1. LEARNING AS AN ADULT This module requires you to: reflect upon yourself as an adult learner learn about learning and theories about learning. Pedagogy Andragogy

2. LEARNING ABOUT LEARNING Pedagogy the method and practice of teaching, especially as an academic subject or theoretical concept: Androgogy The specific teaching of adults Discuss : do you think there are any differences between teaching and learning for adults as opposed to children ?

3. What do you know already about how you like/don’t like to learn? WHAT KIND OF A LEARNER ARE YOU ?

4. USING REFLECTION – DISCUSSION Reflect upon an especially good learning experience and a particularly poor learning experience. (They can be from any period in your life, and do not have to be educational.) What factors characterised each experience. Can you draw any general rules about your learning by reflecting on these experiences Do you have any effective strategies for learning that you can share ?

5. VISUAL, AUDITORY, AND KINESTHETIC LEARNING STYLES (VAK) Do you know what kind of learning style each term denotes ? Which one do you think your prefer ? If you are not sure then you can try this quiz onlinequiz

6. EXPERIENTIAL LEARNING OR LEARNING FROM EXPERIENCE Kolb

7. GIBB’S LEARNING CYCLE DEVELOPING REFLECTIVE PRACTICES

8. HONEY AND MUMFORD Honey and Mumford's model, Learning Styles Questionnaire (LSQ), is directly derived from Kolb‘s theory. They created a survey to find out what kind of learner you are you can access it here.here

10. WHAT KIND OF LEARNER ARE YOU ? Reflector - Prefers to learn from activities that allow them to watch, think, and review (time to think things over) what has happened. Likes to use journals and brainstorming. Lectures are helpful if they provide expert explanations and analysis. Theorist - Prefer to think problems through in a step- by-step manner. Likes lectures, analogies, systems, case studies, models, and readings. Talking with experts is normally not helpful.

11. Pragmatist - Prefers to apply new learnings to actual practice to see if they work. Likes laboratories, field work, and observations. Likes feedback, coaching, and obvious links between the task-on-hand and a problem. Activist - Prefers the challenges of new experiences, involvement with others, assimilation and role- playing. Likes anything new, problem solving, and small group discussions

12. HOWARD GARDNER’S MULTIPLE INTELLIGENCES Verbal Linguistic intelligence sensitive to the meaning and order of words as in a poet Logical-mathematical intelligence able to handle chains of reasoning and recognize patterns and orders as in a scientist Musical sensitive to pitch, melody, rhythm, and tone as in a composer Spatial intelligence perceive the world accurately and try to re-create or transform aspects of that world as in a sculptor or airplane pilot Kinesthetic able to use the body skillfully and handle objects adroitly, as in an athlete or dancer Interpersonal understanding people and relationships Intrapersonal awareness of self and others

13. DISPOSITIONS – DISCUSSION How does Gardner’ theory of multiple intelligences explain Wayne Rooney or Albert Einstein ? How does it fit with the idea of Nature/Nurture ? Are we born intelligent ? Can it measured ?

14. DIALOGIC TEACHING AND LEARNING Dialogic teaching involves on-going talk between teacher and students, not just teacher- presentations. Through dialogue, teachers engage with their students to When students are given opportunities to contribute to classroom dialogue in extended and varied ways, they can extend the limits of their own understanding. Hrough talk students can practice new ways of using language as a tool for constructing knowledge.

15. 5 PRINCIPLES OF DIALOGIC TEACHING * collective : learning tasks together * reciprocal : listening to each other, sharing ideas and considering alternative viewpoints * supportive : articulating your ideas freely, without fear of embarrassment over "wrong" answers; and helping each other to reach common understandings * cumulative : building on their own and each other's ideas and chain them into coherent lines of thinking and enquiry * purposeful: should be about specific educational goals

16. MAKING DIALOGIC TEACHING AND LEARNING HAPPEN Thins about how teachers and students can ensure that dialogic teaching and learning can happen. What do they each need to do ? What barriers might get in the way ? do you agree that this a good way of teaching and learning ?

17. REFLECTING UPON YOURSELF AS LEARNER IN HE  Find out which learning strategies suit you  Use the group blog to reflect upon module activities;  Reflection your SWOT and Action planning  Explore different technologies  Keep up your motivation  Be open to new ideas  Engage in Critical thinking  Remain creative

18. FURTHER READING Conner, Marcia & Hodgins, Wayne (September 14, 2000). Learning Styles http://www.learnativity.com/learningstyles.html Honey, P. & Mumford, A. (2000). The learning styles helper's guide. Maidenhead: Peter Honey Publications Ltd. University of Pennsylvania (2009). Visual Learners Convert Words To Pictures In The Brain And Vice Versa, Says Psychology Study. ScienceDaily. http://www.sciencedaily.com/releases/2009/03/090 325091834.htm