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How do you learn?

Learning Styles. How do you learn?. Why this topic?. Why this topic?. Are transmission-absorption theories of learning still valid?. Are we all learning in the same way?. Alexander Turnbull Library Reference: 1/1-012615. Learning and Remembering.

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How do you learn?

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  1. Learning Styles How do you learn? Why this topic?

  2. Why this topic? • Are transmission-absorption theories of learning still valid? • Are we all learning in the same way? Alexander Turnbull LibraryReference: 1/1-012615

  3. Learning and Remembering ‘When a boat faces directly into the wind, and its sails flap, it is said to be in stays’ ‘Up so in so in up in we so so than in than we so we’ Sotto, 1994, p.51

  4. Learning Lessons Activity 1 What Do We Know About Learning ?

  5. What happens when we are trying to learn something? Please read Polanyi’s description and identify factors of learning. Task Learning takes time… Discovering what we do not know Puzzlement Active engagement The inherent capacity to understand Pleasure in gaining insights Periodic insights Doubt that one will ever understand

  6. Motivation ‘[…] No one can motivate anyone. […] Everybody is already motivated. To try to motivate somebody is like trying to breath their air or to digest their food for them’ (Sotto 1994, p.17). What demotivates in the classroom? ‘Surely teaching has to stop before learning can begin?’ (Sotto, 1994, p.27) Extrinsic motivation: the task is carried out because of positive or negative consequences Intrinsic motivation: deep personal commitment in the learning process

  7. Learning is making connections We organise and connect new information to what we already know When prior and new ideas are easily connected – assimilation When new and prior ideas are in conflict we transform the initial beliefs – accommodation It is an ongoing and dynamic process - the learner is actively engaged It occurs best when what is being learnt is relevant to the learner There is no evidence that learning decreases with age! Stoll et al. (2003), Chapter 2

  8. Do we invent what we see? http://www.youtube.com/watch?v=MrAwr-ReuVA It deons’t maetter in waht oreder the ltteers in a wrod are, the olny ipmrotant tihng is that the frist and the lsat letetr are in the rghit pcale. We raed the wrod as a wohle and not ervey leettr by istlef.

  9. Tacit knowledge • ‘we can know more than we can tell’ (Polanyi, 1966, p.4) ‘it is not by looking at things, but by dwelling in them, that we understand their joint meaning’ (Polanyi, 1966, p.18) What happens when we repeat a word several times?

  10. Learning is emotional and social Can we learn when we feel fear and anxiety? Can learning be forced? Are there any differences between adult and young learners? What is the role of the social context in learning? Can the social context affect the learner’s identity and self –esteem? Vygotsky (1978) emphasised the social nature of learning and in particular the role of the ‘experienced other’ in the learning process

  11. Emotional intelligence • It is suggested that the capacity to perceive and understand emotions define a new variable in personality. The capacity to accurately perceive emotions The capacity to use emotions to facilitate thinking Daniel Goleman The capacity to understand emotional meanings and to manage emotions

  12. Activity 2, Taken from : Jones F., Jones K. & Szwed C. (2001)The SENCO as Teacher Manager. London : David Fulton How do you learn? We each learn through a different balance of visual, auditory and kinaesthetic inputs.

  13. “Learning Style is the way in which each learner begins to concentrate on, process, and retain new and difficult information” (Dunn and Griggs, 1995, p.14) Learning Styles Definition Is it developmentally imposed? What makes one teaching method effective for some students and not for others?

  14. Visual ‘I see what you mean.’ ‘That looks good.’ ‘Can you imagine this ?’ ‘Picture yourself…..’ ‘How does this look?’

  15. The use of yourself and your body movements. Utilising the visual display opportunities above eye level within the room. Video , OHP , slides, flip charts , coloured board markers. Lively and engaging textbooks. Memory mapping , collage and visual note-taking tools…………………………….. Keywords displayed around the room.

