Timeless I nterplay between L earners , T eachers & L earning

1. Timeless Interplaybetween Learners, Teachers& Learning Learning is a complex process and the learners’ previous experiences, immediate values and perceptions on their future selves have a huge impact on the outcome. Ultimately, it is the learners’ responsibility to learn. However, the educator’s role in the learning process is vital; teachers may impede or enhance learning depending on their practices, perceptions and beliefs. This session is going to introduce the participants to some research-based information on learning dynamics both from the learners’ and the teachers’ perspectives, allowing them to discuss these findings by taking ELT into consideration and hopefully offer food for thought to implement necessary changes. Burcu Tezcan-Unal burcu.tezcan@bilgi.edu.tr www.btezcan.edublogs.org @burcutezcanunal

2. TheFlow • Learning is like… • Affectingfactors • Learning Theories • Dynamics in ELT • Questions and Comments Timeless Interplay between Learners, Teachers & Learning

3. LEARNING IS LIKE….. ayouthpill light in the darkness agift diving into cool water & finding KNOWLEDGE IGNORANCE breathing fresh air a bridge incredible surprises a tree growing with the help of rain

4. LEARNING IS LIKE .. with - continuous - suffering a PROCESS that can be cumbersome ThatRequirespatIence climbing up never ending stairs a neverendingjourney food as you can’t survive without, but you must have abalanced approach to digest it. throwing a stone into a bottomless well, you do not know when you will get the reaction(benefits) being the captain of your own shipagainst tides

5. Learning is like… • …. making shapes with building blocks. • Everyone has more or less the same items, but everyone's creation is different. • …. stepping on the gas pedal in an unfamiliar road. (you can adjust the speed by yourself). • ….. falling in love. • It takes curiosity, enthusiasm, ambition, devotion, self-sacrifice, sometimes pain.. But somehow you always get what you payfor.. And it changes you...

6. Please think about two learning experiences: one good and one bad- what is good or bad depends on your own description • Effects on learning • Individual/ learner related factors • Teacher-related factors • Context-related factors BACKGROUND TO THE ACTIVITY NOW- REFLECT BACK ON YOUR EXPERIENCES AND TICK AS MANY EFFECTS ON THE LIST

7. Individual/Learner Related Factors that trigger learning “..... the learner already possesses in abundance what is needed for learning.......[when] given the o............y , sp........and e..........ment, then learning will happen.” Rogers’s “abundance model” (1983) as cited in Brockbank and McGill (1998, p. 25)

8. Theories and explanations of learning • Behaviourist • Cognitivist • Humanist • Socialconstructivist • Constructivist • By means of information processing • reflection, perspective transformation • Via social interaction • By positive reinforcement, reward-punishment, feedback • For reaching self-actualisation, for fulfilling needs LET’S QUICKLY RECALL & MATCH THEM

9. Theories and explanations of learning • Behaviourist • Cognitivist • Humanist • Socialconstructivist • Constructivist • By positive reinforcement, reward-punishment, feedback • By means of information processing • For reaching self-actualisation, for fulfilling needs • Via social interaction • reflection, perspective transformation LEARNER LEARNS THANKS TO A COMBINATION OF ALL in most cases!!

10. Making a choice for learning is complex “Possible selves” baggage • Post-16 learners attend formal education environments with their baggage (Atherton, 2011, n.d.) • and the choice, the reason, the timing, the place, the amount and the quality of learning depend on • their “possible selves” (Markus & Nairus, 1986), • which may change in time • so as the learning engagements of the learner (Leondari, 2007; Bloomer & Hodkinson, 2000).

11. A learner makes or doesn’t make a learning choice depending on that may change in time

12. Individual / Learner Related Effects

13. How teachers/facilitators may influence learning • “.... [teachers] certainly know more about the process of learning [when] compared to students...” (Svinicki, 1999p. 24), • therefore, • it is expected that the existence of a competent teacher in the learning environment enhances the learning.

14. Strategy Training • Teacher-related Effects on Learning • Reinforcement, Deliberate Practice • Scaffolding • Teaching ways of thinking/ Modeling • Teachers may enhance or impede learning by, implementing or not implementing • A variety of teaching and assessment tools • Formative Feedback Establishing Rapport

15. Hattie’s Research on Educational Interventions • Reinforcement, • Feedbackand • Instructional quality • Cited from (Atherton, 2011)

16. Dynamics in ELT • Let’s discuss current situation in our society. Conclusion??? Solutions??? Suggestions??? Let’s first accept that learning is a complex phenomenon. Improve our skills on strategy training and giving feedback. Let’s allow time for learning individual differences, modeling and meaningful practice. Let’s demand high, «cultivate the growth mind set», be a role model

17. What have we discussed today? • Metaphors on Learning • Learning Theories • Learner perspective • Teacher intervention • Dynamics in ELT

18. References • Atherton, J. (2011). Learning and Teaching. http://www.learningandteaching.info/learning/index.htm • Bloomer, M., & Hodkinson, P. (2000). Learning careers: Continuity and change in young people's dispositions to learning. British Educational Research Journal, 26(5), 583–597. • Bourdieu, P. (1990). Structures, habitus, practices. Thelogic of practice, 52-65. • Brockbank, A., & McGill, I. (1998). Facilitating reflective learning in higher education. Open University Press: Buckingham. • Leondari, A. (2007). Future time perspectives, possible selves, and academic achievement. New Directions for Adult and Continuing Education, 114, 17–26. • Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954–969. • Svinicki, M., (1999, Winter). New directions in learning and motivation. New Directions for Teaching and Learning, 80, 5–27.