Understanding - PowerPoint PPT Presentation

Loading...

PPT – Understanding PowerPoint presentation | free to download - id: 68f4a0-NDhhO



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Understanding

Description:

Understanding the Adult Learning Process Using an understanding of adult learning psychology to enhance teaching and learning 2014 – PowerPoint PPT presentation

Number of Views:38
Avg rating:3.0/5.0
Slides: 36
Provided by: GKell
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Understanding


1
Understanding the Adult Learning Process
Using an understanding of adult learning
psychology to enhance teaching and learning
2014
2
ActivityIcebreaker
  • What are your expectations from
  • todays session?
  • Activities
  • Butchers Paper Make a list of what you want to
    learn

3
ActivityCuriosity ExerciseHow do you learn?
Activity Complete Kolbs Learning Style/Learning
Preference Questionnaire Latter we will analyse
your results!!
4
Today Introduction GLOSS
  • Welcome every one
  • This workshop builds on your learning from the
    CIV TAE and aims to extend your knowledge of the
    application of the principles of adult learning
    and aspects of learning, learning retention and,
    the transfer of learning within the VET
    experience.
  • Topics will include
  • Approaches in psychology
  • Various educational psychology theories and
    perspectives
  • Teaching for Retrieval
  • Memory, retention, forgetting
  • Teaching for Transfer of learning
  • Development of expertise and the acquisition of
    skills
  • Applying adult learning principles to teaching
    and learning
  • Activities will include a Learning style
    questionnaire, a Memory Test, a Retention
    exercise,

5
What will you achieve todayGLOSS
  • By the end of this session you should be able to
  • Gain a knowledge of educational psychology and
    its application to adult learning theory and
    adult learning principles
  • Understanding of psychological perspectives of
    learning
  • Characteristics of the adult learner
  • The function memory plays in learning
  • An overview of learning models
  • Knowledge to apply educational psychology to your
    planning for training and assessment

6
Meta cognition Effective Adult Learning
  • The goal of the Smart, Skilled and Savvy Teacher
    Preparing the learner to be a Life Long Expert
    Learner
  • Motivate
  • Retain
  • Apply
  • Transfer

7
Educational and teachingBody
  • What is educational psychology?
  • Role of educational psychology
  • Dimensions of educational psychology
  • Role of the highly effective Sydney TAFE Teacher
  • http//www.youtube.com/watch?vRu7kYlpu2PQ

8
Educational psychologyBody
  • What is educational psychology ?
  • The study of human learning
  • Involves studying the learning and the teaching
    processes
  • Multitude of theories applicable to adult
    learning

9
Educational psychologyBody
  • What is the role of educational psychology ?
  • better understand individual learner differences
    in behaviour, personality, intellect, and
    self-concept
  • interaction between learner and facilitator and
    the learning environment
  • improvement of education outcomes

10
Learning Body
  • Learning is really what the educational process
    is all about!
  • Learning can be defied as changes in behaviour
    resulting from experience.
  • Two major groups of learning theories are
  • Behaviourism
  • and
  • Cognitivism

11
Learning domains Body
  • Learners need to be supported in developing
    knowledge, skills and changed behaviours. One way
    of considering what the training is about is
    Blooms taxonomy model. This model is in 3 parts
    or overlapping domains
  • Cognitive domain intellectual capacity,
  • i.e. knowledge, or think
  • Affective domain feelings, emotions and
    behaviour,
  • i.e. attitude, or feel
  • Psychomotor domain manual and
  • physical skills, i.e. skills or do

12
Approaches in psychology Body


13
Approaches in learningBody
  • Cognitive - learning is an internal process
  • Behavioural - learning is the result of
    conditioning
  • Humanist - learning cannot take place unless both
    the cognitive and affective domains are involved
  • Constructivist learning is constructed on
    agency and prior "knowing" and experience of the
    learner, together with social and cultural
    determinants
  • Activity Matching Exercise

14
Learning modelsBody
  • Skinner Operant learning
  • Behaviourist fixed body of knowledge reward
    and punishment
  • Ausubel - Reception learning
  • Cognitive verbal learning organised
    hierachically rote
  • Bruner - Discovery learning
  • Constructivist problem solving situations
    guided discovery
  • Kolb - Experiential Learning Model
  • Cognitive and Constructivist knowledge created
    thru the transformation of experience