  16. ‘I hear you’ ‘Sounds good to me’ ‘That rings a bell’ ‘Something tells me..’ ‘How does this sound?’ Auditory

  17. Auditory • Paired and group discussions. • Guest speakers • Mini – debates • Raps, rhyme, chants , verse, dramatic readings • Tape, sound – bites • Mnemonics , onomatopoeia • Music for energising , relaxing , visualising and review

  18. Kinaesthetic • ‘It doesn’t feel right.’ • ‘Can you grasp this?’ • I’m not in touch with ….’ • ‘Change your standpoint..’ • I’m up against it ………’

  19. Body sculpture , mime Gestures or movements learned to demonstrate a concept Break- state activities Field visits Physical movement Kinaesthetic

  20. Gardner’s theory of multiple intelligences • Logical-mathematical: ability to handle long chains of reasoning, to work from concrete to abstract, to categorise, explore patterns and relationships Linguistic: sensitivity to the sounds, is good at memorising trivia, using descriptive language Musical: abilities to appreciate and produce rhythm, read sounds Visual-spatial: ability to visualise, read maps, design Bodily-kinaesthetic: ability to control one’s movement, good at physical activities Interpersonal: ability to understand others, communicate and work with others Intrapersonal: good at understanding self, focusing inwards, working alone Environmental: sensitivity to the natural world, learns best by working outdoors http://www.youtube.com/watch?v=KEFpaY3GI-I Gardner H. 1983 Frames of Mind, Sec. ed. London: Fontana Press

  21. LEARNING STYLES ACTIVITY Finding your learning style

  22. ‘Learning styles are not fixed traits which an individual will always display. Learners are able to adopt different styles in different contexts. For most of us, one or two styles are preferred above others.’ (Pritchard, 2005, p.55)

  23. Discussion Group work: three points (negative or positive) about the implication that the theory of learning styles/types has in the classroom.

  24. The Debate Used to reinforce stereotypes Multiple intelligences are: • Counter-productive within the educational context • Promise a simple solution for complex problems • Shifts the responsibility from the managerial level to individual styles of learning • The measurements are subjective

  25. The Debate "Gardner suggests there are eight different types of intelligence […] but at no point does he explain how he arrives at this number. Rather than being based on extensive observation, Gardner appears to derive his taxonomy from the cultural world. He also identifies eight criteria that each intelligence has to meet, without adequately explaining how”(White J, 2006 cited in Crace J. “John White: What’s the point of being bright as a button?” The Guardian, 28 February). (White, J. 2006 Intelligence, Destiny and Education).

  26. Self Study Time : Reflective Journal : Your learning style/s? Is learning a passive, dependent process? Or Is learning active and aiming for independence ? What we can do today with help, we can do tomorrow by our self..

  27. References Crace J. (2006) “John White: What’s the point of being bright as a button?” The Guardian, 28 February Dunn R. and Griggs S. (1995) Multiculturalism and learning style. Teaching and counselling adolescences. Praeger: Greenwood Gardner H. (1983) Frames of Mind, Sec. ed. London: Fontana Press Perks D. (2004) The shattered mirror. A critique of multiple intelligences theory in Hayes D. (ed.) The RoutledgeFalmer Guide to Key Debates in Education. London and New York: RoutledgeFalmer, Taylor & Francis Group, (122-126) Polanyi M. (1966) The tacit dimension. London: Routledge and Kegan PaulLtd Pollard A. & Filer A. (1999) The social world of children’s learning. London: Cassell Pritchard A. (2005) Ways of learning : learning theories and learning styles in the classroom London : David Fulton Polanyi M. (1966) The tacit dimension. London: Routledge and Kegan PaulLtd

  28. References Stoll L., Fink D. and Earl L. (2003) It’s about learning (and it’s about time) what’s in it for schools? London and New York: RoutledgeFalmer, Taylor & Francis Group Sotto E. (1994) When teaching becomes learning. London and New York: Cassell Vygotsky (1978) Mind in society: the development of the higher Psychological Processes. Cambridge, MA :Harvard University Press (originally published in 1930, New York : Oxford University Press

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