MODULE ONE: What is Focused Learning? We will be ‘unpacking’ the notion of ‘Focused Learning’ using a number of De Bono’s DATT (Direct Attention Thinking Tools)
Activity One: Perception – Multiple Views Using the image on G-9, ask participants to consider: ‘How might several people each perceive this scene very differently?’ ‘What are your perceptions of the scene?’
Apply the same approach to the questions: ‘What is your perception of focused learning?’’Why do we do focused learning?’ Activity Two: CAF – Consider All Factors The CAF tool is the process of exploring all factors in a situation. What should we bring to mind? What must we not leave out? The CAF is the prime information input tool.
What factors constitute ‘focused learning’. In instances when you are not certain, you can create questions to point you in the right direction. What questions could you ask to help determine ‘what is focused learning?’
Take a look at all the factors, matters and aspects that need to be considered. Ask “What is involved here. What are the things that matter?’
Can we define what it isn’t? Seaton: Focused Learning is knowledge-focused and skill-focused learning.It addresses mandated learning outcomes that can’t be solely learned in other ways. Activity 3: Demonstration of Focused Learning Activities
Richelle takes group through a German Grammar activity
Sharon takes the group through the ‘Postcard’ activity
Do these activities fit our criteria for ‘focused learning’?
APC: Alternatives, Possibilities, Choices APC is the process of deliberately trying to find alternatives. The APC is an action tool. It is the tool for creativity. The APC is a two-step process. First, list the known, available, traditional alternatives. Then use creativity to generate further alternatives. Think of ways that you currently deliver focused learning. What are some alternative ways of approaching focused learning?
Feedback: What alternative approaches would you like to investigate further? (e.g. Podcasting)
We will be ‘unpacking’ the notion of ‘Focused Learning’ using a number of De Bono’s DATT (Direct Attention Thinking Tools)
Activity One: Perception – Multiple Views
Using the image on G-9, ask participants to consider: ‘How might several people each perceive this scene very differently?’ ‘What are your perceptions of the scene?’
Apply the same approach to the questions: ‘What is your perception of focused learning?’’Why do we do focused learning?’
Activity Two: CAF – Consider All Factors
The CAF tool is the process of exploring all factors in a situation. What should we bring to mind? What must we not leave out? The CAF is the prime information input tool.
What factors constitute ‘focused learning’. In instances when you are not certain, you can create questions to point you in the right direction. What questions could you ask to help determine ‘what is focused learning?’
Take a look at all the factors, matters and aspects that need to be considered. Ask “What is involved here. What are the things that matter?’
Can we define what it isn’t?
Seaton: Focused Learning is knowledge-focused and skill-focused learning. It addresses mandated learning outcomes that can’t be solely learned in other ways.
Activity 3: Demonstration of Focused Learning Activities
Do these activities fit our criteria for ‘focused learning’?
APC: Alternatives, Possibilities, Choices
APC is the process of deliberately trying to find alternatives. The APC is an action tool. It is the tool for creativity. The APC is a two-step process. First, list the known, available, traditional alternatives. Then use creativity to generate further alternatives.
Think of ways that you currently deliver focused learning. What are some alternative ways of approaching focused learning?
Feedback:
What alternative approaches would you like to investigate further? (e.g. Podcasting)