Whole-Part-Whole LearningProcess

Whole-Part-WholeLearning Process

What is WPW?

WHOLE-PART-WHOLE LEARNINGPROCESSIt represents a practical methodology fordesigning learning programs. It is useful forthe overall design of learning programs ofany length- total courses, as well as, forshort learning experiences. The WholePart-Whole (WPW) learning model offers ahelpful framework for developing trainingand instruction for adults.

BASIC WHOLE-PART-WHOLELEARNING MODELAs you can see in the chart, learners are exposed to the first“whole,” in which they are prepared for new instruction by beingpresented a “mental Scaffolding” – the learning objectives andbuilding-block concepts placed within the larger framework of thetopic. Also serves to motivate learners and provide context forlearning.

Then instruction focuses on the“parts”— what has been defined asthe details of knowledge, expertise,and activity. After learners havemastered the specific, structuredmaterial, it is time to return to the“whole.”

The second “whole” helps learners placetheir newly-mastered skills in context. Inmany cases the whole cannot truly beunderstood (or, in the case of skills,performed) without an understandingand proficiency of the individual parts,so the return to the whole allows thelearner a second chance to arrive at amore nuanced understanding of thewhole concept.

KNOWLES, HOLTON, ANDSWANSON NOTE:This learning template can be used at boththe program design and lesson design levels.From a systems perspective, each of theprogram segments, whether they areclassified as a part or a whole, can thenconstitute a subsystem.

EXAMPLE:For example, a coach might teach the triplejump by first demonstrating the “whole” action(hop, step, and jump in sequence) and thenhave the athlete practice each of thecomponents or “parts” of the event. Finally, thecoach would again demonstrate the completetriple jump and have the athlete combine thethree components and practice the entiresequence.

The WPW learning model is a particularlyuseful template for presenting difficult andcomplex educational content. The model iseffective because it encourages training orinstruction that gives learners an overview ofwhat they are about to learn, drills down tothe specifics, and then integrates the newknowledge or skills into a broaderframework.

ONLINE WPW LEARNINGOnline learning is well suited for using theWPW learning model’s structure.Hyperlinked navigation can map out therelationship between the parts and thewhole. Developing modular learning objectsfurther aids in guiding the learner through aconnected whole-part-whole learningprogram.

For example, an online course on budgetingmight start with an overview of the masterbudget and show how it is decomposed intothe operating and financial budgets beforeteaching how each of the sub-budgets issequentially prepared. The course mightconclude with the learner creating a masterbudget through creating its constituent parts(sales budget, production budget, directmaterials budget, etc.).

This WPW-inspired format develops thelearner’s cognitive skills on all levels(knowledge, comprehension,application, analysis, synthesis, andevaluation), leveraging the learner’snewly-acquired skills to reinforce theunderstanding of the overall concept.

Good course designers can rein inhypertext’s potential for inducingfragmented learning by keeping theWPW learning model in mind duringplanning and development, ensuringthat course navigation and presentationof content reinforce the relationshipbetween the parts and the whole.

Teaching Methods The aim of this lesson is to learn about thedifferent methods used in teaching andvarying ways of practicing a new skill. During lessons and training sessions, theteacher must provide guidance to thestudents to ensure they learn effectively. Todo this the demonstration and practice of thenew skill will be manipulated by the teacher tobest suit the individual, skill and situation.

There are four parts to teaching a new skill: Instructing - instructions must be given for themto complete the task or skill. These may bewritten or verbal. The teacher must ensure thestudent knows what is required of them Demonstrating - The teacher may provide ademonstration of the skill or may get a peer toperform it. It is key that this is a gooddemonstration to allow the student to form amodel in their memory and mentally rehearsethe skill to be performed

Applying - The student then practices the skillin a planned situation to help them transferthe learning from practice to a competitivesituation Confirming - This is all about feedback andproviding information for the student abouthow successful they have been. Testing orassessing the skill allows the teacher and thestudent to evaluate performance.

Methods of PracticeCertain skills are best taught in different waysdepending on the learner and the skill inquestion:Whole method The skill is first demonstrated and then practicedas a whole, from start to finish. It helps thelearner to get a feel for the skill, timings and endproduct. It is best used for fast skills which cannoteasily be separated into sub-parts, such as ajavelin throw. It is unsuitable for people with lowattention spans, complex or dangerous skills.

Part method The parts of the skill are practiced inisolation which is useful for complicatedand serial skills and is good for maintainingmotivation and focusing on specificelements of the skill. It is possible, however,that the transfer of the skills from parts, toa whole may not be effective and it mayalso reduce the kinaesthetic awareness(feel) for the full skill.

Whole-part-whole method The whole skill is first demonstrated andpractised, before being broken down intothe constituent parts to practice theindividual elements and improve on these,before putting the whole skill backtogether. This can be very effective in skillswhich have easily distinguished parts,where the whole skill together is complex.

A good example comes in swimming, wherethe learner would practice the wholestroke, then isolate a weak component,such as the kick and use a float in the handsto ensure using only the legs, before puttingthe whole stroke back together. This givesthe performer a sense of the whole skillbefore they break it down and improve onthe weak aspects of the performance. Aswith the part method this may affect thetransfer of the skill from parts to the whole.

Progressive part method This is sometimes also known as the chainingmethod, as the parts of a skill are practicedindividually, in order, before being linked togetherand expanded. For example in sports class: in thetriple jump, the hop will be practiced and learnt,before the skip is then practiced and learnt. The twoare then linked together. Finally the jump will belearnt individually and then tagged on the end of theskip. This is slow process but allows weaknesses tobe targeted and for the performer to understand therelationship of the sub-routines.

helpful framework for developing training and instruction for adults. WHOLE-PART-WHOLE LEARNING PROCESS. BASIC WHOLE-PART-WHOLE . assessing the skill allows the teacher and the student to evaluate performance. Methodsof