1 Separate topic page. It requires learners to take 1 on-line Self-tests

LIVE WORKSHOP

Lecturette and handouts – 20 min

Small group role-play and simulations giving and receiving different types of feedback and evaluation – 40 min

Large Group facilitation using Experiential Learning Cycle – 10 min.

7. Develop a written pre-test/post-test to determine learner competence on a program they have or will be presenting.

3.2 Developing Written Tests – 90 minutes

ON-LINE

This section contains 1 Separate topic page. It requires learners to Submit their Pre-Post Test by email for review and feedback.

LIVE WORKSHOP

Lecturette and handouts – 20 min.

Individual or paired group work developing a written pre-post test – 60 min

Large Group sharing and facilitation of results – 20 min

8. Design a written course evaluation on a program you have or will be presenting.

3.3 Developing Participant Course Evaluations – 90 minutes

ON-LINE

This section contains 1 Separate topic page. It requires learners to Submit their Course Evaluations by email for review and feedback.

LIVE WORKSHOP

Handout – course evaluation

Individual or paired group work developing course evaluation – 30 min

SUMMARY & CONCLUSIONS

CFAL Course Evaluation

ON-LINE

This section contains 1 Separate topic page. It requires learners to Submit their Evaluations of the CFAL course by email prior to receiving their certificates.

LIVE WORKSHOP

Participants develop a plan to use information “back home” in the “real world”

Large Group discussion of entire course, facilitated through the experiential learning cycle of questions and applications – 30 min

EXAMPLE of Objectives # 5-8 from
Feel the Flow – Energy SourceBook Workshop

Objectives

List each educational objective for this presentation.

Upon completion, the participant will be able to:

Content (Topics)

Provide content/topics presented which correspond to each objective.

Teaching/Learning Strategies

Teaching Strategies, Learning Strategies, Materials, Resources, Delivery Methods, Learner Feedback

Time Frame

Give a time frame for each content area.

5. Describe the relationship of the 5 Elements (Ether, Air, Fire, Water, and Earth) to the chakra centers and to body structures.

V. Dr. Randolph Stone, DO’ s theories of the 5 elements

A. Earth

1) Chakra –Root

2) Body Structures -bone and dense tissue. Neck, Bowels, Knees

B. Water

1) Chakra –Sacral

2) Body Structures – reproductive organs & body fluids. Breasts, Pelvis, Feet

C. Fire

1) Chakra -Solar Plexus

2) Body Structures – digestive system.head, Solar Plexus, Thighs

D. Air

1) Chakra – Heart

2) Body Structures – all movement in the body, nervous system, respiratory system. Shoulders, Kidneys, Calves

E. Ether

1) Throat

2) Body Structures – body spaces, joints

Participants take a self-assessment to determine their strengths and weaknesses in each element.

Lecturette and overview of 5 elements including charts and handouts

Small Group discussion of elements and how they relate to daily activities, illness and dis-ease.

Total time: 45 minutes

6. Identify nutritional needs and meditative practices to balance each of the 5 elements.

VI. Nutrition & Meditation

A. Air

1) Nutrition – foods that grow above ground in trees

2) Meditative Practice – “YAM”

B. Fire

1) Nutrition – foods that grow up from the ground level

2) Meditative Practice – “RAM”

C. Water

1) Nutrition – foods that grow at ground level, moisture

2) Meditative Practice – “VAM”

D. Earth

1) Nutrition – foods that grow below ground

2) Meditative Practice – “LAM”

Lecturette on handouts

Examples of the 4 food groups as refreshments during breaks.

Individual and group practice with meditative sounds

Total Time 15 minutes

7. Identify the major positive, negative, and neutral poles on the body.

VII. Poles of the body

A. Positive Poles

1) Head, right hand, right foot, middle & little fingers

B. Neutral Poles

1) Middle of Body & Thumb, large toe

C. Negative Poles

1)Feet, Left hand, left foot, index and ring fingers

Lecturette with hands-on examples

Participants place hands on themselves in correct positions to run energy

Total Time 5 minutes

8. Perform general energy balancing techniques by integrating information about the 5 elements with information about body polarity.

VIII. Balancing the 5 elements:

A. Hand Placements

1) Earth – Focus on Intestinal balance

2) Water – 5-pointed Star

3) Fire – Path of Fire

4) Air – Shoulders/Kidneys/Calves

5) Ether – Joint balance

Lab Demonstration and Practice of general hand placements for Polarity energy Balancing.

Partners practice in pairs. Each person receives at least one demonstration from Instructor on themselves. Instructor provides individualized instruction to paired groups.

Total Time 55 minutes

Click hereto view your Submission Test on this material.
This test must be submitted by email upon completion of this lesson.




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