Welcome! This first post will summarize a novel idea from fellow blogger and technology enthusiast, Clive Shepherd. Among many ideas, he specializes in enriching communication in the workplace through technological innovations. He designed a blanket system that can be applied to a variety of workplaces and educational settings. His acronym is PIAF, which stands for Preparation, Input, Application, and Follow-Up. He defines each step as follows:
- Preparation: Helping the learner to prepare for a productive learning experience.
- Input: Providing the formal element which hopefully will inspire the learner and act as a catalyst for changes in behavior and on-going skills development.
- Application: Providing opportunities for the learner to test out new ideas and skills in the work environment.
- Follow-up: Helping the learner to continue their learning journey using on-demand content, coaching and support from peers.
In reference to education, this system is easily applicable.
The preparation step is completed by the educator. The educator learns, or assumes, what the learner does not already know about the subject. Context and background information can be provided if the learner needs it. For example, I recently helped a young student with her summer reading assignment, a historical fiction novel set in Soviet Russia. Before we dove into reading this text, I collected information on Soviet Russia–the major players, important terms, and a brief timeline–and organized this information in a way that would help her learn the information. Without this context lesson, as I frequently call them, this student would have been instantly confused by some of the settings and plot devices. But the preparation, as Shepherd defines, helps the learner prepare for a productive learning experience.
Input is the next step in this process. Input is the formal part of the lesson. It could be a lecture, a video series, a presentation, a workshop, or any other form of instruction. The main idea is that the learners are exposed to the content.
The third step is possibly the most important; it’s definitely the step in which learners are most engaged in the material. Application has students “put what they learned into action.” This can be completed individually or in groups. Shepherd also notes that in many instances, the input and application steps can cycle or even blend into one phase depending on the environment.
The last step is the follow-up, where both instructor and student can reflect on the learning process. Shepherd realizes that complete learning may not take place at the end of the application phase, so the follow-up is a way to provide additional coaching that may be necessary.
Overall, this method is applicable in a variety of situations, from workplace environments to school settings. Although Shepherd’s four-phase model is mostly exploratory, it easily fits in with many educational practices already in place.
writing by amanda 