The Whole-Part-Whole learning model implements behavioral learning and cognitive learning into a learning theory; the theory that behavior revolves around purpose. The first part focuses on motivation and a history on upcoming segments. The segments are the parts- bricks we use to build with, apprenticeship/practice, and mastery of learning. Since not all students have the capacity for self direction or want to learn in a self-directed manner, some structure is needed as a step-by step process to be followed with a base to build upon. The learner, however, should be interested, involved and supported by the instructor using the Whole-Part-Whole learning model.
In adult learning, the student will begin the task of seeking knowledge based on information relevant to their needs. Based on prior learning, the student has a foundation specific to them. When the instructor is faced with an audience comprised of many unique foundations, he ;must find common ground in which to construct a lesson; that is all in attendance must be on the same page, working to learn the new material that will benefit the group cohesively.
When the instructor produces a lesson plan that will be motivational for his group, thereby making the new material easy to grasp, a trick of the trade would be for the instructor to include meaningful examples to his class. By providing meaningful parts, remembering the information should be easier for his class to associate the new material for the task at hand.
An example of the WPW learning model could be put into practice this way: A supervisor tries to be a role model. He conducts himself in a professional way, he is easy to interact with, and he remains a source of information for any coworker seeking answers. If the co-worker is motivated by observing the supervisor, and would like to learn the entire supervisor can teach him then the worker will be experiencing positive reinforcement- because he trusts that he can learn the answers from the role model he identifies with.
When this worker takes the information he learned, and applies it of his own efforts and sees results, he is also receiving positive reinforcement through the positive results. His quest to start out with satisfies his objective.
How I would specifically put this model in practice: My audience would be adult students with varying degrees of abilities will be toge4ther to work toward a common goal. My student’s common goal would be to figure out which skill they would like to learn based on personal interest. As each student selects the skill they would like to obtain, the class would research what it its they want to know about their skill and then share what they have learned with their class. My hope for this exercise is that not only the interested party will l earns something new, but t that other students in the class be exposed to this new insight. Some students may be inspired some may want to follow the path; others may look up to their peer, but by providing the shared information, together, as an experience, the students will pay attention because the material is relevant to their goal.
My role as the facilitator of learning would be to create ideas that will grasp the attention of the class. I would model my behavior so that the students pay attention.
The steps to accomplish motivational modeling are not easy for many. Some teachers have it naturally, some need to practice it, and some just won’t’. ; However, if the teacher does not have the physical mannerisms to help keep the class engaged, other easy must be devised. My way to get my students to observe me is to share my personal experiences with them. The object of sharing is to create trust within the atmosphere, trust that will enhance my student’s ability to make a personal connection.
My technique differs from that of being a teacher in that my goal is to first work on what the students desire personally, rather than choosing what the student will learn without their say in the matter. Facilitators act as an assist. Teachers implement the objective. Facilitators assist the objective of the learner where the learner’s task is self directed. Teachers direct the students must follow based on steps developed by the teacher. Facilitators help the learner develop their own steps.
Motivating a group by explaining the goal and providing sequential objective, gives the students material to add to their foundation. By adding the new material to a solid foundation, the learner’s ability to relate the new information to their place in the project should prove strength to the participants collectively, thus the efforts of each participant working on a project together will strengthen the outcome.