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HEA 675 Teaching Strategies for Community Health

THE E.I.A.G. PROCESSING MODEL

EXPERIENCE – IDENTIFY – ANALYZE – GENERALIZE

 

Please read the following one-pager and complete the assignment on page 2. Note: The E.I.A.G. lesson is for you to learn how to ask questions during training lessons.  It is not something you would assign to participants.

THE E.I.A.G. PROCESSING MODEL

Processing learning experiences is essential.  The group or class is often the microcosm (little universe of experience) by which participants learn what they can and then take to the macrocosm (big universe) of their lives; without processing, the experience will most likely be wasted. Process questions are asked by the instructor during the lesson.

 

One basic model for the processing of group sessions or classes is E-I-A-G (pronounced ee-yag).  The E-I-A-G process is a structured way of learning from experience.  It is based upon Dale’s concept that people learn best by being actively involved in their own learning.

 

E-I-A-G is composed of four steps: The learner has an experience, identifies the elements of that experience, analyzes why the elements occurred as they did and generalizes about knowledge and skills acquired in this specific situation, so that the knowledge can be applied in other situations.  Usually at least twice as much time is allotted to the I-A-G or processing steps as is provided by the experience.

 

E – Experience

Experiences in the group session or classroom should be related to information and skills i.e., a video tape, role-play, demonstration, etc. Participants might try out certain tasks they will be expected to perform in life.  For example, a role-play on talking to a friend about a difficult topic might be the experience.  Participants would then use the information and skills from the role-play in real life situations.  In this case, the role-play is the experience element of the E-I-A-G process.

I -Identify  (Keep it simple.  Do not skip this step.  Do not ask them to analyze yet.)

The participants must identify what happened during the experience. We may notice only one or two things ourselves, but in fact, many things are happening at the same time during any event. Pooling the group’s observations of behaviors, ideas, and feelings ensures that everyone shares the same information about the experience.  For example, after the experience of watching the videotape, students/participants would identify the needs of the individual.  One person might identify two or three needs, while other group members might see, hear, and state other needs.  Everything noticed should be discussed. Your questions would be about what the participants saw and felt and what the participants have experienced.

A – Analyze

Students should next think about why and how things happened as they did.  Why and how are analyzing words. They need to try to discover causes and forces – why the individual expressed himself in a particular way, why (s)he focused on some things and did not mention others, why (s)he acted as (s)he did.  How did his/her actions affect the viewer?  How did they affect decision-making?

G – Generalize

After they have analyzed the situation, participants should then apply what was learned in this specific situation to more general circumstances.  What was learned from this experience that can be applied in life? Generalizing is extremely important; it is, in fact, the bottom-line purpose for the educational experience.  Participants must be able to apply what they have learned in a controlled environment (the group or class session) to their lives; otherwise, there is no purpose to the experience. 

Experience, Identify, Analyze and Generalize – Directions

 

During Module 2, you had a lesson titled 2 Pyramids and a Cone, and you were asked to view 3 video clips of the movie, Castaway, with Tom Hanks.  In that example, the “Experience” in the E.I.A.G model is the viewing of the clips. You may someday present the video clips in a classroom or training event.  Think about the knowledge you would want your students to come away with. In the lesson below, you are to provide the questions, not the answers.

 

Step 1: List 3 questions you would ask to assure that the class can correctly “Identify” what had transpired in the video. Identifying questions can be what, when, where. An example is provided for you.

 

“Identify” Example: What did the character, Chuck Noland, do that caused him to think of Wilson as a person?

 

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Step 2: List 3 questions you would ask to assure that the class can correctly “Analyze” what had transpired in the video. Analyzing questions can be why and how questions. An example is provided for you.

 

“Analyze” Example: Why did Chuck need to make fire?

 

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Step 3: List 3 questions you would ask to assure that the class can correctly “Generalize” what had transpired in the video. Generalizing questions are those that ask a student to relate the lesson to another circumstance or to an aspect of their own life experiences. Two examples are provided for you.

 

“Generalize” Please notice 2 different types of generalizing question examples. Example #1: Would anyone like to share a time when they keenly felt the loss of an object because that object had a deeper personal meaning? Example #2: What is one lesson Chuck learned on the island that would be useful to him when he returned to civilization?

 

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Step 4: In the space below describe a lesson where you would use an internal (in-the-moment) processing model like E.I.A.G. in order to confirm that the class is understanding parts of the lesson and that they would come away with the knowledge you wanted them to learn. Be sure to include and label one of each type of question, identifying, analyzing and generalizing that  you would ask.

 

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