LIFE LONG LEARNERS

LEARNING OBJECTIVES
1. To recognize the importance of lifelong learning in one’s life;
2. To be able to identify one’s qualities and abilities that a lifelong learners must have;
3. To be able develop the attitudes of a lifelong learners and apply it in one’s life.

ORIENTATION
The facilitator introduces the activity with an ice breaker named “Bahay, Tao, Bagyo” to let the
participants interact and get to know each other first.

 Participants are asked to group in triad

 One assumes the role of “Tao”, the other two assumes the role of “Bahay” and with their
arms form a roof-like rendition over the “Tao”
 Facilitator initially assumes role of “It”
 Facilitator says in random the words “tao”, “bahay”, and “bagyo”
 When the last word he says is “Tao”, all “tao” will look for a new “bahay”, and the “tao”
who will be unable to find a new “bahay” becomes “it”.
 When the last word is “bahay”, all “bahay” will look for a new partner to create a new
“bahay” over a “tao”. Again, those who fail to find a partner and a “tao” will be “it”.
 When the last word is “bagyo”, everyone is free to choose a role so long as the one left
without a group becoming “it”
 The “it” will pick a random question from the fishbowl/box that the triad will share with one
another. Once they have the sharing, the “it” says in random the words “tao”, “bahay”, and
“bagyo” and the game continues.

INSTRUCTIONS AND ACTIVITY PROPER

Time Allotment: Approximately 30-40 mins

Materials:
String or straw
10 pcs of marker
8 rolls of scotch tape
16 handkerchiefs/ bandanas
130 pcs of banderitas per group

Lifelong Learner 1
The facilitator gives the instructions in the activity proper.
1. The participants will form 8 groups by counting off from 1 to 8. Those who have the same
number form a group.They will choose a catchy name for their group.
2. Each group will received a kit (1 roll of scotch tape, 2 pcs of marker and 130 pcs of
banderitas) which will be used to accomplish their task.
3.The members will assign the following per group:
a. 2 blind folded persons who will be responsible in posting the banderitas in the straw
b. 2 persons who will be in charge with the scotch tape.
c. 1 person who will use his/her “right hand” in writing and 1 person who will use
his/her “left hand” in writing.
d. other members will contribute their learnings with the group.
4. The goal of the group is to pass stations 1 to 5 by recallingsignificant events of their lives
where learning occurs base on the specific age range per station. For Stations 6-7, they will
think of new things they are interested in learning when they reach the specific age range on
the assigned station. They will be writing those learnings in the banderitas and hang it on the
straws/ strings provided until they reach the 7th station. They can’t proceed with the next
station until they reach the needed significant events needed per station.The team must be
able to finish the activity in 30 minutes only.

5. Stations are as follows:

Station 1: Infancy and Early Childhood (0-3 years old) - 10 SIGNIFICANT LEARNING EVENTS
Station 2: Play Aged (3 – 5 years old) - 20 SIGNIFICANT LEARNING EVENTS
Station 3:School Age (6-12 years old) - 20 SIGNIFICANT LEARNING EVENTS
Station 4: Adolescence (13- 18 years old) - 20 SIGNIFICANT LEARNING EVENTS
Station 5: Young Adult (19- 30 years old) -20 SIGNIFICANT LEARNING EVENTS
Station 6: Adulthood (31- 60 years old)- 20NEW LEARNINGS
Station 7: Maturity (61 years old and above) - 20NEW LEARNINGS

Lifelong Learner 2
PROCESSING
Data Gathering and Analysis
The facilitator will identify common and unusual answers given per group.
The process questions below may be asked in order to gather data.
1. How did you feel when you were chosen by your group to be responsible with the
(a) scotch tape? (b) in writing? (c) the one being blind folded?
2. How did you handle the responsibility being assigned to you?
3. Did your group experience any difficulties or easiness recallingthe learnings you had
orin thinking of new things you want to learn?
4. For the group/s who were not able to reach other stations, what hindered you from
reaching the next station? How did you feel about it?
5. For the group/s who were able to finish or reach other stations, what helped you
from reaching the stations? How did you feel about it?
6. What thoughts came into your mind as (a) you were recalling your learnings from the
past until the present time? (b) thinking of new things you want to learn?

SYNTHESIS
Based on analysis of data gathered, the facilitator makes generalizations and conceptualizations
with the help of the participants.

INTEGRATION
The participants answer the questions on insight and application, such as the following:
1. What insights did you gain from the whole experience?
2. What skills or traits must you develop or build upon to enable yourself to become a
lifelong learner?
3. How will you be able apply this learning in your chosen field as a Psychology Major?in
your personal life?

PREPARED BY:
GENEVIEVE BETONIO BACOLOD

Lifelong Learner 3