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The IPM Farmer Field School
Special Topics. Special topics support the
agroecosystem a
nalysis by
delving more deeply into specific issues relating to the rice
agroecosystem and IPM principles. Special topics also provide training in
basic experimentation methods. Popular special topics include rat
population dynamics and rat control, plant physiology, functions of
insects and their interactions, issues surrounding pesticide use, and
general field ecology. Good
special topics do not degenerate into ‘chalk and talk sessions’. After the
trainer introduces the topic and
explains the steps to be used in the process, the participants, in small groups, take on the active management of the experiment or small group activity. As with agroecosystem analysis, the skills of observation, data collection and analysis are emphasised.
Special Topics Activity Matrix
|
Activity |
Critical Steps |
Notes |
Indicators |
|
Special Topics (focus on topics such as ecology, rats, biology, etc.) |
Statement of
goal |
Participants must know
purpose of activity and what they will learn. |
1. Before activity begins
participants told goal and
process of activity. |
|
Small group process |
Participants clear about what they must do and why.
All materials at hand. |
1. All participants active and
involved in the activity. 2. No small group dominated by one
person to the point that others
are totally excluded. | |
|
Presentation |
Activity analysed by participants. Facilitator asking leading so that participants
know what happened during activity and why Special topics provide opportunity to learn of topics important to IPM. |
1. Participants present results of
their work during the activity
summarising what has happened
and why. 2. Leader asks leading questions
to help participants examine
steps in process of activity
and apply learning to"real life". |
Special topics concern many issues relative to IPM: plant physiology, insect life cycles, functional guilds, rats, economics, field ecology, etc. Note that these are not lecture sessions. In general they are discovery learning activities that depend upon the facilitator’s ability to pose questions that will help participants to critically analyse what they have observed during the activity.
Group Dynamics. The purpose of the group dynamics activity is to help participants develop an understanding of how:
-
groups work in given problematic situations;
-
cohesiveness and collaboration can be developed;
-
communicative action is a fundamental element in well functioning groups.
These activities generally begin with an introduction by the trainer, who sets up a problem that the group needs to solve. Many of the exercises are physical and active, while others are more on the order of ‘brain teasers’. In either case, the group has some fun while sharing the experience of working to overcome a specific problem and learning about how to better help people collaborate.
Group Dynamics Activity Matrix
|
Activity |
Critical Points |
Notes |
Indicators of
Quality |
|
Group Dynamics (enhances teamwork & problem solving skills. |
Process |
Participants informed about objectives and process before activity begins. Materials for activity, if needed, are
on hand before activity begins. Time allowed for activity is sufficient to achieve objective.
Logistical issues do not disturb process. |
1. Before activity begins
participants told goal
and
process of activity. 2. All participants involved/active,
no single individual
dominating
activity. |
|
Synthesis |
Leader takes time to: review objective of activity; lead discussion concerning what happened during the activity; point out important issues arising during activity; helps participants draw
conclusions based on their experience during the
activity. |
1. Leader: a)reviews goal and
process of activity;
b)helps
participants identify key
learning points based on
activity; c)asks
questions
which help participants
learn
from the experience. |
The role of the facilitator is to help participants analyse what they have experienced so that they reach a greater understanding of how people tend to behave in various social situations.
Materials. Some of the materials required to support these activities include plywood sheets (as bases to draw on), large pieces of newsprint or poster paper, crayons, and large felt-tipped pens. Learning materials are learner generated. Farmers generate their own learning materials, from drawings of insects to analytical tools. These materials are always consistent with local conditions, are less expensive to develop, are controlled by the learners and can be discussed by the learners with others. Learners know the meaning of the materials because they have created the materials.