Presentation is loading. Please wait.

Presentation is loading. Please wait.

F.E.C. Theory: understanding how adult learners learn

Similar presentations


Presentation on theme: "F.E.C. Theory: understanding how adult learners learn"— Presentation transcript:

1 F.E.C. Theory: understanding how adult learners learn
Michele Pinnock Cluster 30 ITDE

2 Introduction This proposed theory seeks to explain how mature entry student-teachers learn. This theory seeks to conceptualize learning and to describe the environment in which it is to occur, in a bid to guarantee meaningful learning.

3 How do Mature Learners LEARN ?
FOCUS EXAMINE CONNECT The learner will FOCUS after being stimulated by the environment, causing neurones in the brain to be stimulated. This will cause the brain to EXAMINE the just arrived knowledge in order to interpret and identify congruence and dissonance with their existing network. The learner will then CONNECT this new information with existing information or make adjustments to existing information.

4 UNDERSTANDING THE LAMP FRAMEWORK
UNDERPINING LEARNING THEORIES A number of theories help to explain this ideology Vygotsky(1978) – the need for scaffolding and mentoring Flavell (1971) – the need to encourage metacognitive skill among learners Constructivist- the need to recognize diversity among learners;

5 LEARNERS Components of F.E.C AUTHENTIC LEARNING ENVIRONMENT
METACOGNITIVE STRATEGIES PROVIDE SUPPORT

6 Implications of FEC theory on Instruction
To guarantee learning, create learning communities that enhance learners’ metacognition skills by engaging them in meaningful learning.

7 This Theory Recognizes LEARNERS
Learners are unique That they must be actively involved in constructing their own meaning and that they must be made conscious of their metacognition. Empirical evidence Directed Perception’ by Minturn & Bruner Students were given sequences of either letter or numbers to look at. When given ambiguous set participants interpreted the number according to their expectations of their ‘set’

8 This Theory Recognizes AUTHENTIC ENVIRONMENT
The learning environment must mirror the real world in order for learners to be able to recognize the significance and relevance of this new knowledge to be learnt.

9 This Theory Recognizes METACOGNITION as KEY
Metacognition is one’s awareness of thinking and the self-regulatory that accompanies this awareness. Here learners will have to classify their knowledge- what they know and what they don’t. Talk about thinking (probably in pairs) Planning and self-regulation Debriefing the thinking process Self evaluation

10 This Theory Recognizes the need to PROVIDE SUPPORT
Support in the form of experts whether they be instructors and or peers. These persons will demonstrate through mentoring, modeling and or coaching the skills, attitudes and knowledge needed to succeed. Thus they help to create a learning community.

11 UNDERSTANDING THE FEC FRAMEWORK
SUBCONCEPT THEORY Learning in action by experts in order to learn by example, see relevance and benefits of learning such information Vygotsky(1978) assets that each learner’s cognitive development takes place from within the learner but also from without as a collective social interaction OPERATION Mentoring, modeling and coaching ought to be interwoven into the curriculum. Here persons act as facilitators of learning, demonstrating or encouraging students. Application- Drill and Practice Apprenticeship; Induction of new teachers

12 UNDERSTANDING THE FEC FRAMEWORK
SUBCONCEPT THEORY Learners are diverse; they bring to the learning environ a variety of experiences; capabilities; dispositions and attitudes to list few. Self –confidence, open-mindedness and preception are qualities that impact on the amount of learning that my adult will incur. This idea is rooted in the constructivist theory, where it is believed that learners construct their own meaning. Ausubel (1961) states that learners strive towards using their previous knowledge/ schema to understand new information. OPERATION Analyzing the learner, his/her present ideas (misconception); capabilities / background experiences is essential to learning

13 UNDERSTANDING THE FEC FRAMEWORK
SUBCONCEPT THEORY When learners understand how they think, they are better able to input and retrieve information from the long term memory. Creating strategies for such is necessary. According to Flavell (1979) metacogition consists of connecting new information with old; selecting thinking strategies ; and planning, monitoring and evaluating thinking processes OPERATION The environment seeks to garner thinking skills. It offers to learners opportunity to see and use metacognitive strategies in order to enhance learning.

14 STANDARDS SUPPORT AUTHENTIC LEARNING Learning Environment Self-
Operationalizing the FEC Theory of Learning STANDARDS Learning Environment METACOGNITION Self- Confidence Experiences Perception Capabilities Learner AUTHENTIC LEARNING SUPPORT

15 References Baron, P. (2001). Psychology.5th Ed. Needham Heights,MA: Allyn & Bacon. Berk, L. (1994). Child development.3rd Ed. Needham Heights,MA: Allyn & Bacon. Driscoll, M. (2000). Psychology of learning for instruction 2nd Ed. Allyn & Bacon Eggen, P. & Kauchak, D. (1997). Educational psychology: windows on classrooms 3rd Ed. UpperSaddle River, NJ: Prentice Hall. Gagne, E., Yekovich, C. & Yekovich, F. (1993). The cognitive psychology of school learning. 2nd Ed. New York: HarperCollins. Neisser, U. (1967). Cognitive psychology. New York: Appleton-Century-Crofts. Siegler, R. (1981). Children’s thinking 2nd Ed. Upper Saddle River, NJ: Prentice Hall. Thomson, D. & Tulving, E. (1970). Associative encoding and retrieval: Weak a strong cues. Journal of Experimental Psychology,86, Tulving, E. (1979). Relation between encoding specificity and level of processing . In L. Cremak & F. Craik (Eds.), Levels of processing and human memory. Hillsdale, NJ:Erlbaum.


Download ppt "F.E.C. Theory: understanding how adult learners learn"

Similar presentations


Ads by Google