Adopting and adapting teaching and learning styles

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Adopting and adapting teaching and learning styles
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Learning

• Behavioural (Skinner, Thorndike)
• Learning is a change in observable behaviour
• Change existing classroom behaviours
• Shape observable learning outcomes
• Shape new skills

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Four approaches

• Contiguity
• Two stimuli become associated when they
  repeatedly occur together
• Classical conditioning.The pairing of an
  automatic response (emotional) (positive or
  negative) with a certain stimulus
• Operant conditioningThe type and timing of
  reinforcement affects learned behaviour.
• Social LearningLearning by observing other
  behaviours.

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Contiguity

• Two stimuli become associated when they
  repeatedly occur together
• Task - give examples from your subject
• Matching games battleships missing words
  bingo concentration type games
• Discourage incorrect matches. It is imperative
  that wrong notions are not initially given!

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Classical conditioning.

• The pairing of an automatic response (emotional)
  (positive or negative) with a certain
  stimuluse.g.
• fear, anxiety, worry - associated with
  difficult concepts, examinations etc
• confidence, pride, comfort associated with easy
  concepts, fun lessons
• Task - give examples from your subject

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Learning experiences.

• enjoyable, positive so that positive outcomes are
  associated with the subject.
• learning tasks must be hard enough to challenge
  not so hard that failure is inevitable.
• use co-operative team structures to establish new
  ideas
• minimise individual competition (tests are for
  progress, not competition)
• use familiar and relevant case study material so
  that study is associated with everyday life.

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Operant conditioning.

• The type and timing of reinforcement affects
  learned behaviour e.g.
• an unpredictable series of reinforcement promotes
  persistence at a learning task
• reward good learning behaviour
• reinforce new learning - apply previously learned
  knowledge to a local issue or make relevant by
  collecting current data
• use unpredictable reinforcement
• use plenty of praise when learning new concepts
  (construction of praise is important - give
  reasons)
• Surprise tests are better than scheduled ones

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Social Learning

• Learning by observing other behaviours.(attention
  retention reproduction motivation)
• Attention is paid to things that are
  interesting, exciting, enthusiastic, engaging
• Use of props, newspaper clippings, stories
• Reproduction model behaviour to be reproduced
  (talking through difficult concepts)
• Motivation - positive reinforcement - grades,
  marks, praise motivates

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Cognitive

• (Piaget, Voss, Wittrock)
• Change in observable behaviour is a reflection of
  a more important internal change.
• Learning is the result of ones attempts to make
  sense of the world.
• Learner is an active source of plans, goals,
  intentions, emotions which are used to sort
  incoming stimuli and construct meaning and
  knowledge,
• Cognitive learning is often experiential.

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Experiential learning

• On the job experience
• Mini enterprise
• Role play
• Problem solvingUnderstand the problemHave
  enough prior knowledge to solve the
  problemVisually portray the problem
• Encourage role taking and opinion forming
• Encourage different perspectives
• Encourage ownership

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Perception and Attention

• Which stimuli are attended to which ignored?
  Depends on
• Rules
• Knowledge
• Patterns
• Beliefs
• Expectations
• Give examples from your own subject

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Different perceptions

• Different outputs possible from the same input
  (different perceptions).Teachers (you) can help
  pupils to attend to (focus on) relevance
• Provide a context
• Purpose and main ideas of the lesson
• Repeat and review main ideas
• State ideas in students own words
• Identify important central concepts and
  supporting examples
• Use of headings and sub headings.

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Arouse curiosity

• For each of the following, give examples from
  your own subject
• Use surprise
• Use novel ideas or approaches
• Set up a puzzle or open ended issue
• Raise a questions or issue before
  knowledge/answer

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Memory

• Information storage consists of
• words, concepts, skills, strategies (verbalised)
• pictures, imagination (images)
• meanings, perceptions (interpretation)

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Networks

• Networks of ideas etc. form the basis of memory
  reinforced with examples, relationships and sub
  concepts
• New ideas are integrated into existing network

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Retrieval

• Help students to retrieve prior knowledge before
  proceeding
• For each of the following, give examples from
  your own subject
• Brainstorm existing knowledge
• Hierarchical classification (what I knew, what I
  know now, both together)
• Pupils make mental images of new ideas
• Rephrase, give examples, develop graphic
  representations
• Pupils to be active participants