Nigel Zanker Design Education Theme Leader and Programme Director Loughborough Design School August, 2015

 A teacher’s role is to enable learning  Learning brings together -cognitive, emotional, and environmental influences for: -acquiring, enhancing, or making changes in one’s -knowledge, skills, values and world views. (Ormrod, 2012) 2

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 Locke – blank slates (tabula rasa)  Pavlov – non-conditioned/conditioned responses  Skinner – stimulus-response-reward (SRR) 4

 Piaget – stages of development (readiness) 1) 0-2 – sensor-motor 2) 2-7 – preoperational 3a) 7-11 – concrete operational 3b) 11+ – formal operational  Scaffolding – go through each stage  Learners work as ‘lone scientists’  Role of language is not important 5

 Vygotsky and Bruner – learning is sequential and builds on prior knowledge  What a learner can do with help today, he or she can do independently tomorrow  ‘Zone of Proximal Development’ (what learner already knows and what will be known)  ‘Schema’ incomplete or complete concepts (no right or wrong)  Learns from more knowledgeable others  Language is important 6

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 Divergers – learn by personal experiences through feeling and watching  Assimilators – learn by personal experiences watching and thinking  Convergers – learn by personal experiences through thinking and doing  Accommodators – learn by personal experiences through feeling and doing 9

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 Reflectors – reflective observation  Theorists – abstract conceptualisation  Pragmatists – concrete experience  Activists – active experimentation 11

 Derived from Kolb’s cycle to ask people how they learn  Probes general behavioural tendencies  Most people have never consciously considered how they really learn  Over to you  12

I hear and I forget Auditory I see and I remember Visual I do and I understand Kinaesthetic 25% hear, 35% see, 40% do 13

14 Visual - Reads, draws illustrations and diagrams. - Talks fast using lots of images. - Memorises by writing repeatedly. - Looks around, doodles or watches something when inactive. - Says “that looks right” when starting to understand something. - Most distracted by untidiness. Auditory - Listens to teacher, talk it out - Talks fluently, logical order, few hesitations - Memorises by repeating words aloud - Talks to self or others when inactive - Says “that sounds right” when starting to understand something - Most distracted by noises Kinaesthetic - Gets involved, hands on, try it out - Lots of hand movements - Talks more slowly, actions and feelings - Memorises by doing something repeatedly - Fidgets and walks around when inactive - Says “that feels right” when starting to understand something - Most distracted by movement or physical disturbance I see (35%)I hear (25%)I do (40%)

Styles that foster reproduction of past knowledge: ◦ Command ◦ Practice (drill) ◦ Reciprocal ◦ Self-check ◦ Inclusion Styles that invite production of new knowledge: ◦ Guided discovery ◦ Convergent discovery ◦ Divergent discovery ◦ Learner-designed ◦ Learner-initiated ◦ Self-teaching discovery threshold -----

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 Bruner, J. S. (1960), Towards a Theory of Instruction, Cambridge, MA: Harvard University Press  Fry, H., Ketteridge, S. & Marshall, S. (2009), A Handbook for Teaching and Learning in Higher Education 3 rd ed. London: Routledge  Honey, P. & Mumford, A. (2000), The learning styles helper's guide, Maidenhead: Peter Honey Publications Ltd. Learning style survey, (accessed 29/07/15)  Kolb, D. A. (1984), Experiential Learning, Englewood Cliffs, NJ: Prentice Hall  Mosston, M. & Ashworth S. (2002), Teaching Physical Education, 5th ed,, San Francisco: Benjamin Cummings. ebook edition, (accessed 29/07/15)  Ormrod, J. (2012), Human Learning, 6th ed., Boston: Pearson  Piaget, J. (1950), The Psychology of Intelligence, London: Routledge  Vygotsky, L. S. (1962), Thought and Language, New York: Wiley 17