LEARNING THEORY Adult Learning Principles Knowles Principles of

LEARNING THEORY

Adult Learning Principles (Knowles) Principles of adult learning; • The need to know — why do I need to learn it? • Learner self-concept — responsible for own decisions/ treated as capable of self-direction • Role of learners' experience — own experiences the richest resource for learning • Readiness to learn —ready to learn those things they need to know in order to cope effectively with life situations. • Orientation to learning — motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations. • Motivation – internal rather than external

• What is ‘knowledge’? • What is ‘learning’?

What is learning? • A process, or a product? • A change in knowledge, beliefs, behaviours or attitudes? • Adaptability?

What have you had to learn to do your job?

Knowing others Managing oneself & one’s own behaviour Ability to read the situation one finds oneself in People Control Situations Knowledge of. . Knowing how to do things / go about things Practice Process Conceptual Theories & principles held Patient diagnosis, management, assessment … Michael Eraut

Knowing that Knowing how (the what, the facts, the who) (the how) Facts Technical Formal theories Formal or codified knowledge Performance Practical Theories in use Tacit knowledge

“When I chisel at a wheel, if I go slow, the chisel slides and does not stay put; if I hurry, it jams and doesn’t move properly. When it is neither too slow or too fast, I can feel it in my hand respond to it from my heart. My mouth cannot describe it in words, but there is something there. I cannot teach it to my son, and my son cannot learn it from me. So, I have gone on for seventy years, growing old chiselling wheels. The men of old died in possession of what they could not transmit. So, it follows that what you are reading are their dregs. ” Account by Chinese philosopher Zhuangzi (369 -286 BC) Wheelwright talking to a powerful general

How do people learn?

…Broadly in 4 ways…. .

Behaviourism. . Stimulus/ response

Humanism. . Being all you can be….

Cognitivism. . The mind as active processor…

Constructivism • The mind actively creating knowledge through experience

Question? Exercise: Write down your thoughts in response to the following: what motivated or inspired me as a learner was……… Share with neighbour

Question? Write down your thoughts in response to the following: What inhibited or demotivated me as a learner was…. . Share with neighbour

WORKPLACE LEARNING

A dynamic interaction…. Learner Teacher Learning Experience / content Environment

…A thought…. Move from? ; ‘What do I want to teach them? ’ To ‘Who are my learners? ’ ‘What do they need to learn? ’ ‘How will they best learn it? ’

THE LEARNER MOTIVATION

What motivates learning? • "Learners are motivated within a context of interlocking rewards and relationships, incentives and barriers. ’ (Mann, 1999) • One of the most powerful motivators is assessment • The ‘hidden curriculum’ • Intrinsic & extrinsic motivation

curriculum as assessed curriculum as intended curriculum as delivered ‘Hidden curriculum’ curriculum as learnt

THE ENVIRONMENT

Discussion… • What might this mean for your teaching? • Can you think of examples from your teaching or learning where aspects of these were at play? • Does it give you any thoughts for changes to your teaching?

LEARNING FROM EXPERIENCE

“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984)

Experiential learning cycle Do (practice) Apply Review (plan) (reflect) Theorise (interpret)

Discussion… • What might this mean for your teaching? • Can you think of examples from your teaching or learning where aspects of these were at play? • Does it give you any thoughts for changes to your teaching?

Learning from experience

SOCIAL LEARNING

Socratic questioning

Situated learning theory Apprenticeship • Communities of practice • Legitimate peripheral participation •

Discussion… • What might this mean for your teaching? • Can you think of examples from your teaching or learning where aspects of these were at play? • Does it give you any thoughts for changes to your teaching?