15
Kolbs Learning Cycle and Experiential Learning
Model Body
Kolbs Learning Cycle Experiential
Learning Workshop Activity Questionnaire
16
Teaching for Retrieval of learningAccessing long
term memoryBody
  • Learner as information storing and processor
  • Emphasising meaningfulness learned more easily
    and remembered for longer periods
  • Organisation Frames and Schemata, identify main
    ideas, summaringing tables
  • Visual material impact 90 images remebered
  • Rehersal simple repetition, highlight all
    important points in a text
  • Overlearning serves as insurance against
    forgetting

17
Information processingWhat is it?Body
  • Memory is the process in which information is
    encoded, stored and retrieved
  • Encoding allows information from the outside
    world to reach our senses
  • Storage secondary memory stage, retention of
    information
  • Retrieval locating stored information
  • Retention Information retained long enough to be
    taken into the workplace or a real life situation

18
MemoryStorage - Keeping it somewhereBody
  • We have three distinct memory storage
    capabilities .
  • Sensory memory referring to the information we
    receive through the senses. This memory is very
    brief lasting only as much as a few seconds (20)
  • Short term memory takes over when the
    information in our sensory memory is transferred
    to our consciousness or our awareness (7 - 2
    discrete items)
  • Working memory the process that takes place when
    we continually focus on material for longer than
    STM alone will allow
  • Long term memory Information that passes from
    our short term to our long term memory by
    encoding and is typically that which has some
    significance attached to it.

19
Activity Memory
  • http//www.intelligencetest.com/stmemory/games/in
    dex.htm
  • Memory test 1
  • http//www.intelligencetest.com/stmemory/games/tes
    t1/index.htm
  • Instructions
  • You will be presented with a series of shapes,
    letters words and pictures. Each of these items
    will appear on your screen for 10 seconds. You
    will then be asked a question to test your memory
    on each item.
  • Memory test 3
  • http//www.intelligencetest.com/stmemory/games/tes
    t3/index.htm
  • Instructions
  • You will be presented with a series of shapes,
    letters words and pictures. Each of these items
    will appear on your screen for 10 seconds. You
    will then be asked a question to test your memory
    on each item.

20
ForgettingHow not to lose itBody
  • Chunking It is easier to memorize information
    when you break it up into small chunks.
  • Recency
  • Learners remember best the content at the end of
    a session or review or freshest in their mind
  • Primacy
  • Learners remember best the things learned first
  • Activity
  • Chunking

21
ChunkingActivity
  • Activity Chunking
  • Use the process of chunking to divide the
    following bits of information
  • 1. issheilagoingtobuythenewphone
  • 2. 1776200119951970179219402007
  • 3. canyouchunktheselettersintowords
  • 4. 510152025303540
  • 5. 300305310320330340350

22
The primacy and recency effects of active
memoryActivity Experiment in memory
  • CandleMapleSubwayPoisonTigerCeilingLawyerOc
    eanPaperGarbageThunderSofaMountainDollarWag
    onDoorbell

23
SequencingActivity Following a recipe
  • Sequencing
  • refers to the identification of the components of
    a learning event, such as the beginning, middle,
    and conclusion
  • It is important that information is sequenced so
    that topics and subtopics are delivered in a
    logical order

24
ForgettingLosing it!Body
  • Decay
  • Repression
  • Encoding specificity
  • Retrieval Failure
  • Tips and Tricks

25
Memory and Retention Specific memory aids
Activity
  • Motivation
  • give a reason why they should know something
    positive feedback
  • Understanding
  • making a connection between what they are
    learning and what they have experienced
  • Sequencing
  • refers to the identification of the components of
    a learning event, such as the beginning, middle,
    and conclusion
  • Graphic Organizers https//www.teachervision.com/g
    raphic-organizers/printable/6298.html
  • facilitate understanding of key concepts by
    allowing students to visually identify key points
    and ideas eg VEN , Cycle diagrams
  • Mnemonics
  • I before E except after C
  • Acronym
  • a word made up from the first letters of a list
    of words
  • Acrostics
  • The first letters of a list of words represent an
    item of information
  • Schemata/Frames Metaphores for the organisation
    of knowledge of information

26
Teaching for transfer of learningBody
  • Transfer of learning is the influence of
    previously learned material on new material.
  • Transfer occurs when a rule, fact or skill
    learned in one situation is applied in another
    situation.
  • Types of transfer include
  • Low level - spontaneous and automatic transfer
    of highly practiced skills
  • High level application of abstract knowledge
    learned in one situation to a different
    situation and
  • Over learning practising a skill beyond the
    point of mastery.

