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Copy of DC&E Learning & Curriculum Week 1 without teenage brain
Transcript of Copy of DC&E Learning & Curriculum Week 1 without teenage brain
Learning is an
learn to learn
as they learn
Crucial action of constructing meaning is
Learning is a
is a key component in learning
Similar learning implications
Learners construct knowledge for themselves. Each learner individually (and socially) constructs meaning as she/he learns.
Identification of significant learning, as opposed to rote learning.
But the similarities are key
Focus on three:
The range of pedagogical approaches
Models of Learning
Learning and Curriculum
What do we think we know about how people learn?
Review of Some Key Theories
Whatever your setting or context, what determines how you approach the teaching-learning interaction?
Review theories from readings
Revisit and update Bloom
Apply to IE program design
Agenda: Review Theories and Apply
Develop grounding in theory that you can use to plan an IE program
Everything you've discussed so far on development and identity
Other Key Considerations
T: “perspective transformation”
E: going through the whole learning cycle
A: self-directed, linked to life tasks (though this is true of the others, it has particular emphasis in adult learning)
Significant vs. rote learning
Learning & Curriculum (I): Theories
Focus on tangible curriculum design
We're always learning, we're always teaching
Given everything you've read, and know about, and discussed -- focusing on three age groups (high school, traditional college age, and mature adult:
what are the key qualities of the individual?
what are the key needs of the learner?
There are scores of theories
Now that we have discussed different developmental and learning theories, let's apply these to your program design and anticipated population. In
do the following:
Look at the
key characteristics and learning needs
generated and determine which best represents your population;
most resonate for you? What
will your participants be most affected by?
3- Given the content/ theme of your program, which
learning theory and pedagogical approach
, when combined with your answers to 1 & 2, seems most appropriate to use and why?
Why these three?
Introduction to today