The document provides guidance on using the Ignatian Pedagogical Paradigm (IPP) in running a meeting. It includes instructions to rename yourself on video calls and prepare materials. The core of the IPP is then summarized as involving Experience, Reflection, and Action. Several examples are given of how to apply each element, including using literature to spark discussion and reflection questions to generate different types of meaning from learning experiences.

1. Please rename yourselves into (Dept.) –Nickname Lastname
Keep your video on and mute your mic
Prepare a NOTEBOOK and PEN
We will start at exactly 9:00 AM

3. IPP in the movie

4. Decision
Question
Gathering of
Data/Agenda
Experience
Reflection
Action
Using IPP in running
a meeting

6. “Jesuit Education aim however has never simply to
amass information or preparation for a profession,
though these are important and useful to emerging
Ignatian leaders. (Magis: Quality of giving – that is
loving)

9. Few Principles, Many Examples, More Exercises
Review

10. Review

13. EXPERIENCE
Meaningful
Learning
Experience

14. Noli Me Tangere and
El Filibusterismo
Padre Salvi
Constructivism and Inductive way of Teaching
(Experience)

15. Padre Damaso

16. Maria Clara

17. Padre Florentino

20. What is your dominant feeling?
REFLECTION - INTERIORITY

21. It is not much of prayer
the mind is working. Yo
might be just theologiz
but not praying. Real p
involves both the mind
the heart. So that in pr
INTERIORITY

28. Reflection
Action
Experience
Evaluation
Context
Belvedere College Students for the SLEEP-OUT FOR THE HOMELESS
Homeless in Ireland
IPP is not just a methodological process but also a paradigm
Reflection pervades in other dimensions

30. Experience Reflection
Action
Reflection

31. • What students have learned
• How they have learned
• Why they have to learned it
The main challenge for teachers is to
provide students with the needed
scaffold (in the form of questions) to
help students reflect and create any-
or all- of these three types of
meaning.

32. • What students have learned
• How they have learned
• Why they have to learned it
The main challenge for teachers is to
provide students with the needed
scaffold (in the form of questions) to
help students reflect and create any-
or all- of these three types of
meaning.

33. A.The heart is a muscular organ that pumps the blood through
the circulatory system by rhythmic contraction and dilation.
B. The heart is an essential organ for mammals
C. Design follows function because the heart and other organs
are designed based on what they are supposed to do, hence
their properties are shaped by their function.
REFLECTION : CONCEPTUAL MEANING

34. Which of the following statements do you
think is an answer from reflection?
A. The plot refers to the sequence of events in a narrative, usually consisting of
1) the exposition of the situation, 2) the rising action 3) the climax
4) the falling action, and 5) the resolution
B. Every single element in a given literary text (e.g. plot, characters, setting,
mood, etc.) ought to contribute to the author's purpose (be it a message or
an artistic/emotional effect.)

35. - What were some of my most powerful learning moments and what made
them so?
- What could I do differently from a personal standpoint the next time I work
with the same group or a different one?
- What would I do differently if I were to approach the same problem again?
• What students have learned
• How they have learned
• Why they have to learned it
The main challenge for teachers is to
provide students with the needed
scaffold (in the form of questions) to
help students reflect and create any-
or all- of these three types of
meaning.

36. Which of the following statements do you
think is an answer from reflection?
A. Thinking like a historian means coming up with the soundest possible
interpretation given occasionally conflicting and incomplete data.
B. To historical analysis, the subject of historiography is the history
of the history of the event.

37. • What students have learned
• How they have learned
• Why they have to learned it
The main challenge for teachers is to
provide students with the needed
scaffold (in the form of questions) to
help students reflect and create any-
or all- of these three types of
meaning.

38. “In what ways
does Darwin’s
theory of
biological
evolution help
us understand
how nature is
designed
“What does
Darwin’s theory
tell us about
scientific
theories-how
they are
developed,
formulated,
test?”
“In what way
does Darwin’s
theory impact
one’s belief in
creation and a
Creator, if at
all?”
“In biological
evolution, form
follows function:
natural selection
allows for the
more
advantageous
traits of species
to be passed on
to the future
generations”
“Scientific
theories are
tested ways of
making sense
of the
available data,
but are open
to revision,
fine-tuning,
and
correction.”
“Darwin’s
theory of the
evolution of
species does
not eliminate
the possibility
of a Creator.
For believers, it
suggests a
possible
natural process
of creation.”
Reflection Questions Possible Insights

39. 1.What new insights did you learn this morning?
2.What concept/s about the IPP that I still find confusing?