27
Teaching for skill developmentBody
  • expertness, practised ability, facility in
    doing something dexterity Oxford dictionary
  • Nine defining characteristics
  • Skill is learned
  • Skill involves motivation, purpose and goals
  • Schemas are required
  • Skills are context specific
  • Skills involve problem solving relevant to the
    context
  • Skills involve relative judgements with
    individual differences in skilled performance
    evident
  • Standards of excellence are integral to
    judgements about the existence of skill and
    degree of excellence
  • Considerable periods of time are required to
    achieve high levels of skill
  • (Cornford 1999)

28
Knowles adult learning principleshttp//www.yout
ube.com/watch?v8lvkJhXnEZk
  • Knowles identified the six principles of adult
    learning outlined below.
  • Adults are internally motivated and self-directed
  • Adults bring life experiences and knowledge to
    learning experiences
  • Adults are goal oriented
  • Adults are relevancy oriented
  • Adults are practical
  • Adult learners like to be respected

Malcolm Knowles - Andragogy Six principles of
adult learning
Activity Adult Learning in Under 3
Minutes http//www.youtube.com/watch?v8lvkJhXnEZk

29
Adult learner characteristicsBody
  • Existing knowledge skills and experience
  • Special needs such as child care, language,
    reasonable adjustment
  • Work/home/community environment
  • Preferred learning style

30
Adult learning stylesBody
  • Learning through the senses (Kolb Visual,
    Aural, Reading, Kinesthetic, Olfactory, Haptic)
  • Holistic learning
  • Personality traits
  • Focused (why and how approach)
  • Personal (who and why approach)
  • Active (want to be doing)
  • Practical (what if)

31
Quality TeachingBody
Planning Effective Adult Learning Formal
teaching steps Adult learning principles
32
Jane Vella's 12 Principles for Planning
Effective Adult Learning
  • 1. Needs Assessment Participation of the learner
    in naming what is to be learned.
  • 2. Safety in the environment between teacher and
    learner for learning and development.
  • 3. A sound relationship between teacher and
    learner for learning and development.
  • 4. Careful attention to sequence of content and
    reinforcement.
  • 5. Praxis Action with reflection or learning by
    doing.
  • 6. Respect for learners as subjects of their own
    learning.
  • 7.Cognitive, affective, and psychomotor aspects
    ideas, feelings, actions.
  • 8. Immediacy of the learning.
  • 9. Clear roles and role development.
  • 10. Teamwork Using small groups.
  • 11. Engagement of the learners in what they are
    learning.
  • 12. Accountability How do they know they know?

33
Herbarts 5 formal teaching stepsBody
  • 1. Review material that has already been learned
    by the teacher
  • 2. Prepare the student for new material by giving
    them an overview of what they are learning next
  • 3. Present the new material
  • 4. Relate the new material to the old material
    that has already been learned
  • 5. Show how the student can apply the new
    material and show the material they will learn
    next.

34
Putting it all togetherApplying principles of
adult learning
  • RAMP 2 FAME
  • R Recency things that are learned last are best
    remembered
  • A Appropriateness all training and resources
    must be appropriate to the learners needs
  • M Motivation learners must want to learn
  • P Primacy - things that are learned first are
    usually learned best
  • 2 2 way communication communication with
    learners not at them
  • F Feedback both need information from each
    other
  • A Active learning learners learn from doing
  • M Multi-sense learning use all five senses,
    multi media
  • E Exercise things that are practiced are best
    remembered

35
Good teachers apply educational psychology and
key adult learning principles to their practice
RAMP2FAME Learning Planning Model Kroehnert, G
., Basic Training for trainers, McGraw Hill 1993.
36
  • Sydney TAFE
  • Smart Skilled and Savvy Teacher Program
  • Understanding the adult learning process
  • Using an understanding of adult learning
    psychology to enhance teaching and learning
  • FacilitatorsJohn ZervosHead Teacher,
    Electronic Trades
  • Sydney TAFE
  • And
  • Gerard Kell
  • Manager Workforce Services
  • Sydney TAFE
  • April 2014
About PowerShow.com