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Simone C. O. Conceição, PhD University of Wisconsin-Milwaukee
Effective Learning, Teaching, and Research Strategies Using Concept Maps Learning Strategies September 2017 Simone C. O. Conceição, PhD University of Wisconsin-Milwaukee Beijing Normal University Beijing, China
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Major or Area of Teaching
Create Your Name Tag Write in the Name Tag the following: Name Major or Area of Teaching Both sides
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Outline Undergraduate Education Graduate Education Economics Education
Icebreaker Needs Assessment Results Becoming a Critically Reflective Learner/Teacher What is a Learning Strategy? Undergraduate Education Graduate Education Economics Education Science Education Nursing Education Studies Showing Use of Concept Maps in Different Disciplines Debriefing
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Needs assessment Results
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Majors Teaching Chinese as a foreign language (3) Foreign philosophy
Curriculum and instruction methodology Teacher education
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Group Characteristics
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Group Characteristics
Listener, learner, thinker Confident strong Diligent, brilliant but careless sometimes Learn very slow Prefer new research rather than old research Love the world with a desire to explore it Tolerant, wise, knowledgeable, listener
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As a reader, you are… Lazy reader who has no idea about how to read
Careful reader about the details, faster reader about the main ideas Slow reader if the content is in English Slow reader; repeat chapters or paragraphs when they are related to me Critical thinker who always finds some mistakes or questions after reading Choose the parts I am interested in
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I think about group work…
Fun and helpful (but sometimes is terrible when the partner is lazy) Discussing a topic with an opportunity for everyone to share their ideas or solve a problem A little hard because I don't know to get along with other people and to work with classmates not familiar with Very fun because we can share our ideas and our creativity A normal way for me to learn and practice Great and suitable for me; we can do different things that we are good at
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Preference for Assignment Directions
Consider instructor’s direction Think by myself first and then research references and communicate with other people Direct and detailed instruction Rethink and modify Think about the directions and modify assignment Complete assignments on time with high quality
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Learning Philosophy self-directed Knowledge construction behavior
self-directed + construction of knowledge behavior emotions cognitive
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Icebreaker
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Critical Incident Technique: Understanding Our Autobiography
Think back over your recent learning experiences. Choose an incident that made you say to yourself, “This is what makes learning so difficult,” or that made you think about not being a student any more. Write some notes about the incident. Include Where this event happened When this event happened Who was involved What it was that made the event so significant for you
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Critical Incident Technique: Understanding Our Autobiography
Now, think back and choose an incident that made you say to yourself, “This is what learning is really all about” or “This was a great experience for me as a student.” Write some notes about that incident. Where it happened When the event happened Who was involved Why it was significant to you
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Being a reflective adult educator occurs when we identify and scrutinize the assumptions that underline how we work. The most effective way to become aware of these assumptions is to view our practice from different perspectives. Seeing how we think and work through different lenses is the core process of reflective practice. The critically reflective process happens when teachers discover and examine their own assumptions by viewing their practice through four distinct interconnecting lenses: Lens provided by autobiographical reflection Lens represented by our students’ eyes Lens provided by our colleagues’ perceptions and experiences We can view our practice through the lens of literature (Brookfield, 1995)
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Becoming a Reflective Learner/Teacher
Autobiography Helps us see ourselves, puts us in the role of the learner, personal self-reflection Classmates / Colleagues Fosters seeing learning and teaching in a new light, new ideas, see aspects of our learning and practice that may be hidden (Brookfield, 1995)
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Becoming a Reflective Learner/Teacher
Theory Helps understand experience by naming it in different ways Helping Our Teachers, Learning From Our Students Helping teachers by evaluating how we are doing. Seeing self as our students makes us aware of actions that confirm or challenge power relationships in the classroom (Brookfield, 1995)
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Understanding our Autobiography with Our Classmates / Colleagues
Similarities in events in significance Differences in events in significance
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Understanding Learning Theories (Merriam, Caffarella, & Baumgartner, 2006)
Behaviorism Cognitivist Humanist Social Learning Constructivist These are orientations to learning and frame different assumptions of what it means to learn underlying all of them is notions about change, either change in behavior, change in thinking, or change in life. Also assumes some educational event is tied to the learning and that it is not just a developmental change
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Behaviorism Behaviorists define learning as a change in behavior.
