ALS Curriculum

IP Core Curriculum

Ancestral Self-
Domains Governance
DEVELOP-
MENT

PROTECTION EMPOWER-
IP-Focused Rights MENT

Education
Framework
Cultural
Bay View Hotel, Pasay City Integrity
National Scoping Workshop on Learning Slide 3
July 15-19, 2008 Resource Development and Management
ALS Curriculum
IP Core Curriculum
IP Core Areas

Family Life
Civic Environment
Consciousness

Health, Sanitation Economics

and Nutrition and Income
Bay View Hotel, Pasay City National Scoping Workshop on Learning Slide 4
July 15-19, 2008 Resource Development and Management
 Approach: Life Skills

Self Awareness
Entrepreneurial
Empathy
Skills
11 1
2
Coping with Effective
10
Stress Communication
3

9
LIFE
Coping with SKILLS Interpersonal
Emotions 4 Relation Skills

Critical
5 Decision
7 6
Thinking Making

Creative Problem
Thinking Solving

Bay View Hotel, Pasay City National Scoping Workshop on Learning Slide 5
July 15-19, 2008 Resource Development and Management
end of presentation
 Dots represents the ALS :
Children, youths & adults

 Colors used in ALS logo

Red , green & blue

ALS Best Strategy

Live ,love , learn & link
 Purpose to conduct ADSOCMOB
Community participation,share
responsibilities,institutionalization &
sustainability of the program
How is ALS
Taught?

Mrs. Leticia B.
Bangcong
DALSC
 How well do we know our
target clienteles – the Adult
Learners?
 Fact or Myth?
Past experiences
affect learning.
Fact or Myth?
Adults are
naturally
self-directed
learners.
Fact or Myth?
There is only one
effective learning
strategy for every
group of learners.
Fact or Myth?

Responsibility
for learning is equal
between facilitator
and learner.
Fact or Myth?
Adult learners
tend to look
for their
preferred style
in learning
situations.
Fact or Myth?
Adult learning
implies learning
in isolation.
Fact or Myth?
The facilitator
determines the
quality of teaching-
learning processes.
Fact or Myth?
A variety of
approaches &
strategies make
learning
interesting.
ORIENTATION
to LEARNING

Pedagogy Andragogy

problem-centered
subject-centered present (immediacy)
future-oriented
Ways Adults Learn
Adults expect to be
treated with respect
& recognition
Adults want practical
solutions to real-life problems
Adults can reflect on and
analyze their own experiences
Ways Adults Learn
Different adults have different
learning styles
Adults can be motivated by the
possibility of fulfilling their
personal needs and aspirations
Adults need the support of
their peers in their learning
Ways Adults Learn
Adults need to communicate
their feelings in culturally
appropriate ways
Adults are capable of
making their own
decisions and taking
charge of their own
development
Ways Adults Learn by
Keller (1987)
 Learning Program should be
ATTRACTIVE.
 Learning Content should be
RELEVANT

Learning should stimulate

development of CONFIDENCE
Learning should result in
learner’s SATISFACTION
“Anyone who stops
learning is old, anyone
who keeps learning
stays young.” - Henry Ford
What is active learning and why is it
important?

ctive learning, according to

Charles Bonwell, is any
strategy “that involves
learners in doing things and
thinking about the things
they are doing.”
Cooperative learning:

• is a way for learners

to take turns with
different roles, such
as facilitator, recorder,
reporter, etc.
Active Learning Strategies
Demonstration
• A practical presentation of a
process or procedure or skill which
is designed to illustrate theoretical
principles, concepts or ideas.

Role play
• is a method of acting out an
imaginary but real life situation
Project-Based Learning
 learners apply what they have learned
through a project or 3-dimensional
output

Dialogue Journals
• a formal repository for personal
learner writing that can be used to
promote reflection, synthesis of
lessons/topics
 Case Studies
• learners are required to investigate,
analyze, synthesize, solve problems,
and evaluate various viewpoints on the
issue

Brainstorming
• learners are invited to quickly and
freely generate ideas/ responses to
issues/ problems/topics
Buzz Session
• group is divided into small
groups to discuss a particular
issue/problem

Concept Mapping
• Allows learners to visually
represent connections and
relationships between concepts/
ideas and information.
Clarification Pauses
• after a 10-15 minutes of lecture,
learners are given an opportunity
to ask the facilitator a question in
an informal situation
Think –Pair-Share
• learners individually think for a moment
about a question posed in the lecture,
pair up with a co-learner and after
shared with the entire group
Jigsaw Method
• Each learner works on one part
collaboratively with other
learners to combine the various
parts to complete the whole task.

Learner’s debates/ discussion

panels
• offers opportunity for verbal
presentations of views and arguments
Carousel Brainstorming Exercise
• learners working in cooperative
groups write their responses to
a question, moving from poster
to poster at time intervals.
 Strategy: Active Learning Strategies

 Demonstration
 Jigsaw method
 Dialog journals
 Role Play
 Brainstorming
 Case studies
 Clarification pauses
 Buzz Session

Bay View Hotel, Pasay City National Scoping Workshop on Learning Slide 77
July 15-19, 2008 Resource Development and Management
LEVEL OF RETAINING LEARNING BY DIFFERENT
STRATEGIES
Lecture
5%
10% Reading

20% Audio/Visual

30% Demonstration

50% Discussion Group

75% Practice by Doing

90%
Teach Others
“Without basic
education a
person is blind
to opportunities
and deaf to
new ideas.”