The Four A'S: Rochelle B. Torres Teacher I

THE FOUR A’s
ROCHELLE B. TORRES
Teacher I
THE FOUR A’s
ANALIZA A. MANLINCON
Learning Facilitator
DEPARTMENT OF EDUCATION
OBJECTIVES
At the end of the session, the participants
should be able to:
a. Identify the 4As in conducting sessions;
b. Compare each phase from one another;
c. Understand the importance of each phase
and their interconnection; and
d. Appreciate 4As as an effective approach in
conducting trainings.
The Cycle of Adult or
Experiential Learning New
Activity
By: Carmencita T. Abella. 1982
________________________________________________________________
_______
Step 4. Practical Step 1. Activity or

Application Experience
Step 3. Abstraction Step 2. Analysis/

or Integration Reflective Feedback
The Experiential Learning Cycle
“Learning By Doing”
Theory
EXPERIENCE
APPLY PROCESS
GENERALIZE
Theory
WHAT FACILITATOR SHOULD DO IN EACH PHASE
1 A st • ACTIVITY
2 A nd • ANALYSIS
3 A rd • ABSTRACTION
4th A • APPLICATION
Regional Training on Facilitation & Presentation Skills Training
1 A - ACTIVITY
st
• Describes the structural experiences

designed to engage the participant-learner in
activity dealing with the concepts to be
used/learned.
• It may range from case analysis and

questionnaires to simulation exercises, role
playing and personal disclosure sessions.
1 A - ACTIVITY
st
A structured experience
May be direct or vicarious
“What to do” phase
- To engage the learner
- To develop a common base
for the discussion that follows
IN THIS PHASE…
• Participants experience structured activities to
surface data.
• At times, this necessitates that you meet
participants’ resistance to begin and/or
complete an activity.
• The art of questioning may be of great help.
Questions to ask are…
• What do you need to know?
• Could you offer a suggestion?
• How would you feel about that?
• What is going on?
• What would you prefer?
• If you guess the answer, what would it be?
• Would you say more about that?
2 A - ANALYSIS
nd
• Describes the process of inquiry into the

results of the activity and what question
can be raised
• What data can be surfaced
• How can personal rights be evoked and
processed/discussed
IN THIS PHASE…
A reflective feedback
A process of inquiry into the Activity
The “why” phase
To look more closely at what
happened
Systematic examination
Experience sharing
Learning from others
In this phase…
• Participants share
• They will have a reflective
feedback of the completed
experience
• Questions are asked to elicit
data
What happened?
How did you feel about the activity?
Who else had the same
experience?
Were there any surprises?
How many felt differently?
How do you account for that?
3 A - ABSTRACTION
rd
• Describes the generalization

that will/can be derived from
the Activity and Analysis.
• In this portion, theory input(s),

lectures, or other activities may be
included to explain or recapitulate
the various concepts covered in the
learning episode.
IN THIS PHASE…
Integration of Activity and
Analysis
Theory imputes
The “so what” phase
To make inferential
IN THIS PHASE…
• Participants generalize and interpret data
to come out with realizations, insights,
significant learning about themselves
and their group.
• Questions are directed to promote
generalizations.
• What does that mean to you?
• How was that significant?
• What does that suggest to you about
yourself/ your group?
• What might we draw from that?
• Does that remind you of anything?
• How does this relate to other
experiences?
4 A - APPLICATION
th
Provides activities which will

enable participant-learners
to transfer concepts learned
to real life situations
4 A - APPLICATION
th
Provides mechanisms by which

learner is able to evaluate
his/her attainment of the
instrumental (learning content)
and the terminal (behavioral)
objectives
4 A - APPLICATION
th
• A practical synthesis
• The “now what” phase
• Apply generalizations to work
• Transfer insights into real life
• Evaluate the effectiveness of
session
IN THIS PHASE…
• Participants are directed to utilize learning in
their real-world situation.
• Questions are directed towards applying the
general knowledge they have gained to their
personal/professional lives and to process the
entire learning experience.
• How could you apply/transfer that?
• What would you like to do with that?
• What are the options?
• What might you do to help/hinder
yourself?
• How could you make it better?
• What would be the consequences of
doing/not doing that?
• What changes would you make?
“People learn best
not by being told,
but by experiencing the
consequences of their
own thoughts and
actions.”

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THE FOUR A’s

Step 4. Practical Step 1. Activity or

Step 3. Abstraction Step 2. Analysis/

• Describes the structural experiences

• It may range from case analysis and

• Describes the process of inquiry into the

• Describes the generalization

• In this portion, theory input(s),

Provides activities which will

Provides mechanisms by which

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