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The IPM Farmer Field
School
 Special Topics. Special topics support the
agroecosystem analysis 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.
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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:
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groups work in given problematic
situations;
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cohesiveness and collaboration can be
developed;
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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.
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