Learning Theories

1. Learning Theories Isabella king

9. Constructivist Learning Theory

11. Social Learning Theory

15. Experiential Learning Theory

17. Emotional Intelligence

20. Learning Taxonomies What does Taxonomy mean? The two main ones we study Bloom’s Taxonomy SOLO Taxonomy • The word means: • Taxis- to order or arrange • Nomy – to Categories or manage • There Taxonomy is term used to structure and order, in this case, levels of learning

21. SOLO Taxonomy

27. Blooms Bloom's Revised Taxonomy Sub Categories Each of the categories or taxonomic elements has a number of key verbs associated with it Lower Order Thinking Skills (LOTS)Remembering - Recognising, listing, describing, identifying, retrieving, naming, locating, finding Understanding - Interpreting, Summarising, inferring, paraphrasing, classifying, comparing, explaining, exemplifying Applying - Implementing, carrying out, using, executing Analysing - Comparing, organising, deconstructing, Attributing, outlining, finding, structuring, integrating Evaluating - Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring Creating - designing, constructing, planning, producing, inventing, devising, making Higher Order Thinking Skills (HOTS)

28. The 3 domains of learning: • Cognitive: Intellectual skills and abilities (knowledge or think) • Affective: Feelings, emotions, and behaviour (attitude or feel) • Psychomotor: Manual and physical skills ( skills or do)

29. Teaching strategies and learning domains

30. Teaching Strategies Teacher controlled (didactic) Rote memorising Lecture Questioning Practical work Individual work Group work Discussion Guided discovery Independent learning Learner directed learning Learner controlled (discovery) Teaching by telling Participative Interaction Teaching by asking

31. LearningMethods of Delivery Lecture Demonstration Team teaching Discussion Debate Question & answer Video Seminar Workshop Quiz Brainstorming Buzz group Field trip Role play Ice breaker Simulation Case study Project/assignment Tutorial Distance learning Online learning One-to-one

32. Activity – Session Plans

33. Revisit this section in Session 4 Please bring your session plans to work on and SOW as before

34. Differentiation Why is it important? • Enables every learner to achieve the highest possible standard of which he/she is capable. • Encourages learners regardless of their abilities and differences to benefit from the same curriculum. • Develops a sense of achievement.

35. Some definitions ‘Differentiation is .. The process of identifying with each learner, the most effective strategies for achieving agreed targets.’ Weston P’ A Decade For Differentiation’, 1992 ‘Differentiation is about identifying and addressing the different needs, interests and abilities of all learners to give them the best possible chance of achieving their learning goals. Improving differentiation in business education DfES 2004

36. Differentiation and Inclusion Learners may: • have different prior knowledge, experience and skills • find some aspects of their programme more difficult • work at different speeds • have different interests • have different confidence levels, motivation and different learning styles • specific health issues

37. Jack and Jill Jack and Jill went up the hill to fetch a pail of water. Jack fell down and broke his crown and Jill came tumbling after

38. Differentiation scale • Knowledge • Understanding • Application • Analysis • Synthesis • Evaluation • Who went up the hill with Jack? • Explain which part of Jack’s body was injured • Why did Jack fall down instead of up? • Explain the series of events that might have led to Jack’s fall, • What might have happened if Jack and Jill had made it safely down the hill? • Should Jack and Jill be allowed a second chance to fetch a pail of water?

39. Differentiation Activity Context: You have been asked to deliver a teaching session covering for a colleague on sick leave. It is the first time you will have worked with this group of learners, however the class is within your skill specific area. Within the group there is an a learner with dyslexia, a learner who receives learning support and a learner with disruptive tendencies. • In groups discuss what things you would need to consider including - learning and teaching strategies, Inclusivity and teaching methods you may use

41. Sessions should have: 1. an introduction • recap previous session • introduce the aim(s) and objectives of the session. 2. a middle • The tutor and learner activities which will address the objectives 3. a summary • recap what has been covered • check for any further questions • set homework

42. Objectives • Know how training and assessment are linked • Identify how to plan for assessments • Discuss various assessment methods • Know the value of giving constructive feedback • Identify what records need to be maintained • Plan an inclusive training session • Know the requirements for the micro teach session

43. Now let’s build a differentiated session plan!!