Operant conditioning Behavior followed by a consequence likely to occur again Reinforcer a consequence having the desired effect Negative reinforcers - things the organism turns away from Struggle for freedom is to expect certain behavioral consequences Discussion should be about what types of control we are exposed to Behaviorists define learning as a change in behavior. Behavior is a measurable response to stimuli in the environment.
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Behaviorist Perspective
Learning Process Change behavior Locus of Learning Stimuli in environment Teacher’s Role Arranges environment to get response Manifestations in Learning Behavioral objectives Competency-based education Skill development and training Focus is on providing a stimuli and creating a response from skinner, reinforce what you want the individual to do again and ignore what you do not want them to do again. Seen in much of adult Ed. Especially workplace education, skill training and HRD as human performance technology
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Behaviorist Strategies
Needs Assessment Learning needs, Learning wants, Gap analysis, System analysis, Tests Design for Learning Program focus, Program setting, Instructional goals, Instructional resources Program Objectives Description, Conditions, Criterion Learning Activities CHANGE DESIRED Knowledge specify key information associate new information with previous knowledge help learners review and put information in own words Skills specify goals (what how, when, where to what degree practice ability provide examples, models Attitudes clarify values discuss points of view discuss advantages and disadvantages help learner understand different views provide channels for support
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Behaviorist Strategies
How can behaviorist strategies be used with concept maps?
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Person gives meaning to the events that impinge upon consciousness
Cognitivist Theory Human mind is not simply a passive exchange terminal system where stimuli arrive and the appropriate response leaves Person gives meaning to the events that impinge upon consciousness Learning = reorganization of experience in order to make sense of stimuli from the environment Cognitivists felt that the human mind is not simply a passive exchange terminal system where stimuli arrive and the appropriate response leaves. Rather the person give meaning to the events that impinge upon his consciousness Learning here mean reorganization of experience in order to make sense of stimuli from the environment. Ausubel and Bruner, assimilate theory and Brunner instructional theory focuses on 3 simultaneous process 1 acquisition of new information 2. Transformation or the process of manipulating knowledge to make it fit 3. Evaluation Current cognitive movement, rather than seeking the general all encompassing law for controlling and predicting behavior as did the earlier grand theories is directed toward immature models of specific facts of cognition, such as models of discourse analysis, models of comprehension, ways of aiding understanding and meaningful learning, the nature of schemata, e]memory system and development of cognitive skills.
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Cognitive Perspective
Learning Process Internal mental processing Locus of Learning Internal cognitive structures Teacher’s Role Develop capacity and skills to learn Structure content of learning Manifestations in Learning Cognitive development, Critical thinking Learning and memory functions of age Learning how to learn Focus is on perception, insight, and meaning “human mind is not just a passive exchange terminal system where the stimuli arrive and the response leaves. Rather the thinking person interprets sensations and give meaning to the events that impinge upon his consciousness” Locus of control of the learning is with the individual, not the environment
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How can cognitivist strategies be used with concept maps?
Cognitive Strategies How can cognitivist strategies be used with concept maps?
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Humanist Theory We are free to learn what we wish as we wish Search for identity Realness or genuineness of the teacher Non possessive, nonjudgmental caring Ability to listen The group Encounter, sensitivity Learning with others Lifetime task of self-discovery Emphasis is on human nature, human potential, human emotions, and affect. Learning involves more than cognitive processes and overt behavior. It is a function of motivation and involves choice and responsibility.
