Clive Sheperd's PIAFs

Clive Sheperd's PIAFs

According to Clive Shepherd, the concept of learning should shift from acquiring knowledge to possess something (a good grade or job, some sort a degree...) to desiring knowledge to make positive changes in oneself and others; to become lifelong learner.  He asserts learning should occur in a blended, four-phase model, which includes preparation, input, application, and follow-up.  His blended solution incorporates instruction, exposition, and guided discovery to enhance learning.  Obviously knowledge is the foundation, however, knowledge alone does not foster the creation of ideas or progress, progress only occurs when ideas are put to the test.

The first phase is preparation.  In order for a learner to adequately prepare for a productive learning experience, he/she must reflect to discern what he needs and then set goals to achieve.  It would be more beneficial for the learner to set his goals with a teacher's assistance.  During this process the teacher and learner can discuss what is expected and identify the learner's starting point.  At this point, the learner can express what he hopes to achieve, while addressing any fears he may have regarding the particular learning experience.  Throughout the preparation phase there should be opportunities for learners to build relationships with each other by interacting and discussing their plans.  Consequently, learners will become engaged in their learning, enhance their socialization skills, and be better able to assess their starting points.

The second phase is input.  During this stage it is important for the teacher to adapt materials/content to meet each learner's individual needs.  The learners then receive the essential principles of the subject from the teacher, or another expert.  The goal during this phase is to motivate learners to want to change their behavior and aspire to acquire continuous knowledge and enhancement of skills by providing safe practice and demonstration, along with guided discovery.  Scenarios are beneficial because the progress of the scenario is contingent upon the learner's decision making process, which provides insight that will be applicable in the real world.  Authenticity of scenarios as well as reflection and discussion promote student engagement, which results in lasting learning.

The third phase is application.  Teachers need to provide learners with opportunities to put their new ideas and skills to the test; without it they will remain undeveloped.  This can be easily achieved by assigning meaningful assignments, having learners create projects, and/or partaking in group discussions or debates.  It may be helpful for learners to shadow, coach, or participate in peer-to-peer learning.  Regardless of the type of application utilized, the key component is assessing learners' progress throughout the process.

The final phase is follow-up.  Encouragement and coaching from both the teacher and peers is imperative while a learner is refining his newly learned knowledge and skills.  Peer-to-peer interaction and learning can be very beneficial.  The learner may need additional input and support as he applies and embeds his new ideas and learning into everyday life.  Eventually, though, he will master the idea or skill and be able to support and teach others the same skill.

Clive Sheperd's blended, four stage model is a process that combines courses and resources to move learners along a continuum from unconscious incompetency to unconscious competency.  This is possible since the model adapts and responds accordingly, based on the learner's needs.