1. Chapter-2(Two) Effective Learning Strategies and Styles
Focus Group Discussion in Training
Mozammel Haque Neogi
Training & Development
Dr.B. Janakiram

2. Definition of Learning:
A generally accepted definition of learning is any relatively permanent change in human behavior that occurs as a result of experience. Midchell has defined learning as the process by which new behaviors are acquired. It is generally agreed that learning involves changes in behavior, practicing new behaviors and establishing permanency in the change.

3. Student Learning Style
Active Learning Style: Research shows clearly that a student must be engaged to learn. Students learn by actively participating in observing, speaking, writing, listening, thinking, drawing, and doing
Learning is enhanced when a student sees potential implications, applications, and benefits to others
Learning builds on current understanding (including misconceptions!).

4. Student Learning Style
Active And Reflective Learners:
Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first.
"Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response.
Active learners tend to like group work more than reflective learners, who prefer working alone.
Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners.

5. Student Learning Style
What messages we get from the previous slide for our course design?
If student learning is the goal, effective teaching means creating effective learning environments, and environments where students are actively participating and engaged with the material are crucial to student learning
Students are more likely to learn and retain if we ask them to do more than learn information. Including activities where students can explore applications and implications will improve learning
A traditional lecture classroom focused on presentation of content by an instructor does not typically promote active participation and engagement.
How do we identify those learners then?

6. Index of Learning Styles Questionnaire
I understand something better after I   (a) try it out.   (b) think it through.
I would rather be considered   (a) realistic.   (b) innovative.
When I think about what I did yesterday, I am most likely to get   (a) a picture.   (b) words.
I tend to   (a) understand details of a subject but may be fuzzy about its overall structure.   (b) understand the overall structure but may be fuzzy about details.

7. Index of Learning Styles Questionnaire
When I am learning something new, it helps me to   (a) talk about it.   (b) think about it.
If I were a teacher, I would rather teach a course   (a) that deals with facts and real life situations.   (b) that deals with ideas and theories.
7. I prefer to get new information in   (a) pictures, diagrams, graphs, or maps.   (b) written directions or verbal information  

8. The Seven Principles for Good Practice in Undergraduate Education:
From this study, Chickering and Gamson (1997) formulated The Seven Principles for Good Practice in Undergraduate Education:
Encourage contacts between students and faculty.
Develop reciprocity and cooperation among students.
Use active learning techniques.
Give prompt feedback.
Emphasize time on task.
Communicate high expectations.
Respect diverse talents and ways of learning.

9. Principles for Good Practice in Adult Education
Stephen Brookfield's Understanding and Facilitating Adult Learning (1986) summarized six leading principles of adult education:
voluntary participation in learning
mutual respect among participants
collaborative facilitation
a praxis approach to teaching/learning
the necessity of critical reflection upon the breadth of life, and
a proactive and self-directed empowerment of participants.

10. LEARNING ORGANISATION(LO)
Learning might be the acquisition of a new skills, new knowledge, a modified attitude or a combination of all three.
The process of acquiring knowledge through experience that leads to a change in behaviour.

11. LEARNIN ORGANISATION (CONTD.)
An organization that has an enhanced capacity to learn, adapt and change:
Systems thinking
Personal mastery
Mental models
Shared vision
Team learning

12. LEARNING ORGANISATION (CONTD.)
Garvin (1993) has suggested that LO are good at doing five things:
Systematic problem solving-relying on scientific methods, insisting on data rather than assumption.
Experimentation-Kaizen (continuous improvements)
Learning from past experience
Learning from others
Transferring knowledge quickly and efficiently throughout the organisation

13. SIX FACTOR MODEL OF LO
Kandola and Fullerton have produced a six factor model of a LO:
Shared vision
Enabling structure
Supportive culture
Empowering management
Motivated workforce
Enhanced learning

14. David Kolb's learning styles model
David Kolb's Experiential Learning: Experience as the source of learning and development (1984) theorized that four combinations of perceiving and processing determine four learning styles that make up a learning cycle. According to Kolb, the learning cycle involves four processes that must be present for learning to occur:
Diverging (CE/RO)
Assimilating (AC/RO)
Converging (AC/AE)
Accommodating (CE/AE)

15. David Kolb's learning styles model
Kolb includes this 'cycle of learning' as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which 'immediate or concrete experiences' provide a basis for 'observations and reflections'. Kolb's model therefore works on two levels - a four-stage cycle:
Concrete Experience - (CE)
Reflective Observation - (RO)
Abstract Conceptualization - (AC)
Active Experimentation - (AE)

16. David Kolb's learning styles model

17. David Kolb's learning styles model
Diverging (concrete, reflective) - Emphasizes the innovative and imaginative approach to doing things. Views concrete situations from many perspectives and adapts by observation rather than by action. Interested in people and tends to be feeling-oriented. Likes such activities as cooperative groups and brainstorming.
Assimilating (abstract, reflective) - Pulls a number of different observations and thoughts into an integrated whole. Likes to reason inductively and create models and theories. Likes to design projects and experiments.

