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HELPING PEOPLE TO LEARN
 

HELPING PEOPLE TO LEARN

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    HELPING PEOPLE TO LEARN HELPING PEOPLE TO LEARN Presentation Transcript

    • helping people learn By Deepak
    • helping people learn What is this all about ?
      • this about helping people to learn
      • this is about helping you to be more creative and innovative in the way that you “teach” and “train”
      • this is about having fun and being relaxed
      • this is about helping local government staff be more innovative in the way they work
    • helping people learn What are the rules ?
      • have fun!
      • don’t be afraid to take a risk
      • no-one is going to look stupid
      • relax
      • enjoy yourself
      • join in with the group
      • don’t worry - you can’t fail !
    • helping people learn What are WE GOING TO DO ?
      • For the next few days, we are going to:
      • look at different ways of learning
      • learn a framework that helps us design training that is innovative
      • do lots of practical examples
      • explore different techniques
      • learn together as a group- learn from each other
    • helping people learn Give a man a fish and you feed him for one day... WHY ? ..help him learn to fish and you feed him for life
    • helping people learn I see and I remember I hear and I forget I do and I understand WHY ? Active Learning !
    • helping people learn WHY ? We need to build on people’s experience
    • helping people learn The first thing you really enjoyed learning HOW DID YOU LEARN? THINK ABOUT…. ?
    • helping people learn The time you really DID NOT enjoy learning Why DID YOU NOT LEARN? THINK ABOUT…. ?
    • helping people learn
      • to be good teachers - the first thing we should do is stop teaching and help people to learn
      • we should realise that our collective knowledge and skills are far more powerful than just us “being the experts”
      • to help make it more fun and enjoyable (for all of us) - make people feel good
      • to help prepare people for (vital) creative problem-solving in the future
      • to help our learners get better outcomes
      • to help people learn how to learn
      • because it works!
      WHY ?
    • helping people learn
      • Learning for the Future… in the past we learned from the past.. now we must learn for the future.
      • To learn for the future we must help people learn:
      • INTERPERSONAL INTERACTION
      • IDEAS AND INNOVATION
      • HOW TO INTERPRET NEW INFORMATION
      • ( Bellanca & Fogarty,1992)
      WHY ?
    • helping people learn
      • Learning for the Future…
      • INTERPERSONAL INTERACTION
      • our world is growing more diverse
      • it is full of all sorts of different people
      • we must help people to learn how to interact with different people
      • we must help people to interact in different ways
      • we must help people to learn from each other in different ways
      WHY ?
    • helping people learn
      • Learning for the Future…
      • IDEAS AND INNOVATION
      • we must help people learn how to deal with new information and ideas
      • information is changing so rapidly, we must help people learn through change
      • we must encourage people to have new ideas and develop them
      • we must help people learn using all their learning skills
      WHY ?
    • helping people learn
      • Learning for the Future…
      • HOW TO INTERPRET NEW INFORMATION
      • we must help people learn what is useful from the past
      • we must help people to learn to make good choices
      • we must help people to learn problem-solving
      • we must help people to be creative
      • we must help people to deal with conflict
      WHY ?
    • helping people learn WHY ? Because people learn in all sorts of different ways:
    • helping people learn Background ? In the early 1960s, Roger Sperry, a psychologist in the USA, performed some experiments. He discovered that the brain is separated into two halves - two separate hemispheres. LEFT BRAIN & RIGHT BRAIN He found that each side of the brain has different roles and functions.
    • helping people learn Background ? LEFT BRAIN , RIGHT BRAIN & “ REPTILLIAN” BRAIN He found that each side of the brain has different roles and functions. At the back of the brain, close to the neck and spine, is the “reptillean” brain - which controls very basic thought processes
    • helping people learn Background ?
      • LEFT BRAIN & RIGHT BRAIN
      • Left Brain
      • Language, logic,numbers, sequence, details, linear, symbols, judgement
    • helping people learn Background ?
      • LEFT BRAIN & RIGHT BRAIN
      • Right Brain
      • images, rhythm, music, imagination, colour, look at the whole picture, patterns, emotions, non-judgmental.
