Activity
Icebreaker
What are your expectations from
today’s session?
Activities:
Butchers Paper – Make a list of what you want to learn
2
Activity
Curiosity Exercise
How do you learn?
Activity:
Complete Kolb’s Learning Style/Learning
Preference Questionnaire
Latter we will analyse your results!!
3
Today …
Introduction GLOSS
Welcome every one …
This workshop builds on your learning from the CIV TAE and aims to extend
your knowledge of the application of the principles of adult learning and
aspects of learning, learning retention and, the transfer of learning within the
VET experience.
Topics will include:
Approaches in psychology:
Various educational psychology theories and perspectives
Teaching for Retrieval:
Memory, retention, forgetting
Teaching for Transfer of learning:
Development of expertise and the acquisition of skills
Applying adult learning principles to teaching and learning
Activities will include … a Learning style questionnaire, a Memory Test, a
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What will you achieve today
GLOSS
By the end of this session you should be able to:

Gain a knowledge of educational psychology and its
application to adult learning theory and adult learning
principles

Understanding of psychological perspectives of
learning

Characteristics of the adult learner

The function memory plays in learning

An overview of learning models

Knowledge to apply educational psychology to
your planning for training and assessment
Meta cognition:
Effective Adult Learning
• The goal of the Smart, Skilled and Savvy
Teacher – Preparing the learner to be a Life
Long Expert Learner
•
•
•
•
Motivate
Retain
Apply
Transfer
Educational and teaching
Body
What is educational psychology?
Role of educational psychology
Dimensions of educational
psychology
Role of the highly effective Sydney
TAFE Teacher
• http://www.youtube.com/watch?v=Ru7kYlpu2PQ
Educational psychology
Body
What is educational psychology ?
The study of human learning
Involves studying the learning and the
teaching processes
Multitude of theories applicable to adult
learning
Educational psychology
What is the role of educational
psychology ?
better understand individual learner differences
in behaviour, personality, intellect, and selfconcept
interaction between learner and facilitator and
the learning environment
improvement of education outcomes
Body
Learning
Body
Learning is really what the educational process is all
about!
Learning can be defied as changes in behaviour resulting
from experience.
Two major groups of learning theories are:
Behaviourism
and
Cognitivism
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Learning domains
Body
Learners need to be supported in developing knowledge,
skills and changed behaviours. One way of considering
what the training is about is Blooms taxonomy model.
This model is in 3 parts or overlapping domains:
•
Cognitive domain – intellectual capacity,
i.e. knowledge, or “think”
•
Affective domain – feelings, emotions and behaviour,
i.e. attitude, or “feel”
•
Psychomotor domain – manual and
physical skills, i.e. skills or “do”
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Approaches in psychology
Body
Theory
Major Focus
Some theorists
Key concepts
Behaviourism
Behaviour
Skinner
Watson
Thorndike
Punishment
Reinforcement
Behaviour
modification
Cognitivism
Knowing
Ausubel
Bruner
Piaget
Organisation
Strategy
Structure
Humanism
The Person
Maslow
Rogers
Self Actualisation
Self Worth
Constructivism
Prior knowing and
experience
Bruner
Kolb
Rodgers
Discovery learning
Experiential learning
Self-directed learning
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Approaches in learning
Body
Cognitive - learning is an internal process
Behavioural - learning is the result of
conditioning
Humanist - learning cannot take place
unless both the cognitive and affective domains
are involved
Constructivist – learning is constructed on
agency and prior "knowing" and experience of
the learner, together with social and cultural
determinants
Activity: Matching Exercise
Learning models
Skinner – Operant learning
Behaviourist * fixed body of knowledge * reward and
punishment
Ausubel - Reception learning
Cognitive * verbal learning * organised
hierachically * rote
Bruner - Discovery learning
Constructivist * problem solving situations * guided
discovery
Kolb - Experiential Learning Model
Cognitive and Constructivist * knowledge created thru the
transformation of experience
Body
