WHOLE-PART-WHOLE LEARNING MODEL |
The Whole-Part-Whole (WPW) learning model offers a helpful framework for developing training and instruction for adults. It was developed to combine theory and best practices in the design of learning programs. The model is meant to mirror the natural whole-part-whole rhythm in learning. The steps in the WPW learning model are outlined in The Adult Learner by Malcolm S. Knowles, Elwood F. Holton III, and Richard A. Swanson, a book that has been described as the definitive classic in adult education and human resource development.
WPW learning model
As can be seen in the template below, learners are exposed to the first “whole,” in which they are prepared for new instruction by being presented a “mental scaffolding”—the learning objectives and building-block concepts placed within the larger framework of the topic. This clear, learner-oriented introduction also serves to motivate learners and provide context for learning.
Then instruction focuses on the “parts”— what has been defined as the details of knowledge, expertise, and activity. After learners have mastered the specific, structured material, it is time to return to the “whole.” The second “whole” helps learners place their newly-mastered skills in context. In many cases the whole cannot truly be understood (or, in the case of skills, performed) without an understanding and proficiency of the individual parts, so the return to the whole allows the learner a second chance to arrive at a more nuanced understanding of the whole concept. Knowles, Holton, and Swanson note:
This learning template can be used at both the program design and lesson design levels. From a systems perspective, each of the program segments, whether they are classified as a part or a whole, can then constitute a subsystem.
The WPW learning model can be used for different types of training, ranging from technical to managerial. As well, many sports coaches have found it helpful in instructing athletes. For example, a coach might teach the triple jump by first demonstrating the “whole” action (hop, step, and jump in sequence) and then have the athlete practice each of the components or “parts” of the event. Finally, the coach would again demonstrate the complete triple jump and have the athlete combine the three components and practice the entire sequence.
The WPW learning model is a particularly useful template for presenting difficult and complex educational content. The model is effective because it encourages training or instruction that gives learners an overview of what they are about to learn, drills down to the specifics, and then integrates the new knowledge or skills into a broader framework.
WPW learning model
As can be seen in the template below, learners are exposed to the first “whole,” in which they are prepared for new instruction by being presented a “mental scaffolding”—the learning objectives and building-block concepts placed within the larger framework of the topic. This clear, learner-oriented introduction also serves to motivate learners and provide context for learning.
Then instruction focuses on the “parts”— what has been defined as the details of knowledge, expertise, and activity. After learners have mastered the specific, structured material, it is time to return to the “whole.” The second “whole” helps learners place their newly-mastered skills in context. In many cases the whole cannot truly be understood (or, in the case of skills, performed) without an understanding and proficiency of the individual parts, so the return to the whole allows the learner a second chance to arrive at a more nuanced understanding of the whole concept. Knowles, Holton, and Swanson note:
This learning template can be used at both the program design and lesson design levels. From a systems perspective, each of the program segments, whether they are classified as a part or a whole, can then constitute a subsystem.
The WPW learning model can be used for different types of training, ranging from technical to managerial. As well, many sports coaches have found it helpful in instructing athletes. For example, a coach might teach the triple jump by first demonstrating the “whole” action (hop, step, and jump in sequence) and then have the athlete practice each of the components or “parts” of the event. Finally, the coach would again demonstrate the complete triple jump and have the athlete combine the three components and practice the entire sequence.
The WPW learning model is a particularly useful template for presenting difficult and complex educational content. The model is effective because it encourages training or instruction that gives learners an overview of what they are about to learn, drills down to the specifics, and then integrates the new knowledge or skills into a broader framework.
In this video we can see how people learn following basic steps. It is better doing things that way because we will learn a whole with perfection.
WHOLE-PART-WHOLE MODEL TEMPLATE
Using the whole-part-whole model in learning, we have the opportunity to plan our teaching program in better way.
In the first whole we have to motivate our students and explain them the concrete objectives or the course, we gave them the theories, the principles and all the instructions to follow, in order to learn correctly.
They we have the parts, here we give them all the information, the exercises, we use videos to show them some themes, we use technology and they work together by different activities. Then, in the second whole we practice each part of our learning program and we come back to the basis in the first whole to reinforce learning and give them feedback.
In the first whole we have to motivate our students and explain them the concrete objectives or the course, we gave them the theories, the principles and all the instructions to follow, in order to learn correctly.
They we have the parts, here we give them all the information, the exercises, we use videos to show them some themes, we use technology and they work together by different activities. Then, in the second whole we practice each part of our learning program and we come back to the basis in the first whole to reinforce learning and give them feedback.