1. Theories that underpin Teaching and Learning
Entry activity. As they arrive but them into mixed groups 2/3 full 2/3 part/time.
Theories that underpin Teaching and Learning
Cert. Ed. Education and Training

2. Why Study Theories of Learning?
How can Theory support Practice in Teaching?
As group is large – just take some feedback from some pairs 40mins

3. In Defence of Theory – Williams 2003
In a guardian article Williams justified “Theory” for teachers
You can “train” a teacher to “act” like a teacher without theory (Faking it - Remember TV show?)
You need to “educate” a teacher to understand theory to be a “real” teacher
Key to professional decision making
(article on moodle)
To what extent do you agree?
There are other references to theory in the standards – particularly those that apply to specialism. – Whole class discussion – 45mins

4. Professional Standards for Teachers and Trainers in Education and Training – England
8. Maintain and update your
knowledge of educational research
to develop evidence-based practice
9 Apply theoretical understanding of effective practice in teaching, learning and assessment drawing on research and other evidence
Does these aspects feature in your workplaces?

5. This Sessions Outcomes
Analyse definitions of learning
Contrast two competing metaphors for approaches to Teaching and Learning
Identify how theory can support T+L
Critically evaluate learning styles theories

6. Just Suppose that teaching and learning became the first priority….
Frank Coffield’s impassioned plea to the post 16 sector (2008) Coffield is a retired educator who after 30 years researching and writing on post 16 education was challenged (by a taxi driver) to outline what he had learnt. Lets take a look at some of his findings….. (full report on moodle)
60 mins. Taxi driver asked him what he does and after saying he was an educational researcher asked him what he found out. He couldn’t answer at the time and this report is a considered response.

7. Coffield on Theory in Educational Policy
In all the plans to put learners first, to invest in learning, to widen participation, to set targets, to develop skills, to open up access, to raise standards, and to develop a national framework of qualifications, there is no mention of a theory (or theories) of learning to drive the whole project. It is as though there existed in the UK such widespread understanding of, and agreement about, the processes of learning and teaching that comment was thought superfluous.
Coffield F (1998). ‘A fresh approach to learning for the learning age: the
contribution of research’, Higher Education Digest, 31, summer, pp4–6.
Cited in Just Suppose…..
This was 1998, has the sector responded?
There isn’t agreement about the process of learning and without overt discussion then the “common sense” approach is taken which simply means what ever the person speaking thinks is common sense. A more objective debate is needed and for that a definition of learning is needed.

8. Coffield’s definition of learning
Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society.
Coffield F (2000) (ed). Differing visions of a learning society. Research findings, Vol 1, Bristol: Policy Press. Cited in Just Suppose…..
Nice because it covers lots of “domains” – Bloom, and individuals to society. -75mins

9. Defining Teaching
Question: How do you define Teaching? “Hands up, I will pick someone to answer” Is what I have just done “Teaching”? Can teachers be replaced?
Try to bring out the clear link between teaching and learning. Teaching has been marginalised with the concentration on learning. Can teachers be replaced by learning delivery systems…….IT?

10. Coffield on Teaching
For me, teaching and learning are not two distinct activities, but intertwined elements of a single, reciprocal process, or, if you like, the two sides of one coin; perhaps they could be described as a double-sided, interactive process which transforms both tutor and learner…….I shall refer to teaching and learning or T + L for short as one concept one singular noun.
Coffield (2008) Just suppose…p8
Can learning occur without teaching? What kinds of learning? Are teachers necessary? – 80min s – Break time 20mins

11. Definitions What is a theory?
A theory provides a general explanation for observations made over time.
A theory explains and predicts behaviour.
A theory can never be established beyond all doubt, it is always tentative.
A theory may be modified.
Sometimes a theory may be widely accepted for a long time and later disproved.
What is a model?
A model gives a mental picture that helps us understand something we cannot see or experience directly.
(Dorin, Demmin & Gabel, 1990)

13. Theories and Models
Theories tend to look at how learning happens – they are ideas that look to explain
Models tend to focus on applying theory to learning situations
What theories and models of T+L do you already know?

14. Learning Styles Video: Here is one Model of Learning….
Are you convinced?
How was the theory presented?
125mins - Theory presented as fact – no hint of any competing alternatives – also that sensory learning style is the only learning style.

