Modern Life Habits and Health of Sense Organ
GUIDE FOR PILOTING THE WORKBOOKS
TABLE OF CONTENTS Page Introduction Why Do a Pilot Study Aim of the Pilot Study Steps for Piloting Methods and Statistics Required Essential Qualities of the Instructor for the Learning Programme Using Experiential Learning Techniques Questionning for Experiential Learning Evaluation Post Pilot Guidelines Appendix A: Statistical Steps Appendix B: Guidelines for Teachers (as seen in Workbooks) References Tables 1: Standards that Should be Met by Each Teacher 2. Levels of Questions Figures 10 20 8 12 15 21 22 23 26 32 3 3 4 4 8
1. Three Sets of Cycles for Experiential Learning
13
2
I.
INTRODUCTION
The UNESCO Caribbean Office has commissioned both the writing and the printing of three workbooks, namely: i. ii. iii. Understanding HIV/AIDS and Drug Abuse We Can Stop Violence Help for Anxious People
The workbooks have been designed to give key information on the subjects listed above. Each workbook is divided into six chapters, and each chapter serves as a lesson. In each lesson there is an important life skills activity. The workbooks are based on the assumption that community-wide change is best achieved through a personal commitment to change from young people. themselves and to others. The empowerment of the individual in taking responsibility for his or her own actions is particularly stressed in the workbooks. The young persons will be encouraged to reflect deeply on their attitudes toward sex, drugs, violence and anxiety. They will be encouraged to share their hopes and fears and to suggest alternative options to negative behaviours being practiced in their societies. The lessons in the workbooks are therefore designed to challenge young people’s attitudes and behaviour to
II.
WHY DO A PILOT STUDY?
The workbooks, henceforth referred to as the ‘training programme’, should be piloted. A pilot study is a preliminary trial of research which is essential to the development of an extensive training
TABLE OF CONTENTS Page Introduction Why Do a Pilot Study Aim of the Pilot Study Steps for Piloting Methods and Statistics Required Essential Qualities of the Instructor for the Learning Programme Using Experiential Learning Techniques Questionning for Experiential Learning Evaluation Post Pilot Guidelines Appendix A: Statistical Steps Appendix B: Guidelines for Teachers (as seen in Workbooks) References Tables 1: Standards that Should be Met by Each Teacher 2. Levels of Questions Figures 10 20 8 12 15 21 22 23 26 32 3 3 4 4 8
1. Three Sets of Cycles for Experiential Learning
13
2
I.
INTRODUCTION
The UNESCO Caribbean Office has commissioned both the writing and the printing of three workbooks, namely: i. ii. iii. Understanding HIV/AIDS and Drug Abuse We Can Stop Violence Help for Anxious People
The workbooks have been designed to give key information on the subjects listed above. Each workbook is divided into six chapters, and each chapter serves as a lesson. In each lesson there is an important life skills activity. The workbooks are based on the assumption that community-wide change is best achieved through a personal commitment to change from young people. themselves and to others. The empowerment of the individual in taking responsibility for his or her own actions is particularly stressed in the workbooks. The young persons will be encouraged to reflect deeply on their attitudes toward sex, drugs, violence and anxiety. They will be encouraged to share their hopes and fears and to suggest alternative options to negative behaviours being practiced in their societies. The lessons in the workbooks are therefore designed to challenge young people’s attitudes and behaviour to
II.
WHY DO A PILOT STUDY?
The workbooks, henceforth referred to as the ‘training programme’, should be piloted. A pilot study is a preliminary trial of research which is essential to the development of an extensive training
References: Buckley, Roger and Caple, Jim (1995) The Theory and Practice of Training London: Kogan Page Materials Development Guide for HIV/AIDS Combs, A.W. (1982). Affective education or none at all. Educational Leadership, 39(7), 494497. Nurturing scientific literacy among youth through experientially based curriculum methods http etc.ag.ohio-state.edu/_youth4h Rogers, C.R. (1969). Freedom to Learn. Columbus, OH: Merrill. Rogers, C.R. & Freiberg, H.J. (1994). Freedom to Learn (3rd Ed). Columbus, OH: Merrill/Macmillan. Welbourn, Alice Stepping Stones: Strategies for Hope: UNICEF Training Series No. 1. Date uncertain 32