The Learning Process

What is expected of us?

Highly competent in subject area Manage the learning environment Ensure achieving of the terminal behaviour

Sound knowledge on how students learn

Teaching/Instructing:

Success depends upon:

Objectives for the Course Resources Available Characteristics of Participants Learning Environment Instructor(s)

Whos Responsible ?

Learning Process

Learning Learning Process Factors Affecting Learning Principles of Good Learning Good Instructor

Learning

Acquire knowledge or skill

To become informed of or acquainted with To memorize To gain by experience, exposure

Results in change in our ability to do something.

Learning How?

Attended a course. Did some reading. Asked a friend / colleague. Thought about it. Tested it. Practiced it.

Learning Process

Acquiring relevant knowledge.

Involves memory

Thinking for understanding.

Make sense of it Know when, where & how to apply The practical purpose of developing competence in an activity.

Doing.

Learning Process
Knowledge

Competence
Thinking Doing

Factors affecting learning

Motivation Mood and situational factors Access to resources Time constraints Relationship Prior knowledge Methodology Relevance

Factors affecting learning

What do they signify about learning?

Emotional Social Intellectual

Basic Principles of Learning:

Stimulate the senses Recognise the learning curve Dont abuse the attention span Encourage the effective use of memory Motivate students in their learning Accommodate different learning styles Ensure effective feedback in the learning process

Learning through Senses

Learning Pyramid

Recognise the learning curve

Attention span

Effective use of memory

Short-term memory system (STM)

Long term memory system (LTM

Transfer from STM to LTM

Motivate

The challenge

Interesting Meaningful Active Involving Creative

Different styles of learning

Feedback

Identifies the present state. Highlights needs and how to proceed. Monitors progress . Diagnose problems . Find solutions. Positive reinforcement for learning achievements.

Evaluation

USE

MISUSE

Determine readiness for next level Estimate progress Judge effectiveness Provide motivation/ feedback Provide a record

Threaten students Classify students Misuse results

Instructor/Facilitator

Most important element to the learning experience

Provides guidance, support, and structure to the learning experience

Characteristics of a good Instructor/Facilitator:

Knowledge of the subject matter Facilitator of learner participation Ability to

serve as a model provide effective feedback perform effective evaluation administer & manage the course

The Good Speaker

Maintains Student Contact Controls Nervousness Avoids Distracting Mannerisms Shows Enthusiasm Develops Good Voice Quality Avoids Excuses Practices before Presents

Are you maintaining contact?

Get the attention of the class first Look at and talk to your students Speak in a conversational tone of voice Pay close attention to student response Be Alert!! Look Alert!!

Controling Nervousness

Be thoroughly prepared Assume the proper mental attitude Have initial remarks will in mind Review previous instruction Tell a story or anecdote Show down Be deliberate

Advise to Instructors

DO Take job seriously Observe others Develop relationships Prepare your lesson Practice your delivery

Dont

Bluff Use profanity Ridicule students Talk down to class Lose your patience

Methods of Presentation

Present Material in small, learnable steps Require maximum student participation Present material in logical sequence Design work to insure successful response Correct student errors on-the-spot Maintain control of student learning

Principles when planning and delivering your lesson

Check list

Utilising and stimulating your trainees senses

Have you conducted your lesson in such a manner that your trainees are exposed to the following senses in their learning:

Sight Hearing Combination of both

Principles when planning and delivering your lesson

Check list

Recognising the trainees level of academic abilities and work experience in relation to the level of lesson you intend to deliver

Can the trainees cope? Have you conducted your lesson is such a manner that your trainees are achieving the required level of understanding?

Principles when planning and delivering your lesson

Check list

Recognising your trainees level of attention span

Is your lesson too long? Have you given appropriate breaks so that your trainees attention span is not severely affected?

Principles when planning and delivering your lesson

Check list

Encouraging the effective use of memory

Is the information meaningful to the trainees? Are they delivered in small and manageable chunks? Are they repeated several times (until they are easily recalled)? Have you conducted your lesson in an interesting and stimulating way that motivates your trainees?

Motivating your trainees

Principles when planning and delivering your lesson

Check list

Accommodating to your trainees differing learning styles

Have you used the following sensory modality in your training?

Visuals (objects, picture, diagram, words) Auditory (oral explanations Kinesthetic (doing the activity)

Principles when planning and delivering your lesson

Check list

Ensuring effective feedback in the learning process

Have you solicited feedback of your lesson from your trainees? Has the feedback been evaluated? Has the outcomes of the feedback been incorporated in your future training?

THANK YOU

Learning Styles
Concrete
Experience

Active Experimentation

Reflective Observation

Abstract

Conceptualization