    • helping people learn Background ? The left Brain and the right Brain work together - they are not competition with each other. Being innovative and creative depends on us using and exercising both sides of the brain LEFT BRAIN & RIGHT BRAIN Working Together!
    • helping people learn Background ? Since then, a number of psychologists and learning specialist have identified a number of learning intelligences - different ways in which we learn: Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic
    • helping people learn Background ? Since then, a number of psychologists and learning specialist have identified a number of learning intelligences - different ways in which we learn: Linguistic
      • Working with words
      • reading, crosswords, word-games
      • telling stories
      • arguments/debates/discussions
      • listen to radio or audio cassettes
    • helping people learn Background ? Logical/Mathematical
      • working with numbers - maths
      • doing budgets and accounts
      • step-by-step, logical
      • putting things in logical groups -order
      • planning and putting in detail - timetables
      • liking science, chemistry, maths, engineering
    • helping people learn Background ? Visual/Spatial
      • enjoy art, films, television
      • photography, drawing, video
      • draw pictures for notes - “doodles”
      • like pictures, diagrams and graphs
      • see how “things might look”
      • imagination
      • like jigsaw puzzles
    • helping people learn Background ? Bodily/Kinesthetic
      • enjoy sport and physical exercise
      • good at craft and building things
      • like dancing, games, playing with children
      • use hand gestures and touch
      • like to feel things
      • aware of your physical surroundings
    • helping people learn Background ? Musical
      • playing a musical instrument, singing
      • understand rhythm and patterns
      • follow the “sound of music”
      • can see images when music plays
      • good at languages
      • good memory for sounds
    • helping people learn Background ? Interpersonal
      • working with others -team
      • team sports, groups etc
      • communicate well
      • talking and sharing
      • treat others as friends
    • helping people learn Background ? Intrapersonal
      • think on your own
      • strong values and beliefs
      • prefer to learn on your own
      • relate it to “you”
    • helping people learn Background ? Naturalisitic
      • good with animals
      • good at gardening -growing things
      • fishing
      • natural things -stars, rocks, animals
      • act on “feelings”
    • Background ? So, how do we develop a system of learning that uses both the the LEFT & RIGHT brain ? And how do we develop a system of learning that encourages all of the learning styles or intelligences ? Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic
    • Background ? We are going to use system developed by an American teacher: BERNICE McCARTHY…. It is called the 4-MAT system Watching Sensing/feeling Thinking Doing Type 1 WHY? Type 2 WHAT? Type 3 HOW? Type 4 WHAT If? RB RB LB LB RB RB LB LB
    • helping people learn Background ?
      • The 4-MAT system:
      • helps us to plan and design our learning experiences (“lessons” and “training workshops”)
      • reminds us to include both the right and the left side of the brain
      • reminds us to explore all of the learning intelligences
      • gives us a format (4-mat) or “recipe” for how to design learning experiences
    • helping people learn Lets start….. Early experiments by DAVID KOLB (1974) Showed us that there were 4 types of learners (like the different learning intelligences) Watching Sensing/feeling Thinking Doing Type 1 Type 2 Type 3 Type 4
    • helping people learn 4-MAT Watching Sensing/feeling Thinking Doing AWARENESS - I become aware that something is happening that I am interested in PERSONAL - I take in your information and I think how it may effect me. Tell me more about some people like me COLLABORATION - let me share and talk with others about how we will use this in the future MANAGEMENT _ show me how I can manage this information and use it . INFORMATIONAL - give me little bit more information about what I am seeing/feeling RE-FOCUSING - let me think about this new things and decide how to use it in the future Lets start…..
    • Lets start….. helping people learn 4-MAT Watching Sensing/feeling Thinking Doing Type 1 WHY? Type 2 WHAT? Type 3 HOW? Type 4 WHAT If? Create an experience that engages personal meaning Analyse the experience Use the experience to set questions for more knowledge Provide detailed information and knowledge Share the learning with others Analyse the results Adapt and experiment Try it out -guided -like a “recipe” RB RB LB LB RB RB LB LB
    • helping people learn 4-MAT Watching Sensing/feeling Thinking Doing Type 1 WHY? