What is learning A relatively permanent change in

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What is learning?

What is learning?

“A relatively permanent change in behaviour that results from practice” “A meaning-making process”

“A relatively permanent change in behaviour that results from practice” “A meaning-making process”

Does what you teach translate into what your learners learn?

Does what you teach translate into what your learners learn?

ATHERTON J S (2009) What is learning? http: //www. learningandteaching. info/learning/whatlearn. htm

ATHERTON J S (2009) What is learning? http: //www. learningandteaching. info/learning/whatlearn. htm

Motivation to learn Maslow’s hierarchy of needs ATHERTON J S (2009) Motivation http: //www.

Motivation to learn Maslow’s hierarchy of needs ATHERTON J S (2009) Motivation http: //www. learningandteaching. info/learning/motivation. htm

Note down examples of: • Questions you ask your learners • The purpose of

Note down examples of: • Questions you ask your learners • The purpose of each of these questions

Surface v deep learning • Recall/reproduce facts • Aim to pass exams • No

Surface v deep learning • Recall/reproduce facts • Aim to pass exams • No reflection • No concept of overall patterns or themes • Relate concepts to existing knowledge and everyday life • Organise and restructure new knowledge • Challenge new concepts • Determine what is significant Reece & Walker (2003) Teaching, training and learning

Bloom’s Taxonomy • Classify forms and levels of learning • Identifies three domains of

Bloom’s Taxonomy • Classify forms and levels of learning • Identifies three domains of learning – Cognitive (Knowledge) – Affective (Attitude) – Psycho-motor (Skills)

Bloom’s Taxonomy • Include lower and higher level tasks • Staying with tasks at

Bloom’s Taxonomy • Include lower and higher level tasks • Staying with tasks at the bottom the taxonomy can lead to surface learning • The full spectrum of the taxonomy could appear at every academic level

Bloom’s Taxonomy – effective questioning Pair work • Assign the questions to the appropriate

Bloom’s Taxonomy – effective questioning Pair work • Assign the questions to the appropriate level of Bloom’s taxonomy • Review the questions you habitually use

Memory ATHERTON J S (2009) Memory http: //www. learningandteaching. info/learning/memory. htm

Memory ATHERTON J S (2009) Memory http: //www. learningandteaching. info/learning/memory. htm

Triggering the memory 1. 2. 3. 4. 5. Unusual info Organised info Make associations

Triggering the memory 1. 2. 3. 4. 5. Unusual info Organised info Make associations e. g. verbal, visual Review during and after Create multisensory memories Rose & Nicholl (1998) Accelerated Learning for the 21 st Century

Learning cycle (Kolb)

Learning cycle (Kolb)

Learning by doing / experiential learning • Simulations, real-life problem-solving tasks, use of props

Learning by doing / experiential learning • Simulations, real-life problem-solving tasks, use of props and arterfacts • They stimulate high-level thinking skills i. e. reasoning, enquiry, creative thinking, evaluation

Active learning “Active learning? You must be joking, there’s not time for entertainment with

Active learning “Active learning? You must be joking, there’s not time for entertainment with all this content to cover. ”

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