sydneytafe.edu.aureal skills, endless possibilities understanding the adult learning process using...
TRANSCRIPT
ActivityIcebreaker
2
What are your expectations from today’s session?
Activities: Butchers Paper – Make a list of what you want to learn
ActivityCuriosity Exercise
How do you learn?
3
Activity:Complete Kolb’s Learning Style/Learning Preference Questionnaire
Latter we will analyse your results!!
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 perspectivesTeaching 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,
4
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
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
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?v=Ru7kYlpu2PQ
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
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
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
10
Learning 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”
11
Learning domainsBody
12
Approaches in psychology Body
Theory Major Focus Some theorists Key concepts Behaviourism
Behaviour
Skinner Watson Thorndike
Punishment Reinforcement Behaviour modification
Cognitivism
Knowing
Ausubel Bruner Piaget
Organisation Strategy Structure
Humanism
The Person
Maslow Rogers
Self Actualisation Self Worth
Constructivism
Prior knowing and experience
Bruner Kolb Rodgers
Discovery learning Experiential learning Self-directed learning
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
Learning modelsBody
Skinner – Operant learning Behaviourist * fixed body of knowledge * reward and punishment
Ausubel - Reception learning
Cognitive * verbal learning * organised hierachically * rote
Bruner - Discovery learningConstructivist * problem solving situations * guided discovery
Kolb - Experiential Learning ModelCognitive and Constructivist * knowledge created thru the
transformation of experience
15
Kolb’s Learning Cycle and Experiential Learning ModelBody
Kolb’s Learning CycleExperiential Learning
Workshop Activity: Questionnaire
Kolb’s Learning CycleExperiential Learning
Workshop Activity: Questionnaire
Teaching for Retrieval of learningAccessing long term memory
Body
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
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
MemoryStorage - Keeping it somewhere
Body
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.
Activity Memory http://www.intelligencetest.com/stmemory/games/index.htm
Memory test 1
http://www.intelligencetest.com/stmemory/games/test1/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/test3/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.
ForgettingHow not to lose it
Body
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
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
The primacy and recency effects of active memory
Activity – Experiment in memory
CandleMaple
SubwayPoisonTiger
CeilingLawyerOceanPaper
GarbageThunder
SofaMountain
DollarWagon
Doorbell
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
ForgettingLosing it!
Body
Decay
Repression
Encoding specificity
Retrieval Failure
Tips and Tricks
Memory and Retention Specific memory aids
ActivityMotivation give a reason why they should know something; positive feedbackUnderstanding making a connection between what they are learning and what they have experiencedSequencingrefers to the identification of the components of a learning event, such as the beginning, middle, and conclusionGraphic Organizers https://www.teachervision.com/graphic-organizers/printable/6298.html
facilitate understanding of key concepts by allowing students to visually identify key points and ideas eg VEN , Cycle diagramsMnemonicsI before E except after CAcronyma word made up from the first letters of a list of wordsAcrosticsThe first letters of a list of words represent an item of informationSchemata/Frames Metaphores for the organisation of knowledge of information
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.
Teaching for skill developmentBody
‘ … expertness, practised ability, facility in doing something dexterity …’ Oxford dictionary
Nine defining characteristics:
Skill is learnedSkill involves motivation, purpose and goalsSchemas are required Skills are context specificSkills involve problem solving relevant to the contextSkills involve relative judgements with individual differences in skilled performance evidentStandards of excellence are integral to judgements about the existence of skill and degree of excellenceConsiderable periods of time are required to achieve high levels of skill(Cornford 1999)
Knowles’ adult learning principleshttp://www.youtube.com/watch?v=8lvkJhXnEZk
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
Activity : Adult Learning in Under 3 Minuteshttp://www.youtube.com/watch?v=8lvkJhXnEZk
Malcolm Knowles -Andragogy Six principles of adult learning
Adult learner characteristicsBody
• Existing knowledge skills and
experience
• Special needs such as child care,
language, reasonable adjustment
• Work/home/community environment
• Preferred learning style
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)
Quality TeachingBody
Planning Effective Adult Learning
Formal teaching steps
Adult learning principles
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?
Herbart’s 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.
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 needsM 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
Good teachers apply educational psychology and key adult learning principles to their practice
35
RAMP2FAME Learning Planning Model
Kroehnert, G ., Basic Training for trainers, McGraw Hill 1993.
Sydney TAFE
Smart Skilled and Savvy Teacher Program
Understanding the adult learning processUsing an understanding of adult learning psychology to enhance teaching and learning
Facilitators
John ZervosHead Teacher, Electronic Trades
Sydney TAFE
And
Gerard KellManager Workforce Services
Sydney TAFE
April 2014