Learning Strategies

1. Learning Strategies

2. Learning Strategies-Lesson Topics Lesson 1: • Student Differences • How Students Learn • Lesson 2: • Learning Styles

3. Individual Differences in Students and How Students Learn

4. Performance Objective • Through questions and lesson plans, demonstrate an understanding of student differences and how children learn and develop, describe major assumptions underlying the theories of learning, and provide learning opportunities that support the student’s intellectual, social, and personal development to the satisfaction of the instructor of this course.

5. Enabling Objectives • Describe characteristics and differences in students. • Demonstrate an understanding of how children learn and develop • Discuss theories of learning that would apply to your teaching situation • Apply learning strategies in lesson planning

6. Student Characteristics and Differences Image here

7. Student Characteristics • Age • Learning Styles • Prior Experience • Interests • Attention span

8. Student Characteristics (continued) • Socioeconomic background • Family background • Aptitudes • Attitudes • Social Beings

9. Piaget’s Theory of Cognitive Development • Sensorimotor Stage-Birth to about age two • Preoperational Stage-Approximately two through seven • Concrete Operations Stage-Approximately seven through eleven • Formal Operations Stage-Generally 12 and up

10. Sensorimotor Stage(Birth to age two) • Bound to present and environment • Learning from direct stimuli • Child is forming a foundation for the next stage

11. Preoperational Stage(Two through seven) • Can imagine and think • Does not use logical operations • Perceptually oriented • Only one variable at a time • Difficulty combining parts into a whole • Space and time is restricted • Cannot use abstract reasoning

12. Concrete Operations Stage(Seven through Eleven with Several Sub-Stages) • Can perform logical operations • Can solve physical problems, but limited to concrete situations • Cannot generalize • Can make multiple classifications • Can begin to comprehend time and space • Later can hypothesize and do higher-level thinking, but not able to use abstract reasoning and only beginning to think conceptually

13. Formal Operations Stage(Twelve and up) • At this stage they can develop hypotheses, deduce possible consequences, and test the results. • They can reflect and rethink • Some never function at this level

14. Factors Affecting the Rate of Cognitive Development • Maturity • Biological • General Health • Experiences • Social Interactions • Equilibrium

15. Three Phases of the Learning Cycle • Explanatory Hands-On Phase • Concept Development Phase • Concept Application Phase

16. Multiple Ways to be Intelligent Brain image here

17. Gardner’s Seven Groupings of Human Intelligences • Mathematical-logical • Spatial • Bodily-kinesthetic • Musical-rhythmic • Verbal-linguistic • Interpersonal • Intrapersonal

18. Theories of Teaching and Learning • Cognitive Theory • Humanistic Theory • Behavioral Theory

19. Cognitive Theory • Overview • How Students are Viewed • Teaching Strategies

20. Humanistic Theory • Overview • How Students are Viewed • Teaching Strategies

21. Behavioral Theory • Overview • How Students are Viewed • Teaching Strategies

22. Lesson Strategies and Lesson Planning • Student involvement… picture of students working together on a computer …Is just good practice

23. Summary • Students have a number of differences that affect their learning • Students go through stages of being receptive to learning strategies • There are steps or phases that would lean to better student comprehension • There are many ways to be intelligent • We use a combination of learning theories to enhance student learning • When teaching and learning, student involvement is good practice