1. 291213 the Learning Process

8/13/2019 1. 291213 the Learning Process

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The Learning Process


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What is expected of us? Highly competent in subject area

Manage the learning environment

Ensure achieving of the terminalbehaviour

Sound knowledge on how studentslearn


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Teaching/Instructing: Success depends upon:

Objectives for the Course

Resources Available Characteristics of Participants

Learning Environment

Instructor(s)

Whos Responsible ?


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Learning Process Learning

Learning Process

Factors Affecting Learning

Principles of Good Learning

Good Instructor


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LearningAcquire knowledge or skill

To become informed of or acquainted with

To memorize

To gain by experience, exposure

Results in change in our ability to do

something.


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LearningHow?Attended a course.

Did some reading.

Asked a friend / colleague.

Thought about it.

Tested it. Practiced it.


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Acquiring relevant knowledge.

Involves memory

Thinking for understanding.

Make sense of it

Know when, where & how to apply

Doing.

The practical purpose of developingcompetence in an activity.

Learning Process


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Learning ProcessKnowledge

Thinking Doing

Competence


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Factors affecting learning Motivation

Mood and situational factors

Access to resources

Time constraints

Relationship Prior knowledge

Methodology

Relevance


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Factors affecting learningWhat do they signify about learning?

Emotional

Social

Intellectual


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Basic Principles of Learning: Stimulatethe senses

Recognisethe learning curve

Dont abuse the attention span

Encouragethe effective use of memory

Motivatestudents in their learning

Accommodatedifferent learning styles Ensureeffective feedbackin the learning

process


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Learning through Senses


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Learning Pyramid


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Recognise the learning curve


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Attention span


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Effective use of memory Short-term memory system (STM)

Long term memory system (LTM


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Transfer from STM to LTM


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Motivate The challenge

Interesting

Meaningful

Active

Involving

Creative


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Different styles of learning


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Feedback Identifies the present state.

Highlights needs and how to proceed.

Monitors progress .

Diagnose problems .

Find solutions. Positive reinforcement for learning

achievements.


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Evaluation USE

Determine readiness

for next level Estimate progress

Judge effectiveness

Provide motivation/

feedback Provide a record

MISUSE

Threaten students

Classify students Misuse results


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Instructor/Facilitator Most important element to the learning

experience

Provides guidance, support, andstructure to the learning experience


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Characteristics of a good

Instructor/Facilitator: Knowledge of the subject matter

Facilitator of learner participation

Ability to

serve as a model

provide effective feedback

perform effective evaluation

administer & manage the course


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The Good Speaker Maintains Student Contact

Controls Nervousness

Avoids Distracting Mannerisms

Shows Enthusiasm

Develops Good Voice QualityAvoids Excuses

Practices before Presents


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Are you maintaining contact? Get the attention of the class first

Look at and talk to your students

Speak in a conversational tone of voice

Pay close attention to student response

Be Alert!! Look Alert!!


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Controling Nervousness Be thoroughly prepared

Assume the proper mental attitude

Have initial remarks will in mind

Review previous instruction

Tell a story or anecdote Show downBe deliberate


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Advise to Instructors -DO

Take job seriously

Observe others Develop

relationships

Prepare your lesson Practice your

delivery

Dont

Bluff

Use profanity Ridicule students

Talk down to class

Lose your patience


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Methods of Presentation Present Material in small, learnable

steps

Require maximum student participation

Present material in logical sequence

Design work to insure successfulresponse

Correct student errors on-the-spot

Maintain control of student learning


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Check listPrinciples when planning and delivering your lesson

Utilising and stimulating your trainees senses

Have you conducted your lesson in such a

manner that your trainees are exposed tothe following senses in their learning:

Sight

Hearing Combination of both


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Recognising the trainees level of academicabilities and work experience in relation to

the level of lesson you intend to deliver Can the trainees cope?

Have you conducted your lesson is such a

manner that your trainees are achieving therequired level of understanding?


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Recognising your trainees level ofattention span

Is your lesson too long? Have you given appropriate breaks so that

your trainees attention span is not severelyaffected?


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Encouraging the effective use of memory

Is the information meaningful to the trainees?

Are they delivered in small and manageablechunks?

Are they repeated several times (until theyare easily recalled)?

Motivating your trainees

Have you conducted your lesson in aninteresting and stimulating way that

motivates your trainees?


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Accommodating to your trainees differinglearning styles

Have you used the following sensorymodality in your training?

Visuals (objects, picture, diagram, words)

Auditory (oral explanations Kinesthetic (doing the activity)


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Ensuring effective feedback in thelearning process

Have you solicited feedback of your lessonfrom your trainees?

Has the feedback been evaluated?

Has the outcomes of the feedback beenincorporated in your future training?


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THANK YOU


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Learning Styles

Active

Experimentation

Reflective

Observation

Concrete

Experience

Abstract

Documents

1. 291213 the Learning Process