Kolb’s Learning Cycle and Experiential Learning Model
Body
Kolb’s Learning Cycle
Experiential Learning
Workshop Activity:
Questionnaire
15
Teaching for Retrieval of learning
Accessing long term memory
Body
Learner as information storing and processor
Emphasising meaningfulness – learned more easily and
remembered for longer periods
Organisation – Frames and Schemata, identify main ideas,
summaringing tables
Visual material – impact 90% images remebered
Rehersal – simple repetition, highlight all important points in a text
Overlearning – serves as insurance against forgetting
Information processing
What is it?
Body
Memory is the process in which information is
encoded, stored and retrieved
Encoding: allows information from the outside world to reach our
senses
Storage: secondary memory stage, retention of information
Retrieval: locating stored information
Retention: Information retained long enough to be taken into the
workplace or a real life situation
Memory
Storage - Keeping it somewhere
We have three distinct memory storage capabilities .
Body
Sensory memory: referring to the information we receive through
the senses. This memory is very brief lasting only as much as a few
seconds (20)
Short term memory: takes over when the information in our
sensory memory is transferred to our consciousness or our
awareness (7 +- 2 discrete items)
Working memory: the process that takes place when we
continually focus on material for longer than STM alone will allow
Long term memory: Information that passes from our short term
to our long term memory by encoding and is typically that which has
some significance attached to it.
Activity Memory
http://www.intelligencetest.com/stmemory/games/index.htm
Memory test 1
http://www.intelligencetest.com/stmemory/games/test1/index.htm
Instructions
You will be presented with a series of shapes, letters words and pictures.
Each of these items will appear on your screen for 10 seconds. You will then
be asked a question to test your memory on each item.
Memory test 3
http://www.intelligencetest.com/stmemory/games/test3/index.htm
Instructions
You will be presented with a series of shapes, letters words and pictures.
Each of these items will appear on your screen for 10 seconds. You will then
be asked a question to test your memory on each item.
Forgetting
How not to lose it
Body
Chunking It is easier to memorize information when
you break it up into small chunks.
Recency
Learners remember best the content at the end of
a session or review or freshest in their mind
Primacy
Learners remember best the things learned first
Activity:
Chunking
Chunking
Activity: Chunking
Use the process of chunking to divide the following bits of information:
1. issheilagoingtobuythenewphone
2. 1776200119951970179219402007
3. canyouchunktheselettersintowords
4. 510152025303540
5. 300305310320330340350
Activity
The primacy and recency effects of active
memory
Activity – Experiment in memory
Candle
Maple
Subway
Poison
Tiger
Ceiling
Lawyer
Ocean
Paper
Garbage
Thunder
Sofa
Mountain
Dollar
Wagon
Doorbell
Sequencing
Activity – Following a recipe
Sequencing
refers to the identification of the components of a learning event,
such as the beginning, middle, and conclusion
It is important that information is sequenced so that topics and
subtopics are delivered in a logical order
Forgetting
Losing it!
Body
Decay
Repression
Encoding specificity
Retrieval Failure
Tips and Tricks
Memory and Retention
Specific memory aids
Activity
Motivation
give a reason why they should know something; positive feedback
Understanding
making a connection between what they are learning and what they have
experienced
Sequencing
refers to the identification of the components of a learning event, such as the
beginning, middle, and conclusion
Graphic Organizers https://www.teachervision.com/graphic-organizers/printable/6298.html
facilitate understanding of key concepts by allowing students to visually identify
key points and ideas eg VEN , Cycle diagrams
Mnemonics
I before E except after C
Acronym
a word made up from the first letters of a list of words
Acrostics
The first letters of a list of words represent an item of information
Schemata/Frames Metaphores for the organisation of knowledge of
information
Teaching for transfer of learning
Body
Transfer of learning is the influence of previously learned
material on new material.
Transfer occurs when a rule, fact or skill learned in one
situation is applied in another situation.
Types of transfer include:
