PREPARING THE

SESSION GUIDE
National Educators Academy of the Philippines

OBJECTIVES
For the participants to:

Recall the principles of adult learning

Relate Kolbs Experiential Learning Cycle and 4As
Approach to Training

Identify and describe the essential elements of

4As and Workshop Session

Review (and redesign?) the Session Guide for

NTOT (and MTOT?) 4As and Workshop Session
DEPARTMENT OF EDUCATION

OUTLINE

Adult Learning Principles

Kolbs ELC + McCarthy Model
The 4As Training Model
Designing the Session Guide Using 4As
Designing the Session Guide Using the Workshop Model

DEPARTMENT OF EDUCATION

RECALL

Recall your adult

learning principles
DEPARTMENT OF EDUCATION

EXPERIENCE
IS THE BEST TEACHER

KOLBS EXPERIENTIAL LEARNING CYCLE/

4As TRAINING MODEL
New
Activity/Experience

Stage 4:
Application
Practical
Synthesis

Stage 1:
Activity / Experience

Stage 2: Analysis
Reflective Feedback

Stage 3: Abstraction/Integration
PRODED Developed; Adopted by STRIVE T and D System
DEPARTMENT OF EDUCATION

ACTIVITY
ACTIVITY concrete experience, not theoretical
knowledge

Concrete Experience corresponds to "knowledge by

acquaintance", direct practical experience (or "Apprehension" in Kolb's terms),

as opposed to

Abstract Conceptualisation "knowledge about" something, which

is theoretical, but perhaps more comprehensive, (hence "Comprehension")
Source:
http://www.learningandteaching.info/learning/experience.htm
DEPARTMENT OF EDUCATION

ACTIVITY
The purpose of an experiential learning activity is to create
an opportunity for valuable and memorable personal
learning. The ideal activity will engage, stimulate and
challenge with individuals becoming absorbed in the task
as themselves. All activities must be designed, managed
and facilitated carefully so that the activity has impact.

Ice breakers &

energizers
team games
problem solving
discussion
practical exercises, e.g.
making a presentation
debates

Source: mta-international.com

ACTIVITY

To engage the learner in a concrete experience leading to a search of prior

knowledge and prior experience

DEPARTMENT OF EDUCATION

Source: aboutlearning.com

ANALYSIS
Taking time-out from "doing" and
stepping back from the task and
reviewing what has been done and
experienced. At this stage lots of
questions are asked and communication
channels are opened to others members
of the team. Vocabulary is very
important and is needed to verbalize
and discuss with others.
mta-international.com.

ask for
observation
write a short
report on what
took place
give feedback to
other participants
quiet thinking
time
tea & coffee
breaks
completing
learning logs or
diaries

SECONDANALYSIS
A: ANALYSIS

To assist the participants in understanding their experiences (look for

pattern in thinking) by engaging them into reflection of their existing
knowledge and experience

DEPARTMENT OF EDUCATION

Source: aboutlearning.com

ABSTRACTION
Abstract Conceptualisation is the process of making
sense of what has happened and involves interpreting
the events and understanding the relationships
between them. At this stage the learner makes
comparisons between what they have done, reflect
upon and what they already know. They may draw upon
theory from textbooks for framing and explaining
events, models they are familiar with, ideas from
colleagues, previous observations, or any other
knowledge that they have developed.

present models
give theories
give facts

Source: mta-international.com

ABSTRACTION 1

DEPARTMENT OF EDUCATION

Source: aboutlearning.com

ABSTRACTION
2
ABSTRACTION 2

DEPARTMENT OF EDUCATION

Source: aboutlearning.com

APPLICATION
The final stage of the learning cycle is when the learner
considers how they are going to put what they have
learnt into practice. Planning enables taking the new
understanding and translates it into predictions as to
what will happen next or what actions should be taken to
refine or revise the way a task is to be handled. For
learning to be useful most people need to place it in a
context that is relevant to them. If one cannot see how
the learning is useful to one's life then it is likely to be
forgotten very quickly.
Source: mta-international.com.

give learners time

to plan
use case studies
use role play
ask learners to use
real problems

FOURTH A: APPLICATION
Ask the participants:

How they can apply the concepts and principles in what

they are doing

How they can refine their own thinking integrating the

concepts and principles newly learned

How the new concepts and principles can be shared

DEPARTMENT OF EDUCATION

SUGGESTED ACTIVITIES.
Concrete
experience

readings
examples
fieldwork
laboratories
problem sets
trigger films
observations
simulations/
games
text reading

Reflective
observation

logs
journals
discussion
brainstorming
thought
questions
rhetorical
questions

Abstract
conceptualisation

lecture
papers
projects
analogies
model building

Active
experimentation

projects
fieldwork
homework
laboratory
case study
simulations

Source: mta-international.com

BASIC PARTS OF THE 4As SESSION GUIDE

Session Title
Duration
Objectives
Resources Needed

Procedure (show time

allotment for each part)

DEPARTMENT OF EDUCATION

Introduction
Priming (Optional)
Activit/ies

Analysis
Abstraction

Application
Closing

4As

SAMPLE 4As
TOPIC: Facilitation Skills
INTRODUCTION/PRIMING: Effective training requires effective facilitation. The way
the activities are structured and processed will matter in learning the key concepts, ideas
and principles toward developing the targeted KSA

ACTIVITY/CONCRETE EXPERIENCE:

Group Work: Facilitators Group and Participants Group, Process observers group
Facilitators Group will be given a topic each to study and to teach to the participants groups
Process Observers Group will take note of how the facilitators conducted the mini-lecture
(skill in giving instructions, eliciting responses, questions, organizing activities, etc.)

ANALYSIS/REFLECTION:

Describe your experience, find common responses, unexpected expenses

ABSTRACTION: (What are your realizations?/What concepts and general principles can
you draw from the experience?)

APPLICATION: How can you apply these general principles? Output Session Guide
with guide questions

BASIC PARTS OF THE

WORKSHOP SESSION GUIDE
Procedure (show time allotment for each part)

Session Title
Duration
Objectives
Resources Needed

Introduction: Objectives of the Workshop including

Expected Output
Mechanics of the Workshop including Quality
Guidelines (Present forms, templates, etc. to be
accomplished)
Workshop Proper

Output Presentation
Critiquing/Analysis, if applicable
Abstraction/Generalization, if applicable
Closure and/or Agreements, where applicable

DEPARTMENT OF EDUCATION

SESSION GUIDE REVIEW

THANK YOU VERY MUCH

DEPARTMENT OF EDUCATION