Learning that L.A.S.T.S

July 29 to August 2nd, 12 participants from different areas of Cameroon came together at BRTC to take the Advanced Learning that LAST training. Here are some of the things were were working on amongst others Learner Centered: "Don't teach content, teach peope" Action with Reflection: "Don't just do something, sit there" Solving Problems: "Necessity is the mother of invention, problems are the mother of learning" Teamwork: "All of us are smarter than any of us" Self Discovery/Self Direction: "He teaches best who teaches least" As you plan to teach an event, make sure your lesson has the following parts: Connection: Maybe a get together with the participants to get to know each other before the even proper begins. Connections could also come in during devotions. Content Take the essential content from your WHAT. How many modules will be needed? It is better to have one Learning Task per piece of content. Learning Tasks are the building blocks of modules. What knowledge will learners need? How could they acquire this knowledge? What attitudes do they need? How could the acquire these attitudes? ChallengeIs there an opportunity in the event you are planning for them to practice the content? What skills do they need? How could they acquire these skills? This is part of the workshop where you see immediately if they have acquired the K,S,A's you have been aiming for. Change How will they take this learning into the future? Think about your Indicators of Learning How can they set goals or make plans for putting into practice what they have learned when they get back into their context? Closure How will you bring the event into a meaningful closure? In order to get the Resources and Needs Assessment, you need to ASK, Study and Observer your learners. 3 indicators of learning are: Immediate: Commitment > During or before the workshop comes to an end Transfer: Actually doing it, maybe one month after the training event Impact: More people involved maybe a community Knowledge is what you need to know in order to practice a skill Evaluating learning involves collaborating with all stakeholders in setting evaluation goals, planning what learning will be evaluated and how it will be evaluated