1. University of Huddersfield School of Education & Professional Development Adopting and adapting teaching and learning styles

2. School of Education & Professional Development Learning Behavioural (Skinner, Thorndike) Learning is a change in observable behaviour Change existing classroom behaviours Shape observable learning outcomes Shape new skills

3. School of Education & Professional Development Four approaches Contiguity  Two stimuli become associated when they repeatedly occur together Classical conditioning. The pairing of an automatic response (emotional) (positive or negative) with a certain stimulus Operant conditioning The type and timing of reinforcement affects learned behaviour. Social Learning Learning by observing other behaviours.

4. School of Education & Professional Development Contiguity  Two stimuli become associated when they repeatedly occur together  Task - give examples from your subject  Matching games; battleships; missing words; bingo; concentration type games  Discourage incorrect matches. It is imperative that wrong notions are not initially given!

5. School of Education & Professional Development Classical conditioning.  The pairing of an automatic response (emotional) (positive or negative) with a certain stimulus e.g.  fear, anxiety, worry - associated with ‘difficult’ concepts, examinations etc…  confidence, pride, comfort associated with ‘easy’ concepts, ‘fun’ lessons  Task - give examples from your subject

6. School of Education & Professional Development Learning experiences….  enjoyable, positive so that positive outcomes are associated with the subject.  learning tasks must be hard enough to challenge; not so hard that failure is inevitable.  use co-operative team structures to establish new ideas  minimise individual competition (tests are for progress, not competition)  use familiar and relevant case study material so that study is associated with everyday life.

7. School of Education & Professional Development Operant conditioning.  The type and timing of reinforcement affects learned behaviour e.g.  an unpredictable series of reinforcement promotes persistence at a learning task  reward good ‘learning’ behaviour  reinforce new learning - apply previously learned knowledge to a local issue or make relevant by collecting current data  use unpredictable reinforcement  use plenty of praise when learning new concepts (construction of praise is important - give reasons)  Surprise tests are better than scheduled ones

8. School of Education & Professional Development Social Learning  Learning by observing other behaviours. (attention; retention; reproduction; motivation)  Attention is paid to things that are interesting, exciting, enthusiastic, engaging  Use of props, newspaper clippings, stories  Reproduction: model behaviour to be reproduced (‘talking through’ difficult concepts)  Motivation - positive reinforcement - grades, marks, praise motivates

9. School of Education & Professional Development Cognitive (Piaget, Voss, Wittrock)  Change in observable behaviour is a reflection of a more important internal change.  Learning is the result of one’s attempts to make sense of the world.  Learner is an active source of plans, goals, intentions, emotions which are used to sort incoming stimuli and construct meaning and knowledge,  Cognitive learning is often experiential.

10. School of Education & Professional Development Experiential learning  On the job experience  Mini enterprise  Role play  Problem solving Understand the problem Have enough prior knowledge to solve the problem Visually portray the problem  Encourage role taking and opinion forming  Encourage different perspectives  Encourage ownership

11. School of Education & Professional Development Perception and Attention Which stimuli are attended to; which ignored? Depends on…  Rules  Knowledge  Patterns  Beliefs  Expectations Give examples from your own subject

12. School of Education & Professional Development Different perceptions  Different outputs possible from the same input (different perceptions). Teachers (you) can help pupils to attend to (focus on) relevance  Provide a context:  Purpose and main ideas of the lesson  Repeat and review main ideas  State ideas in students own words  Identify important central concepts and supporting examples  Use of headings and sub headings.

13. School of Education & Professional Development Arouse curiosity For each of the following, give examples from your own subject  Use surprise  Use novel ideas or approaches  Set up a puzzle or open ended issue  Raise a questions or issue before knowledge/answer

14. School of Education & Professional Development Memory Information storage consists of  words, concepts, skills, strategies (verbalised)  pictures, imagination (images)  meanings, perceptions (interpretation)

15. School of Education & Professional Development Networks  Networks of ideas etc. form the basis of memory; reinforced with examples, relationships and sub concepts  New ideas are integrated into existing network

16. School of Education & Professional Development Retrieval Help students to retrieve prior knowledge before proceeding For each of the following, give examples from your own subject  Brainstorm existing knowledge  Hierarchical classification (what I knew, what I know now, both together)  Pupils make mental images of new ideas  Rephrase, give examples, develop graphic representations  Pupils to be active participants