Learning Theory

Adult Learning Principles The need to know — why do I need to learn it? Learner self-concept — responsible for own decisions/ treated as capable of self-direction Role of learners' experience — own experiences the richest resource for learning Readiness to learn — ready to learn those things they need to know in order to cope effectively with life situations. Orientation to learning — motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations. Motivation – internal rather than external Good place to start is with Knowles. He addresses a number of items on that list Go through these and explain a little more fully. Ask group – does this seem valid to them? Reference them back to your heavy focus on why they need to know about learning theory at the induction day and the start of today. In doing this I was attempting to enhance the need to know, the readiness, the orientation and the motivation. @NHS_HealthEdEng

What is…. Knowledge? Learning? @NHS_HealthEdEng

Hand round sheet of pictures and get students into pairs and threes to talk about what each says to them about process of learning. Give them a few minutes then draw out some responses to each picture, with the overall aim of making the point that when we start to think about it learning is much more than the piccy in the top r hand corner, and that there are many types and facets @NHS_HealthEdEng

What is learning? A process, or a product? A change in knowledge, beliefs, behaviours or attitudes? Adaptability? @NHS_HealthEdEng

What have you had to learn to do your job? @NHS_HealthEdEng

Michael Eraut Knowing others Knowledge of .. People Situations Practice Conceptual Process Control Managing oneself & one’s own behaviour Ability to read the situation one finds oneself in Knowing how to do things / go about things Patient diagnosis, management, assessment … Talk thru these boxes. Give the group 10 minutes to match their ideas with the slide Did you find that the majority of yours fitted in the Practice box? Did you have something that wouldn’t fit into Michael Eraut’s boxes? How did you acquire that knowledge? DISCUSS THE IMPLICATIONS FOR TEACHING (Say at the end that Eraut was talking about head teachers and his thinking moved on (see article Knowledge creation & knowledge use in professional contexts – Studies in Higher Education, 10:2,117-133) Theories & principles held Michael Eraut

(the what, the facts, the who) Performance Practical Theories in use Tacit knowledge Knowing how (the how) Facts Technical Formal theories Formal or codified knowledge Knowing that (the what, the facts, the who) The literature uses a number of terms to describe the knowing how to do something versus the knowing that / or the what. Explain and discuss as a whole group

“When I chisel at a wheel, if I go slow, the chisel slides and does not stay put; if I hurry, it jams and doesn’t move properly. When it is neither too slow or too fast, I can feel it in my hand and respond to it from my heart. My mouth cannot describe it in words, but there is something there. I cannot teach it to my son, and my son cannot learn it from me. So, I have gone on for seventy years, growing old chiselling wheels. The men of old died in possession of what they could not transmit. So, it follows that what you are reading are their dregs.” Account by Chinese philosopher Zhuangzi (369-286 BC) Wheelwright talking to a powerful general

How do people learn? @NHS_HealthEdEng

Behaviourism… Stimulus/response @NHS_HealthEdEng

Humanism.. Being all you can be.. @NHS_HealthEdEng

Cognitivism.. The mind as active processor.. @NHS_HealthEdEng

Constructivism.. The mind actively creating knowledge through experience @NHS_HealthEdEng

Question? Exercise: Write down your thoughts in response to the following: what motivated or inspired me as a learner was……… Share with neighbour Group exercise Firstly do the motivation part. Do on own for 2-3 mins, the ask group to share with neighbour and discuss for 5 mins (watch energy levels) Then do demotivated in same way Then go round group and put up answers on whiteboard. Proceed to next slide assuming their responses more or less match up @NHS_HealthEdEng

Question? Write down your thoughts in response to the following: What inhibited or demotivated me as a learner was….. Share with neighbour Group exercise Firstly do the motivation part. Do on own for 2-3 mins, the ask group to share with neighbour and discuss for 5 mins (watch energy levels) Then do demotivated in same way Then go round group and put up answers on whiteboard. Proceed to next slide assuming their responses more or less match up @NHS_HealthEdEng

Workplace Learning

A dynamic interaction…. Teacher Learner Learning From past experience of doing this exercise I have listed the following (go through them briefly and compare with the list the group generated). Check group happy with these. Experience / content Environment

A thought…. Move from?; ‘What do I want to teach them?’ To ‘Who are my learners?’ ‘What do they need to learn?’ ‘How will they best learn it?’ @NHS_HealthEdEng

The Learner Motivation

What motivates learning? "Learners are motivated within a context of interlocking rewards and relationships, incentives and barriers.’ (Mann, 1999) One of the most powerful motivators is assessment The ‘hidden curriculum’ Intrinsic & extrinsic motivation @NHS_HealthEdEng

‘Hidden curriculum’ curriculum as assessed curriculum as intended curriculum as delivered ‘Hidden curriculum’ curriculum as learnt

The Environment

Discussion What might this mean for your teaching? Can you think of examples from your teaching or learning where aspects of these were at play? Does it give you any thoughts for changes to your teaching? @NHS_HealthEdEng

Learning from experience

“Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984)

Experiential learning cycle Do (practice) Go through the cycle. Important to emphasise; Importance of following each step in the cycle Can start anywhere in the cycle A teaching event may not itself address all the stages in the cycle; in that case attention needs to be paid to thinking how the cycle will be completed Review (reflect) Apply (plan) Theorise (interpret)

Discussion What might this mean for your teaching? Can you think of examples from your teaching or learning where aspects of these were at play? Does it give you any thoughts for changes to your teaching? @NHS_HealthEdEng

Learning from experience

Social Learning

Socratic Questioning @NHS_HealthEdEng

Situated Learning Theory Apprenticeship Communities of practice Legitimate peripheral participation @NHS_HealthEdEng

Discussion What might this mean for your teaching? Can you think of examples from your teaching or learning where aspects of these were at play? Does it give you any thoughts for changes to your teaching? @NHS_HealthEdEng