1. What is learning?

2. “A relatively permanent change in behaviour that results from practice”
“A meaning-making process”

3. Does what you teach translate into what your learners learn?

7. ATHERTON J S (2009) What is learning?

8. Motivation to learn Maslow’s hierarchy of needs
You are not going to be motivated by any higher-level needs until your lower-level ones have been satisfied.
basic physiological needs, comfort
Safety – maintain confidentiality/privacy, treat fairly, follow safety rules
Sense of belonging, feeling accepted – show interest, promote interaction, peer support
self esteem & self-worth, feel capable of achieving – praise, welcome ideas, treat with dignity, it’s ok to make mistakes, constructive & formative feedback
Sense of achievement, recognition of the things learners do, moving up to more demanding tasks – be positive, enthusiastic, supportive
Learners need to be in the right mindset to learn successfully
ATHERTON J S (2009) Motivation

9. Note down examples of: Questions you ask your learners
The purpose of each of these questions

10. Surface v deep learning
Recall/reproduce facts
Aim to pass exams
No reflection
No concept of overall patterns or themes
Relate concepts to existing knowledge and everyday life
Organise and restructure new knowledge
Challenge new concepts
Determine what is significant
Questioning and assessment strategies can make a significant difference to the way learners learn.
Reece & Walker (2003) Teaching, training and learning

11. Bloom’s Taxonomy Classify forms and levels of learning
Identifies three domains of learning
Cognitive (Knowledge)
Affective (Attitude)
Psycho-motor (Skills)

12. Bloom’s Taxonomy Include lower and higher level tasks
Staying with tasks at the bottom the taxonomy can lead to surface learning
The full spectrum of the taxonomy could appear at every academic level
Useful concept when devising activities and assessment (questions)

13. Bloom’s Taxonomy – effective questioning
Pair work
Assign the questions to the appropriate level of Bloom’s taxonomy
Review the questions you habitually use
Questioning for learning

14. Memory
Stages
Perception – Gathering of the same signals by different people leads to differences in perception due to their different experiences and abilities
Short –term – retain the immediate interpretation of events. Information goes there quickly and is available for rapid recall (15-30 sec)
Long-term – the purpose of the first two stages is to filter material that is appropriate to long term storage
ATHERTON J S (2009) Memory

15. Triggering the memory Unusual info Organised info
Make associations e.g. verbal, visual
Review during and after
Create multisensory memories
Odd, bizarre, comical, rude
In categories e.g. animals, office
Visualise a list or pictures, make up story linking things together
Review and repetition
VAK, music, action
Rose & Nicholl (1998) Accelerated Learning for the 21st Century

16. Learning cycle (Kolb)
Learning by doing / experiential learning (Kolb’s cycle)
Try out new ideas – what have I learned? What was effective/ineffective? – What sense can I make of my new knowledge? Do I have to adjust my understanding? – Apply amended or new solutions to new problems
Has a long pedigree in education (e.g. Dewey, 1938). It is the process of actively engaging learners in an authentic experience. Learners make discoveries and experiment with knowledge first hand, instead of hearing about, or reading about, the experiences of others. When learners reflect on their experiences, they develop new skills and attitudes, new theories and new ways of thinking and working.
No one learns by simply ‘having an experience’. Learning by doing is only effective when you reflect on what you have experienced and how it contributes to your overall understanding. Reflection encourages you to compare new knowledge with old and make links between theory and practice.
Finally, no one learns unless they test out their understanding in new situations to make sure the knowledge is sound and stands up to scrutiny. This
requires us to make links between knowledge, to use it to attempt new tasks, higher-level tasks and to make adjustments to our understanding in the light of our new experience. At this point learners need to try open-ended tasks such as ‘What happens if … ?’ to test whether their understanding works in every situation or if there are exceptions.

17. Learning by doing / experiential learning
Simulations, real-life problem-solving tasks, use of props and arterfacts
They stimulate high-level thinking skills i.e. reasoning, enquiry, creative thinking, evaluation

18. Active learning
“Active learning? You must be joking, there’s not time for entertainment with all this content to cover.”