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Learning

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Serena Hampton

on 9 July 2015

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Transcript of Learning

• Adult learners will be more actively involved in their learning and more prepared for the real world.

• Adult learners will have improved analytical skills.

• Adult learners will have a higher level of self-awareness, self-development, and an increased development of mutual understanding for others.


Orientations to Learning
Learning Team B
Ronisha Austin, Tonya Bass, Victoria Chamberlin, and Serena Hampton
AET/500
July 4, 2015
Elizabeth Pace

Behaviorist Theory
Cognitive Theory
Experiential Learning Theory
Social Learning Theory
Instructional Strategies
Practicum

On the job training

Internship

Role- playing
Definition:
A theory of learning that focuses on the way people process information. The study of cognitive (perception, memory, judgment, and reasoning) learning began with Jean Piaget when he identified four age related stages of development in children. The work of Piaget has been expanded by other theorists and provides the foundation for learning in adulthood. Unlike in children factors such as social, cultural, economic, and political forces shape the development of adult thinking (Merriam, Caffarella, & Baumgartner, 2007).
Instructional Strategies:
Focus on the learner – What is their learning style?
Set clear learning goals – What is the learning purpose? Is it to solve a problem? Is it to understand a new concept?
Develop effective processes to achieve goals
Encourage learning by inquiry – Why?

Application
Instructor shows video to student-teachers' on using whole brain activities.

Student-teachers constructs a whole brain activity on classmates through role-modeling.
Whole Brain Activity
Desired Behavioral Outcome
Student-teacher will demonstrate 80 percent competency in using a whole brain activity with classmates.

Students-teachers' will participate in whole brain activity as though they are the students.

After completing lesson, student-teachers' will discuss and interact with how each lesson was performed.
Principles for effective modeling
Definition
"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." (Bandura, 1977).

Attention
Retention
Reproduction
Motivation
Science of philosophy of human behavior


Respondent conditioning- Learning based on association

Operant conditioning-Learning is instrumental upon behaviors and adapting (Ramnero & Torneke, 2008).

Social Learning-Human development based on observations and environmental factors. (Shaffer, 2009).

Application
Effective teaching strategies consist of activity, repetition and reinforcement .

Desired Behavioral Outcomes
Feedback

Interactive Learning

Problem Solving

Computer or program learning
Instructional Strategies
References
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (n.d). Social Learning Theory. Retrieved from
http://www.learning-theories.com/social-learning-theory- bandura.html

Biffle, C. (2010, February, 12). How To Begin Whole Brain Teaching: 1 [Video file].
Retrieved from https://www.youtube.com/watch?v=JJw9mzCtWbk_

Experiential learning theory. (2015). In Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Experiential_learning

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2012). The Adult Learner: The definitive classic in adult education and
human resource development (7th ed.). New York, NY: Taylor & Francis.

Merriam, S. B., Caffarella, R. S., & Baumgartner, L M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.).
San Francisco, CA: Jossey-Bass.

Oxendine, C., Robinson, J., Willson, G. (2004). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://epltt.coe.uga.edu/index.php?title=Experiential_

Ramnero, J., & Torneke, N. (2008). The ABC's of Human Behavior. Oakland, California: New Harbinger Publications, Inc.

Shaffer, D. R. (2009). Social and Personality Development (6th ed.). Belmont, California: Wadsworth, Cengage Learning

Skinner, B.F. (1974). About Behaviorism. New York, New York: Random House

Trapani, G. (2010, May 24).
Work smart: Brainstorming techniques to boost creativity
. [Video file]. Retrieved from
http://www.fastcompany.com/1651431/work-smart-brainstorming-techniques-boost-creativity_
Definition
(Biffle, 2010)
The Bandura (n.d) website
Desired behavior outcomes:
Application:
Brainstorming
Increase mental capability (Knowles, Holton, & Swanson, 2012)
Move from external benefits to internal benefits (Knowles et al., 2012)
Develop analytical reasoning (Knowles et al., 2012)
Enhance information recall (Knowles et al., 2012)

Definition:

(Trapani, G., 2010)

Theory published in 1984 by David A. Kolb who defined it as “…learning that is achieved through reflection upon everyday experience…”

“The word “experiential” holds two meanings for the teacher of adult learners: 1) honoring the life experiences and knowledge an individual brings, and 2) active participation in activities during the session.”

Applications:
• Facilitate participation in simulations/demonstrations, internships, job-shadowing, anything where concrete experience will be obtained.

• Guide discussions where learners can fastidiously observe and reflect on new experiences.

• Encourage learner to utilize means which promote comprehension and retention of the newly formed abstract concepts and ideas.

• Allow for active experimentation with scenarios, case studies, or highly encouraged “real world” applications.

Instructional Strategies:
Desired behavior outcomes:
The general concept of learning through experience is ancient. Around 350 BCE, Aristotle wrote in the Nichomachean Ethics "for the things we have to learn before we can do them, we learn by doing them" ("Experiential learning theory," 2015)
Steps to Integrating Experiential Learning in the Classroom (Oxendine, Robinson, Willson, 2004.)

1. Set up the experience by introducing learners to the topic and covering basic material that the learner must know beforehand (the video in the above scenario as well as discussion).

2. Engage the learner in a realistic experience that provides intrigue as well as depth of involvement (mock trial).

3. Allow for discussion of the experience including the happenings that occurred and how the individuals involved felt (discussion afterwards).

4. The learner will then begin to formulate concepts and hypotheses concerning the experience through discussion as well as individual reflection (discussion afterwards, but also could be done with journaling).

5. Allow the learners to experiment with their newly formed concepts and experiences (interpreting current conflict and conflict resolution scenario).

6. Further reflection on experimentation (discussion, but could also be done through journaling)
Adapted from: http://epltt.coe.uga.edu
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