This is a summary of the Learning that LASTS SIL training. It does not replace attending such a training which is regularly organized. If training becomes one of your main activities you should consider taking this training.
LASTS is an acronym for:
- Learner-centered. The goal is to qualify people, to change lives.
- Action with reflection. Giving the learner opportunities to do and reflect
- Solving problems. Good teachers create problems to be solved.
- Teamwork. The training is based on group work and leverages the group's wealth
- Self-direction and discovery. Let the learner discover for themselves.
Learner centered.
Learning means changing. We teach people, not knowledge.
This implies respect for learners.
The training should be tailored and relevant to learners and based on a relationship.
We must base training on what we know about students' needs. We shall build on what they've already learned.
Training involves a relationship with the learner and with God who alone produces change. So, training involves praying.
There is this important formula: “– content is +”, which means less content is often better.
How do we know we've reached the goal?
The best way to achieve nothing is to aim at nothing. To avoid this, set short, medium and long-term goals.
- Short term (during the session), define what the learner must learn
- Medium term (after the session), define the new behaviors you want the learner to acquire
- Long term (beyond that), define the impact you are aiming at on those around the learner, who should in turn adopt new behaviors
Choose measurable indicators (in quantity or quality).
A good training:
- Has a title displayed to learners
- Is based on what you know about the learners
- Is designed to bring a change
- Includes all 5 steps below
- Defines specific and identifiable learning objectives
- Engages the learner in their emotions, actions, and ideas
- Sets aside enough time for each task
- Provides clear instructions for each learning task
- Provides written instructions for complex tasks
- Lists all necessary materials
- Encourages sharing and learning in small groups
- Describes the roles of teachers
Respect for the learners involves:
- To call them by whatever name they prefer
- Respect schedules
- Not to embarrass them in front of others
- Know their cultures and respect it
- Valuing the students and their contributions
- Starting from where they are
o Know your audience
o Take into account what they already know
o Recognize and use their strengths
o Find out what they want to learn
Feedback.
- Ask, Give Feedback:
- specific rather than general
- on what the learner can reasonably work on
- indicating one's own feelings, speaking in I..., not judging
- as early as possible
- check with others for their opinions
- Receive:
- take their feedback into account
- express appreciation
- ask for clarification (even on positive feedback)
- paraphrase to make sure you understand
- don't be defensive
Ask open-ended questions:
- Show genuine interest in the other person
- Give them the freedom to express their opinion and feelings
- A real question invites dialogue: in your opinion... How could we...
- After a question, wait patiently for at least three comments from the learners before commenting yourself (this gives time to think and shows that their participation is really expected)
- Invite people to express themselves, encourage participation, value it, accept what is shared
- Listen, after giving time to exchange, bounce back on what has been said, echo (repeat in the person's words), paraphrase (repeat in one's own words), summarize the main idea, ask for clarifications, make transitions, thank, make the connection between elements.
- Allow enough time
You can find here the Module preparation form in English and French
The preparation task involves 6 questions
- Who are the learners and what do you know about them that shapes the
design of this module?
- Why is this training needed? What is the situation which calls for this training?
- When (Time, duration)
- Where will the training be happening (see below the importance of premises’ layout)
- What Evidence do you expect to see that shows learning has taken place?
- What learners will do during the module that shows that their attitudes, skills and knowledge have changed
- What learners will do differently when they return home
- How their community will be impacted
- How will the learning take place? (see below the 5 steps of a module)
Layout of the premises:
- Avoid a teacher-centric disposition, allow for a learner-centric layout
- Rotate the room so that any disturbing elements are at the back
- Remove all platforms
- Avoid standing, sit down as much as possible and be as close as possible to learners
A training module consists of 5 steps (plan one task per step, but more in 3 and 4):
1. Connection (hook) – reaching learners, arousing interest/attention for the topic
Key question: Why do I need to participate in this training?
The learner who understands that the training meets his or her interests and meets a need is now motivated to learn.
E.g.: Watching a video clip or a sketch, tackling a theme that strikes a chord, listening to a story and then sharing memories, impressions, thinking about..., describing an experience..., choosing an object, an image…
This stage focuses on "feelings".
Provide a title displayed for learners
For the trainer:
o What activity would help learners connect with a need they have?
o What can I do to help learners connect with me and each other?
2. Content – Interacting with content
Key question: What do I need to know?
Ex: Reading a text and highlighting what is important, classifying the information, creating a definition for, brainstorming, explaining a diagram, sharing examples, listening to a lecture. "Content" is new information or data…
It is important to note that the trainer also shares his or her research and opinions.
Stage focused on "ideas"
For the trainer:
o What do learners need, what would they like to know?
o What specific content would I like to convey in terms of knowledge, skills and attitudes?
o How will I help them discover the input?
o What will they do with this new content to help them acquire it?
3. Challenge – exploring, trying out (and battling with) new skills
Key question: how does it work?
Allows you to practice the new skills in a safe learning context, to gain confidence before doing it in real life.
E.g. Answering open-ended questions, solving a problem, evaluating a case, proposing solutions, illustrating a concept by drawing, stating in one's own words, role-playing, creating a project, analyzing…
Steps focused on "actions"
For the trainer:
o How will I know and will they know that they have acquired the new skills, knowledge, attitudes?
o How can I make the task close enough to their situation to be relevant, but different enough to be safe?
4. Change – integrating what has been learned into life and work
Key question: what’s next?
Invite learners to project themselves, to apply the content to their lives by applying it to real-life situations.
E.g. creating a support to be used afterwards, preparing a plan to implement, applying to a real situation, solving a problem they are struggling with in real life, working as a team on a common situation…
Steps focused on " actions and reflections"
For the trainer:
o What task can they do in class that would help them integrate the content into their lives?
o How can we encourage them to make plans or proposals to apply what they have learned?
o Can they work as a group to find solutions to real-life problems?
5. Closure – Reflecting on how what has been learned impacts me and those around me
Key question: What does this change for me?
The learner is invited to reflect on the consequences of learning, on what he or she will do now to achieve the desired change.
E.g.: Writing down one or two points to work on, sharing your intentions with a partner, praying for guidance, asking for help for the next step, meditating on an insight you have received…
Stage focused on "calm and reflection"
Task Management:
A task is what the learners DO, in a small group (2-6), with all the resources they need. Tasks should be relevant to the context.
- A task must involve not only ideas, but also feelings (seeing, smelling, hearing - don't neglect the role of music – you can end with a song that fits in well) and actions (playing)
- Allow sufficient time for tasks to be completed
- Encourage dialogue and learning in small groups
- State the task clearly, read the instructions, and provide a written copy of the instructions
- Ask if the instructions are clear
- Specify end time
- Wait for the task to be completed without interrupting the students, remain silent
- Keep an eye on the watch and inform of remaining time
- Invite to share in a large group
- Summarize what has been learned
- Make the transition
It is best to work as a team of trainers. While one explains a task, another distributes the instructions. The quality of interactions between trainers is often reflected in the quality of exchanges in work groups.
The trainer must keep his heart healthy. If he or she is wounded he or she will hurt others.
Let our favorite themes not revolve around our problems.
More than a good communicator, he or she must be a model who combines technological expertise with concern for students. He or she is not a master, but a servant.
In terms of learners' fatigue. In a week of seminars, 8 hours a day, after 3 1/2 days, people become saturated. So, prune, shorten.