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Some Powerful Ideas About Teaching and Learning
Transcript of Some Powerful Ideas About Teaching and Learning
Extended abstract -
feeling and watching
PG Cert HE
Teaching & Supporting Learning
To have a walk around some major ideas of teaching and learning
Discuss how the ideas effect our understanding of what is happening in the act of teaching and learning
To explore the interconnection or contradictions between these theories
To consider how the application of different throries might effect the student experience and assist with student diversity.
Honey & Mumfords
able to get others working to
a shared aim; confident, mature
energetic, achievement-driven, assertive, competitive
innovative, inventive, problem-solving, unorthodox
serious, prudent, critical thinker
systematic, common sense,
structured, reliable, practicable,
communicator, networker, seeks and finds options, negotiator
supportive, sociable, flexible,
adaptable, listener, mediator
attention to detail, accurate, delivers to schedule and specification
watching and thinking
doing and thinking
doing and feeling
vak learning styles
Taxonomy of Learning Domains (1956)
Stages in Team development
Cognitive domain (intellectual capability, ie., knowledge, or 'think')
Affective domain (feelings, emotions and behaviour, ie., attitude, or 'feel')
Psychomotor domain (manual and physical skills, ie., skills, or 'do')
learn through , moving, doing and touching...
learn through listening...
learn through seeing... .
Structure of the Observed Learning Outcomes
Hierarchy of needs
The conscious competence learning model
Do a learning styles
test over coffee
A student is not aware of the existence or relevance of a skill area or their deficiency in it
A student may deny the relevance or usefulness of the new skill
A student must become conscious of their incompetence before development of the new skill or learning can begin
A student becomes aware of the existence & relevance of the skill and what level the skill is required to become competant.
A student can guage their deficiency in this area by attempting or trying to use the skill
A student realises that by improving their skill or ability in this area their effectiveness will improve
A student is motivated to make a commitment to learn and practice the new skill, and to move to the next stage
A student can perform a skill at the pre-defined competent level
A student can perform the skill without assistance but needs to concentrate and think about doing it
A student will need lots of practise of the new skill in order to perform it automatically or unconciously
A student becomes so practised that the skill becomes 'second nature' - common examples are driving, sports activities, typing, manual dexterity tasks,
A student can perform or integrate the skill with other skills
A student is able to explain the skill and teach it to others.
Sometimes after some time of being unconsciously competent a person might actually have difficulty in explaining exactly how they do it - the skill has become largely instinctual
Belbin's Team Roles
(Anderson & Krathwohl,
2001, pp. 67-68)
Howard Gardners Multiple
1. Recall data
3. Apply (use)
4. Analyse (structure/elements)
5. Synthesize (create/build)
6. Evaluate (assess, judge in relational terms)
1. Receive (awareness)
2. Respond (react)
3. Value (understand and act)
4. Organise personal value system
5. Internalize value system (adopt behaviour)
1. Imitation (copy)
2. Manipulation (follow instructions)
3. Develop Precision
4. Articulation (integrate related skills)
5. Naturalization (automate, become expert)
Think of something that you learnt deeply so that you have a deep understanding of how it works...........
Can you think of how your learnt this thing so deeply?
Was it the teacher?
Was it the process?
What was it?
Briefly discus it with your neighbour............. 2 mins
Biggs SOLO Taxonomy
The need to know
— adult learners need to know why they need to learn something before undertaking to learn it.
adults need to be responsible for their own decisions and to be treated as capable of self-directionR
le of learners' experience —
adult learners have experience of life which represent the richest resource for learning. These experiences are imbued with bias and presupposition.Re
diness to learn —
dults are ready to learn those things they need to know in order to cope effectively with life situations.Ori
ntation to learning —ad
lts are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life
Theory of Andragogy
Bandura, Lave & Wenger, Tennant
Learning through observation
Learning through modelling
Learning through practice and rehearsal
Learning in the social context of a discipline
Learning within a community og practice
intelligence type capability and perception
Linguistic words and language
Logical-Mathematical logic and numbers
Musical music, sound, rhythm
Bodily-Kinesthetic body movement control
Spatial-Visualimages and space
Interpersonal other people's feelings
Are you a naturally deep learner?
Or do you have to work at it?
LED4001 - Workshop 3
Extended abstract -
Biggs SOLO Taxonomy
A community of practice is not merely a club of friends or a network of connections between people. It has an identity defined by a shared domain of interest.
In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other.
A community of practice is not merely a community of interest–people who like certain kinds of movies, for instance. Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice.
Communities of Practice