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Humanist Perspective Learning Process
Personal act to fulfill potential Locus of Learning Affective needs, self-fulfillment Teacher’s Role Facilitate development of whole person Manifestations in Learning Andragogy Self-directed learning Based on work of Carl Rogers and Maslow Learning is characterized by personal involvement self initiated discovery pervasive “learning makes a difference in attitude of learner evaluated by the learners experiential Focus is learning and self development Knowles androgogy based on 5 assumptions -adult are self directed -adults experiences are a rich reservoir of learning -readiness of adults to learn is related to social role and development -change in time perceptions and adults want immediate application more problem centered than subject centered -adult motivated by internal rather than external factors
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Andragogy: The Art and Science of Helping Adults Learn
Five basic assumptions Movement from dependent personality to self-directed human being Experience a rich resource for learning Adult readiness to learn tied to developmental tasks of social role More problem-centered learning than subject-centered learning Internal factors are motivational
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Self-Directed Learning
Enhance the ability of the adult learners to be self-directed Humanistic approach Promotes personal growth Foster transformational learning as central to self-directed learning Goal to promote dialogue and critical reflection Promotes emancipatory learning and social action Promotes collective action as an outcome of self-directed learning
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How can humanist strategies be used with concept maps?
Humanist Approaches How can humanist strategies be used with concept maps?
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Social Learning Theory
Learn by observing Learn without changing behavior Consequences affect learning Cognition plays a role People learn from observing others Observational learning influenced by four processes of attention, retention or memory, behavioral rehearsal and motivation
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Social Learning Perspective
Learning Process Interaction with others in social context Locus of Learning Interaction of person, behavior, and environment Teacher’s Role Models and guides new roles and behavior Manifestations in Learning Collaborative/cooperative learning Mentoring Social roles
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Social Learning Strategies
Modeling Inhibition/disinhibition Old behavior that is generally forbidden Inhibition - everybody is refraining from it so you do too Disinhibition - somebody breaks the taboo and everyone else does too Modeling effect or observational learning New behavior that is acceptable Model performs the behavior; learner imitates
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Social Learning Strategies
Observational Learning Attention Learner must identify the key parts of the model to copy Retention Learner must create a memorable model of the behavior and store it efficiently in long term memory Production Learner must be able to reproduce the model's behavior Motivation Learner must expect and receive reinforcement for successful matching or approximations Reinforcement Serves an information role to tell the learner he "got it right."
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Social Learning Strategies
How can social learning strategies be used with concept maps?
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Work in groups and learn from each other
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Constructivist Theory
Theory of knowing We transform and interpret experience with mental structures Knowledge seen as an interpretive act Process of inventing, as different than discovery More active, not passive
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Constructivist Pedagogy
Learners progress from concrete exploration in meaningful contexts, to symbolic representations and abstract models Learning is a case of building with and from initial assimilatory structures Teach for conceptual understanding
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Constructivist Learning Perspective
Learning Process Construction of meaning from experience Locus of Learning Internal construction of reality by individual Teacher’s Role Facilitates and negotiates meaning with learner Manifestations in Learning Experiential learning Self-directed learning Perspective transformation Reflective practice Learning happens through the construction of meaning from experience i.e. experiential learning self directed learning reflective practice
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Constructivist Strategies
How can constructivist strategies be used with concept maps?
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What learning theory best fits your philosophy of learning?
self-directed Knowledge construction self-directed + construction of knowledge behavior emotions cognitive
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Concept Map Activity
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Creating a Concept Map Select a learning theory
Identify main concepts and sub concepts (max 25) Carefully label links and cross links Plan the mapping process and control the improvement of the cmap Revise cmap and start the process all over again if needed Shift your attention from the pure technical design to the learning content as much as possible Connect learning theory to learning or teaching
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Debriefing
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Debriefing and Q&A What was the most important thing you learned today? What will be your next steps? Questions
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Homework Select an article in CmapTools under Simone_Edu
Read the article and create a list of major concepts Place list of concepts in a file in DAY TWO folder
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