Action Learning Framework based on
Gawith, G.(1988). Action Learning. Student guide to research and information skills. Longman Paul.
this type of learning supports and advances
| independence of students as they organise their own learning |
| collaborative and cooperative groups |
| teacher as a facilitator rather than a disseminator of information |
| the emphasis of learning is on the process rather than the end product or the teaching |
Stage One: Deciding (Student page)
| what am I expected to produce? |
| what do I know already? (mindmap) |
| what do I need to find out? (how, when, why, who, what, where) |
Stage Two: Finding (Student page)
| what kind of information is needed? |
| where can I get this information from? |
| what resources are available to me? (print, person, electronic etc) |
| are these resources suitable for me? |
Stage Three: Using the Information (Student page)
| keep in mind what you are trying to find out |
| look for keywords |
| use your questions from Stage One |
Stage Four: Recording (Student Page)
| make notes |
| refer to your questions and keywords so that you keep a focus |
| don't copy out too much |
| reference what you write out |
Stage Five: Presenting (Student Page)
| select the best information, main points (what are you going to say?) |
| structure what you are going to say (Plan it: Introduction, middle and end) |
| who is the information for? |
| how is it going to be presented? (plan by story boarding information) |
Stage Six: Evaluating (Student Page)
| checklist what has and hasn't been achieved |
| evaluating the student as a researcher |
| identifying what skills may need to worked on next time |