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How learning works

Incorporating the seven research based principles for smart teaching and the FAIR principles for effective learning
by

Lynette Van der Merwe

on 16 May 2014

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Transcript of How learning works

How learning works
The typical student
The learning process
It's a
process,
not a product
It's
permanent:

Change in knowledge, beliefs, behaviour or attitude
It's
dependent
on what the student does
Complex interaction:
Cognitive knowledge, skills and ability
+
Social and emotional experiences
Student-centred
Active
Deep
Pedagogical approaches
and strategies
Teacher-centred
Passive
Superficial
Feedback
Activity
Individualisation
Relevance
Goal-directed practice
Targeted feedback
Enhanced quality
of learning
Clarify goals (what is expected)
Reinforce good performance
(motivational / reduce anxiety)
Basis for correcting mistakes + guides further study
What you do +
how much you need to do
Deliberate (not generic)
Appropriate level
Cumulative
Practice
makes
perfect IF:
Focused
Appropriate level
Enough
Effective
feedback

IF:
List gaps
Indicate strengths
+ weaknesses
Direct effort
Enough +
in time +
relevant
Tells you where you are and what you need to do at the time that you can most use it
Mastery
Metacognition
Achieving fluency
and automaticity
Tips for stimulating mastery:
1. Expose and reinforce component skills
2. Build fluency and facilitate integration
3. Beware your
BLIND SPOT
!
Assessment of task
Evaluate strengths and weaknesses
Plan appropriate approach
Apply strategy and monitor performance
Reflect on and adjust as needed
1. Support students to apply
metacognitive
skills
2. Don't
overestimate
their skills
3. Don't underestimate that you can
teach
and
reinforce
their skills
Educational
Climate
Prior
knowledge
Level of
Development
Prior knowledge HELPS learning IF it is:
Active +
Sufficient +
Accurate +
Appropriate
Intellectual
development
Social identity
development
Pedagogical strategies
must reflect
understanding
and be
proactive
Adaptive learning:
"Just for you" education
Challenges:
Changing nature of knowledge
Authentic learning experiences
Constructive alignment
It's not just what you know,
but how you organise it
The key to relevance
Value
Attainment
Intrinsic
Instrumental
Expectancy
Achievable
Positive outcome
Efficacy
Motivation
Determines,
Directs,
Sustains
what students do to learn
Experts
vs.
Novices
Nature of connections:
Deep & meaningful
Matching task
Flexible & effective
Establish value
Authentic tasks
Show own passion & enthusiasm
Build positive
expectancy
Alignment
Appropriate level of challenge
TAKE HOME MESSAGE:
Emotional connection
Fit with what you know (sense)
Grasp relevance (meaning)
Generation Y
Values and Behaviours
Communication styles and skills
Learning styles and needs
Environment and shaping events
“I am not a teacher, but an awakener.”―
Robert Frost

1.
Get to know your students
2.
Model expert practice
3.
Erect scaffolding
4.
Communicate!
5.
The teacher is also a student
Full transcript