15. Learning Styles Theory
Coffield (again!) identifies 71 models of learning styles based on a diverse range of theory.
Coffield (2004) Should we be using learning Styles
We will look at 3 well known ones
Left Brain – Right Brain Model
VAK (Visual, auditory, kinaesthetic- this is a distillation of Gardner’s Multiple intelligence model)
Honey and Mumford’s model (reflector , theorist, activist, pragmatist- derived from Kolb’s model)
130mins -

16. Left Brain/ Right Brain
Which side is dominant in you?

17. VAK Visual Kinaesthetic Auditory NB
Also Commonly VARK to include ‘Read/ write’
Dunn & Dunn have added (VAK)T = Tactile

18. Honey and Mumford’s Model
Peter Honey and Alan Mumford, based upon the work of Kolb, identified four distinct learning styles or preferences:
Activist, Theorist, Pragmatist and Reflector.

19. Others…… There are plenty of other categorisations. E.g.
du.au/learning_styles_
evaluation.html

20. Critiques
There have been many but two key research reports looked for the evidence
UK: Coffield (2004) Learning Styles and Pedagogy in post 16 learning: A systematic and critical review
US: Pashler (2009) Learning Styles: Concepts and Evidence
Both on moodle

21. So …
“learning styles …are seen by govt. ministers as a key component of personalised learning. [But] personalised learning cannot be based on learning style instruments which have been proved to be unreliable, invalid and of negligible impact on practice.” (Frank Coffield, Research Matters, 2005)

22. In Defence of Learning Styles Theory
….at this point in time, we do not have any reliable, valid research that would predict that knowing one’s learning style is beneficial for learning. That statement does not mean that learning styles are not beneficial and there may be good reasons why that evidence is missing.
The Case Against Learning Styles: “There is no evidence…” Neil D Fleming, Designer of the VARK questionnaire for learners’ preferences. April 2012 on moodle
160mins

24. Learning Styles: Implications for Teaching
– In Support
- Critique
Watch the videos – What is your view. Do Learning Styles Exist? Be ready to justify your view.
165mins – H/w look at videos and form a critical argument appropriate for the essay.

25. What do teachers need to be wary of?
Plenary
What are the implications of Learning Styles theories for Teaching Practice?
What do teachers need to be wary of?
……..Remind them I’m away next week. 3-4pm Induction for those on placement at bradford college B38. The rest come in for 430 start with Kate and Kirstin – REC LEC

26. In class activities

27. Coffield on Theory in Educational Policy
In all the plans to put learners first, to invest in learning, to widen participation, to set targets, to develop skills, to open up access, to raise standards, and to develop a national framework of qualifications, there is no mention of a theory (or theories) of learning to drive the whole project. It is as though there existed in the UK such widespread understanding of, and agreement about, the processes of learning and teaching that comment was thought superfluous.
Coffield F (1998). ‘A fresh approach to learning for the learning age: the
contribution of research’, Higher Education Digest, 31, summer, pp4–6.
Cited in Just Suppose…..
This was 1998, has the sector responded?
There isn’t agreement about the process of learning and without overt discussion then the “common sense” approach is taken which simply means what ever the person speaking thinks is common sense. A more objective debate is needed and for that a definition of learning is needed.

28. Coffield on learning
Coffield worried about this ambiguity about learning theory and looked to define learning.
Task in groups..
Recall the discussions you had during and after your very first lecture of TLA “What is Learning?”
Agree a definition of learning
A range of definitions is good – what is important is that you have a definition to work from – 70mins

29. Compare your definition to Coffield’s
Learning refers only to significant changes in capability, understanding, knowledge, practices, attitudes or values by individuals, groups, organisations or society.
Coffield F (2000) (ed). Differing visions of a learning society. Research findings, Vol 1, Bristol: Policy Press. Cited in Just Suppose…..
Nice because it covers lots of “domains” – Bloom, and individuals to society. -75mins

30. Task 1:
In small groups
Prioritise the skills that you think are important for a teacher. You will need to
discard four cards.
– 15mins
Top one here

31. Where did you put theories?
Feedback….
What was top?
What did you discard?
Where did you put theories?
Top one here
Feedback from all groups – note alternatives on board. 25mins

32. Module Handbook Review… Module Outcomes Schedule of Sessions
Assessment Brief
Any questions?
Remind them of the marking criteria – 50mins

33. Two approaches to T+L
In Pairs Read through the descriptions of the acquisition metaphor and the participation metaphor Contrast the two metaphors by Completing the table.
mins

34. Safard (1998) Cited in Coffield (2008) Just Suppose…
The various theories and ideas about T+L that this module explores may be viewed through the lens of these two competing metaphors.
Compare own to this – only take feedback on differences…….

35. Try Some learning style audits…..
mins Look at a range of questionaires – discuss use
Put it to the test