THE 4 A’s

For 2 consecutive sessions our class was conducting a demonstration of different methods as assigned to us by our professor and as teachers we ought to make our class as student-centered as possible.

The collaborative effort of the students and teachers is a must in order to make a meaningful and creative learning and 4A’s could be one of the most useful tools towards it. Based on Kolb’s Experiential Learning Theory it aims to approach the child holistically. It also acknowledges the past schemes of the student and integrating it to a new one so most likely this format will bring out what has been in stored and what is missing will be filled in eventually towards a deeper knowledge of the lesson.

Brief explanation of 4A’s

I. Activity – This will bring understanding to what the learners already know and clarity to what learners should learn further. At this early stage, the student should already have a retrospect of what they will be learning through the activity that will be presented.

II. Analysis – A more in-depth understanding of the lesson, it is another phase where the students will process and classify what is valid and not. The teacher on this part will ask further questions and will also lead as a facilitator rather than mere lecturing and sharing facts and ideas. The students know gains a wider view of the lesson but at the same time draws closer to the main topic.

III. Abstraction – The teacher on this part will now focus entirely on the lesson being presented and ask more lead questions to lead the students in reinforcing what they know and should know more. The student here starts to feel more the importance of the lesson to her and see the necessity of it to his/her life.

IV. Application – The word itself describes the stage as bringing the student to a more practical way of using HOW are they going to use what they have learned and thinking of new ways on how it can be improve further.

To add, this format will best affect learning when we facilitate more rather than placing the lesson in their heads. We aim to keep them at phase but not to the point of dragging them to what we would like them to achieve. And last but not the least, Mastery of the Lesson – when the teacher is prepared and has mastered the lesson it will surely surprise you with good results.