1. Preparing to Teach in the Lifelong Learning Sector What is learning? Preparation for the analysis of effective teaching strategies which promote and support inclusion Tony Dodd 1

2. What is learning? Aims: To: 1) explore learner’s experiences and views on how people learn 2) briefly examine different definitions of learning 3)Provide underpinning knowledge and potential areas for further research 2 Tony Dodd

3. Learning Objectives At the end of the session, the learner will be able to: 1)identify 2 statements which correspond closely to their current assumptions, values and ideas in relation to learning and teaching. 2)list 2 behaviours or processes involved in learning. 3 Tony Dodd

4. Individual and group activity Please complete the following individual activities and then share your ideas and experiences with the group: 1.What is learning? 1.Learners learn best when they……… Tony Dodd 4

5. What is learning? ‘The learning process is the progression from cocksure ignorance to thoughtful uncertainty.’ –George Bernard Shaw ‘An education isn't how much you have committed to memory, or even how much you know. It's being able to differentiate between what you know and what you don't.’ Anatole FranceAnatole France 1844 - 1924 Tony Dodd 5

6. What is learning? ‘The only person who is educated is the one who has learned how to learn and change.’ Carl Rogers 1902 – 1987 Carl Rogers ‘Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.’ John Dewey 1859 – 1952 John Dewey 6 Tony Dodd

7. Definitions of learning An observable change in behaviour A series of mental processes whereby we act on incoming information (stimulus, process and response /outcomes) The active, goal directed construction of meaning The process which human beings, individually or collectively go through in order to produce outcomes they weren’t able to produce before Tony Dodd 7 Behaviourist Constructivist Humanist

8. Definitions of learning “Learning … that reflective activity which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge” http://eprints.ioe.ac.uk/2819/1/Watkins2002Effective.pdf Accessed 26/09/12 Tony Dodd 8

9. What is learning? Constructivist perspective Learning is a process, not a product. Exam scores and term papers are measures of learning, but they are not the process of learning itself. Learning is a change in knowledge, beliefs, behaviours or attitudes. Learning is not something done to students, but something that students themselves do. If you have ever carefully planned a lesson, only to find that your students just didn’t “get it,” consider that your lesson should be designed not just to impart knowledge but also to lead students through the process of their own learning Adapted from ‘How learning works’ by Ambrose et al (Ambrose 2010:3). http://www.cidde.pitt.edu/ta-handbook/teaching-and-learning- principles/definition-learning (accessed 29/08/13) full doc on Moodlehttp://www.cidde.pitt.edu/ta-handbook/teaching-and-learning- principles/definition-learning Tony Dodd 9

10. A key point Learning always proceeds from the known to the new Good teaching will recognise and build on this connection 10 Tony Dodd

11. The Kolb learning cycle 11

12. Petty 2009 pg 319 ‘Now virtually all educationalists believe that useful learning: 1)is not the same as remembering facts and techniques – it is making ‘constructs’ or personal meanings 2)must be organised by the learner and then integrated into the learner’s existing knowledge 3)involves developing cognitive skills such as the ability to reflect critically, to evaluate, to analyse, to think creatively and solve problems Tony Dodd 12

13. We construct our own concepts and ideas, linked to what we already know. This is how we learn. 13 The student does the learning!

14. Learning can involve Observable (measurable) change in behaviour Behaviourist Experiencing, reflecting, generalising and applying to new situations Cognitivist Actively constructing our own meanings Constructivist Self-direction, problem solving and self- actualisation Humanist Mental processes – stimulus, process and response Behaviourist Tony Dodd 14

15. The three schools of learning three schools of psychology have contributed to learning theory each school looks at learning from a different point of view they supplement rather than contradict each other and often overlap in practice  Behaviourist school  Cognitivist school – influenced the development of Constructivism  Humanistic school including Andragogy  Geoffrey Petty – Teaching Today 2009 15

16. Teaching and learning Don’t confuse teaching with learning 16 Tony Dodd

17. 17 Tony Dodd

18. 18 ‘’I forget what I was taught, I only remember what I have learnt.’’ Patrick White, 1912 -90 Australian novelist and 1973 Nobel Prize winner for literature

19. Recap Learning Objectives At the end of the session, the learner will be able to: 1)identify 2 statements which correspond closely to their current assumptions, values and ideas in relation to learning and teaching. 2)list 2 behaviours or processes involved in learning. 19 Tony Dodd

20. Pedagogy and Andragogy Tony Dodd 20

21. Pedagogy and Andragogy Pedagogy: The art and science of teaching children (usually related to a teacher dominated approach). Pedagogy from the Greek word ‘’paid’’, meaning "child," and ‘’agogus’’ meaning "leader of." Interestingly ‘Pedagogy’ is the new Estyn buzzword! 21 Tony Dodd

22. Pedagogy and Andragogy Andragogy: The art and science of helping adults to learn (usually related to a student- centred approach) Humanist principles and Andragogy have been highly influential in adult and community education and training 22 Tony Dodd

23. Knowles and Lieb The theory of Andragogy was developed by Malcolm Knowles (1913 -1997) in the 1960s The initial ideas have been built on by Stephen Lieb Important to be aware of the key concepts of Andragogy when planning programmes for adults Tony Dodd 23

24. Malcolm Knowles (1913 -1997) 6 assumptions about adult learning The need to know why they need to learn something before starting to learn it Self-concept – adults have a self-concept of being responsible for their own lives – able to move from teacher dependence to self- direction Experience – adults have a great deal of experience that they can reflect and draw upon in their learning 24 Tony Dodd

25. Malcolm Knowles 6 assumptions about adult learning Orientation to learning – motivated to learn when it will enable them to perform tasks/deal with problems they meet in real life situations Motivation – while responsive to external (extrinsic) pressures, the best motivators are internal (intrinsic) pressures – satisfaction/self-esteem Readiness to learn – motivated to learn the things they need to know/be able to do to cope with their real-life situation 25 Tony Dodd

26. Stephen Lieb Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. Tony Dodd 26

27. Stephen Lieb Adults are practical, focusing on the aspects of a lesson most useful to them in their work As do all learners, adults need to be shown respect. Tony Dodd 27

28. A key point Every Learner needs 3 important pieces of information if they are learn to maximum effect (Sadler 1989) 1) Clear Goals 2) Medals 3) Missions 28

29. Any questions or comments?

30. Learning Theory/Andragogy Gravells 5 th Edition pgs. 33 to 39 pg. 94 Gravells 4 th Edition pgs. 29 to 34 pg. 78 Petty Teaching Today 4 th Edition –Pgs. 4 to 21 Moodle Tony Dodd 30