ActivityIcebreaker

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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?

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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,

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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

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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”

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Learning domainsBody

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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

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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

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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