Transcript Introduction to Teaching in the Lifelong Learning Sector

Preparing to Teach in the Lifelong Learning
Sector
What is learning?
Preparation for the analysis of effective
teaching strategies which promote and
support inclusion
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What is learning?
• Aims:
• To:
1) explore learner’s experiences and views
on how people learn
2) briefly examine different definitions of
learning
3) Provide underpinning knowledge and
potential areas for further research
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Learning Objectives
At the end of the session, the learner
will be able to:
1) identify 2 statements which
correspond closely to their current
assumptions, values and ideas in
relation to learning and teaching.
2) list 2 behaviours or processes
involved in learning.
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Individual and group activity
•
Please complete the following individual activities
and then share your ideas and experiences with the
group:
1.
What is learning?
1.
Learners learn best when they………
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What is learning?
• ‘The learning process is the progression from
cocksure ignorance to thoughtful uncertainty.’
– George Bernard Shaw
‘An education isn't how much you have committed
to memory, or even how much you know. It's
being able to differentiate between what you
know and what you don't.’
Anatole France 1844 - 1924
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What is learning?
• ‘The only person who is educated is
the one who has learned how to learn
and change.’
Carl Rogers 1902 – 1987
• ‘Education is a social process.
Education is growth. Education is, not
a preparation for life; education is
life itself.’
John Dewey 1859 – 1952
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Definitions of learning
Behaviourist
• An observable change in behaviour
• A series of mental processes whereby we act
on incoming information (stimulus, process and
response /outcomes)
• The active, goal directed construction of
meaning
Constructivist
Humanist
• The process which human beings, individually
or collectively go through in order to produce
outcomes they weren’t able to produce before
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Definitions of learning
• “Learning … that reflective activity
which enables the learner to draw upon
previous experience to understand and
evaluate the present, so as to shape
future action and formulate new
knowledge”
• http://eprints.ioe.ac.uk/2819/1/Watkins2002Effective.pdf
• Accessed 26/09/12
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What is learning?
Constructivist perspective
• Learning is a process, not a product.
Exam scores and term papers are measures of learning, but they
are not the process of learning itself.
• Learning is a change in knowledge, beliefs, behaviours or
attitudes.
• Learning is not something done to students, but something
that students themselves do.
If you have ever carefully planned a lesson, only to find that
your students just didn’t “get it,” consider that your lesson
should be designed not just to impart knowledge but also to
lead students through the process of their own learning
Adapted from ‘How learning works’ by Ambrose et al (Ambrose
2010:3).
• http://www.cidde.pitt.edu/ta-handbook/teaching-and-learningprinciples/definition-learning (accessed 29/08/13) full doc on Moodle9
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A key point
Learning always proceeds from the
known to the new
Good teaching will recognise and build
on this connection
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The Kolb learning cycle
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Petty 2009 pg 319
• ‘Now virtually all educationalists believe that
useful learning:
1) is not the same as remembering facts and
techniques – it is making ‘constructs’ or personal
meanings
2) must be organised by the learner and then
integrated into the learner’s existing knowledge
3) involves developing cognitive skills such as the
ability to reflect critically, to evaluate, to
analyse, to think creatively and solve problems
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We construct our own concepts and ideas,
linked to what we already know. This is how
we learn.
The
student
does the
learning!
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Observable
(measurable) change in
behaviour
Behaviourist
Mental processes –
stimulus, process
and response
Behaviourist
Learning
can
involve
Self-direction,
problem solving
and selfactualisation
Experiencing,
reflecting,
generalising and
applying to new
situations
Cognitivist
Actively
constructing our
own meanings
Constructivist
Humanist
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The three schools of learning
• three schools of psychology have contributed to
learning theory
• each school looks at learning from a different point
of view
• they supplement rather than contradict each other
and often overlap in practice
 Behaviourist school
 Cognitivist school – influenced the development of
Constructivism
 Humanistic school including Andragogy
 Geoffrey Petty – Teaching Today 2009
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Teaching and learning
Don’t confuse
teaching with
learning
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‘’I forget what I was
taught, I only
remember what I have
learnt.’’
Patrick White, 1912 -90 Australian novelist and 1973
Nobel Prize winner for literature
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Recap Learning Objectives
At the end of the session, the learner
will be able to:
1) identify 2 statements which
correspond closely to their current
assumptions, values and ideas in
relation to learning and teaching.
2) list 2 behaviours or processes
involved in learning.
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Pedagogy and Andragogy
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Pedagogy and Andragogy
Pedagogy:
The art and science of teaching children
(usually related to a teacher dominated
approach).
Pedagogy from the Greek word ‘’paid’’,
meaning "child," and ‘’agogus’’ meaning
"leader of."
Interestingly ‘Pedagogy’ is the new Estyn
buzzword!
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Pedagogy and Andragogy
Andragogy:
The art and science of helping adults to
learn (usually related to a studentcentred approach)
Humanist principles and Andragogy have
been highly influential in adult and
community education and training
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Knowles and Lieb
• The theory of Andragogy was developed
by Malcolm Knowles (1913 -1997) in the
1960s
• The initial ideas have been built on by
Stephen Lieb
• Important to be aware of the key
concepts of Andragogy when planning
programmes for adults
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Malcolm Knowles (1913 -1997)
6 assumptions about adult learning
• The need to know why they need to learn
something before starting to learn it
• Self-concept – adults have a self-concept of
being responsible for their own lives – able to
move from teacher dependence to selfdirection
• Experience – adults have a great deal of
experience that they can reflect and draw
upon in their learning
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Malcolm Knowles
6 assumptions about adult learning
• Orientation to learning – motivated to learn when it
will enable them to perform tasks/deal with problems
they meet in real life situations
• Motivation – while responsive to external (extrinsic)
pressures, the best motivators are internal (intrinsic)
pressures – satisfaction/self-esteem
• Readiness to learn – motivated to learn the things
they need to know/be able to do to cope with their
real-life situation
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Stephen Lieb
• Adults are goal-oriented. Upon enrolling
in a course, they usually know what goal
they want to attain
• Adults are relevancy-oriented. They
must see a reason for learning
something. Learning has to be applicable
to their work or other responsibilities
to be of value to them.
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Stephen Lieb
• Adults are practical, focusing on the
aspects of a lesson most useful to them
in their work
• As do all learners, adults need to be
shown respect.
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A key point
• Every Learner needs 3 important
pieces of information if they are
learn to maximum effect (Sadler 1989)
• 1) Clear Goals
• 2) Medals
• 3) Missions
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Any questions or comments?
Learning Theory/Andragogy
• Gravells 5th Edition pgs. 33 to 39 pg. 94
• Gravells 4th Edition pgs. 29 to 34 pg. 78
• Petty Teaching Today 4th Edition
– Pgs. 4 to 21
• Moodle
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