18. David Kolb's learning styles model
Converging (abstract, active)- Emphasizes the practical application of ideas and solving problems. Likes decision-making, problem-solving, and the practicable application of ideas. Prefers technical problems over interpersonal issues.
Accommodating (concrete, active) - Uses trial and error rather than thought and reflection. Good at adapting to changing circumstances; solves problems in an intuitive, trial-and-error manner, such as discovery learning. Also tends to be at ease with people.

19. HONEY & MUMFORD`S LEARNING STYLES
ACTIVIST: a dynamic learners without bias
REFLECTOR: an imaginative learner and the person, who observes phenomena, thinks about them and then choose how to act.
THEORIST: Who adapt and apply their observations in the form of logical theories.
PRAGMATIST: a commonsense learner who only likes to study if they can see a direct link to practical problems.

20. HONEY & MUMFORD`S LEARNING STYLES

21. Bloom’s Taxonomy of Learning Domains (Bloom (1956),
It identifies three “domains” of learning: Cognitive: mental skills (Knowledge)
Affective: growth in feelings or emotional areas (Attitude)
Psychomotor: manual or physical skills (Skills)

22. Cognitive Domain (Bloom 1956) Old Version

23. Cognitive Domain (Anderson and Krathwohl, 2001) New Version

24. Comparative Domains
Note the new top category, which is being able to create new knowledge within the domain and move from nouns to active verbs

25. Elements of COGNITIVE DOMAIN
Remembering: can the student recall or remember the information?..... defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes, reproduces, selects, states.
Understanding: can the student explain ideas or concepts?..... comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

26. Elements of COGNITIVE DOMAIN
Applying: can the student use the information in a new way?.... applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates, predicts, prepares, produces, relates, shows, solves, uses.
Analyzing: can the student distinguish between the different parts? …. analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

27. Elements of Cognitive Domain
Evaluating: can the student justify a stand or decision? …. categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes.
Creating: can the student create new product or point of view? …. assembles, constructs, creates, designs, develops, formulates, writes

28. Effective Teaching Strategies
If student learning is the goal, effective teaching means creating effective learning environments, and environments where students are actively participating and engaged with the material are crucial to student learning.
Creating interactive learning atmosphere in the classroom. How can we do it?
Teaching techniques, tools and formats
Lecture (making it more interactive)
Concept sketches
PowerPoint

29. Effective Teaching Strategies
Audio and Video clips to enhance concepts and theories discussed in the class
Guest speaker
Case studies
Group discussion
Group (team) projects
Debate
Role playing
Just-in-Time Teaching

30. Effective Teaching Strategies
Appropriate assessment and feedback mechanism
Concern and respect for students and student learning
Effective classroom management and organization
Positive expectations
Effective design of lessons and activities
Rapport with students
Enthusiasm

31. Effective Strategies and Laws of Learning
Laws of Learning (attempts to define the   fundamental   conditions   of   the learning  process)  
Law of Readiness
According to the law of readiness students learn best when they are physically, mentally, and emotionally ready to learn.
Law of Effect An  individual  learns  best  those  things  which  result  in  satisfying  consequences. The principle of effect is based on the emotional reaction of the student. It has a direct relationship to motivation.
Primacy
The state of being first, often creates a strong, almost unshakable, impression. Things learned first create a strong impression in the mind that is difficult to erase.

32. Effective Strategies and Laws of Learning
Exercise
The principle of exercise states that those things most often repeated are best remembered.
Intensity
The more intense the material taught, the more likely it will be retained. A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or boring experience

33. INDIVIDUAL BARRIERS TO LEARNING
Lack of information
Time
Money
Apathy and lack of motivation
Culture
Ageism
Special needs
Socio-economic status
Lack of confidence

34. Effective Teaching Strategies
Problems in Bangladesh context:
Language (English)
Capacity
Tendency to memorize
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