• Low level - spontaneous and automatic transfer of
highly practiced skills;
• High level – application of abstract knowledge learned
in one situation to a different situation; and
• Over learning – practising a skill beyond the point of
mastery.
Teaching for skill development
Body
‘ … expertness, practised ability, facility in doing something dexterity
…’ Oxford dictionary
Nine defining characteristics:
Skill is learned
Skill involves motivation, purpose and goals
Schemas are required
Skills are context specific
Skills involve problem solving relevant to the context
Skills involve relative judgements with individual differences in
skilled performance evident
Standards of excellence are integral to judgements about the
existence of skill and degree of excellence
Considerable periods of time are required to achieve high levels of
skill
(Cornford 1999)
Knowles’ adult learning principles
http://www.youtube.com/watch?v=8lvkJhXnEZk
Knowles identified the six principles of adult learning outlined below.
Adults are internally motivated and self-directed
Adults bring life experiences and knowledge to
learning experiences
Malcolm
Knowles Adults are goal oriented
Andragogy
Six principles
Adults are relevancy oriented
of adult
learning
Adults are practical
Adult learners like to be respected
Activity : Adult Learning in Under 3 Minutes
http://www.youtube.com/watch?v=8lvkJhXnEZk
Adult learner characteristics
Body
• Existing knowledge skills and
experience
• Special needs such as child care,
language, reasonable adjustment
• Work/home/community environment
• Preferred learning style
Adult learning styles
Body
• Learning through the senses (Kolb – Visual, Aural,
Reading, Kinesthetic, Olfactory, Haptic)
• Holistic learning
• Personality traits
• Focused (why and how approach)
• Personal (who and why approach)
• Active (want to be doing)
• Practical (what if)
Quality Teaching
Body
Planning Effective Adult Learning
Formal teaching steps
Adult learning principles
Jane Vella's 12 Principles for
Planning Effective Adult Learning
1. Needs Assessment: Participation of the learner in naming what is to
be learned.
2. Safety in the environment between teacher and learner for learning
and development.
3. A sound relationship between teacher and learner for learning and
development.
4. Careful attention to sequence of content and reinforcement.
5. Praxis: Action with reflection or learning by doing.
6. Respect for learners as subjects of their own learning.
7.Cognitive, affective, and psychomotor aspects: ideas, feelings, actions.
8. Immediacy of the learning.
9. Clear roles and role development.
10. Teamwork: Using small groups.
11. Engagement of the learners in what they are learning.
12. Accountability: How do they know they know?
Herbart’s 5 formal teaching steps
Body
1. Review material that has already been learned by the
teacher
2. Prepare the student for new material by giving them an
overview of what they are learning next
3. Present the new material
4. Relate the new material to the old material that has
already been learned
5. Show how the student can apply the new material and
show the material they will learn next.
Putting it all together
RAMP 2 FAME
R
A
M
Applying principles of adult learning
Recency – things that are learned last are best
remembered
Appropriateness – all training and resources must be
appropriate to the learners needs
Motivation – learners must want to learn
P
Primacy - things that are learned first are usually learned
best
2
2 way communication – communication with learners not
at them
F
A
M
E
Feedback – both need information from each other
Active learning – learners learn from doing
Multi-sense learning – use all five senses, multi media
Exercise – things that are practiced are best remembered
Exercise
Multi-sense
learning
Active learning
Feedback
2 way
communication
Primacy
principle
Motivation
Appropriateness
Recency
principle
Good teachers apply educational psychology
and key adult learning principles to their practice
RAMP2FAME
Learning Planning Model
Kroehnert, G ., Basic Training for trainers, McGraw Hill 1993.
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Sydney TAFE
Smart Skilled and Savvy Teacher Program
Understanding the adult learning process
Using an understanding of adult learning psychology to enhance teaching and learning
Facilitators
John Zervos
Head Teacher, Electronic Trades
Sydney TAFE
And
Gerard Kell
Manager Workforce Services
Sydney TAFE
April 2014