ACTA V5 Module 3 Learning Experience

This is my module 3 learning experience (for personal reference).

Pictures & videos of learning resources or environment with explanation

a) Projector, Screen and Flipcharts with markers of different colours
The learning environment should have a projector with projection directed at a screen. There should be at least 4 flipcharts at both sides of the classrooms with different colour marker pens (black, blue, green, red). Projection content will allow facilitator to flow smoothly towards the learning outcome and retrace content steps if necessary. The flipcharts and multi-colour pens are to allow more dynamic group discussions. There should be 3-4 tables being laid around the classroom with pens on the table. The sweets and water is to provide learners with a more comfortable learning environment. 

b) Laptop, clicker and stationeries
Laptop and clicker should be in close vicinity. Test should be conducted at least 30mins prior to the lesson. The stationery box should contain the basic items such as blue tack, colour stickers (for voting).

For the purpose of this class, matching cards are also prepared as part of the instructional method.

Active learning principles employed in the facilitation class:

a) Moderate level of content - The 30mins class define the 7 wastes (TIMWOOD) and thereafter reinforce TIMWOOD by having learners link examples to it.

b) Recycling of earlier learned concepts and skills -  Learners share examples of TIMWOOD in their workplace and thereafter relate images of TIMWOOD through the games conducted at the end of the class.
 
c) Opportunities for group participation - The class were broken up into groups to link the examples to TIMWOOD. A gallery walk was performed where they can raise questions on other groups answers. Further doubts were discussed by everyone in class, with the different people offering differing opinion explaining their stand. 

d) Variety of learning approaches - Use of video at the beginning to introduce TIMWOOD, cards matching to relate definition with examples, appraise suitability of matched examples with definition through gallery walk, examine current workplace scenario and matching it with TIMWOOD and finally identify TIMWOOD from pictures images. 

e) Utilization of learners' experience - By having an activity where learners identify TIMWOOD in their workplace, they are brainstorming and discussing with the rest on how it relates to their experience. One interesting experience they have mentioned is that over-processing comes from having too many people in the cc-loop of an email. 

Discovery made after video

Facilitation process are constantly evolving and improving based on feedback from learners as well as through observation of learners difficulties by facilitators. In the video, the more common facilitation techniques of cards matching, jigzag and gallery walk was used. To engage learners even further, more advanced and interactive facilitation techniques might be used such as the use of visual pictures, having the learners to tell and story and have it relate to their working environment.
Examples given by the learners from the wasteful environment encountered in their respective workplaces can be use as future course examples. Future learners will thereafter be able to closely relate with the examples as it will be more up-to-date as well as closer to the industries they are in.
The above two discoveries calls for constant revision and tuning of the facilitation process at the end of each class. And to be able to experiment with new techniques in engaging learners further.
One of the other key learnings after the facilitation is on managing disruptive students. Initially I perceive learners who are not participative to be recalcitrant or unmotivated and should be disciplined. In my first facilitation where a disruptive student who is a shy learner appear, I asked him to join his group a few times. The proper process should be using the 'hamburger' method as shown below. 

At a start, I should acknowledge the issue by talking to the disruptive learner to find out the reason why he is acting in this way. Thereafter to emphasize with whatever situation the learner is in and to leverage the situation to the best of everyone's advantage. In this case, I should find out why he is reacting in this way and from the conversation, I will be able to understand that he is shy. And thereafter have a fellow learner to tag along with him so he will be able to feel more comfortable. And eventually at the end of the learning journey, to have him stand out to share on the learnings.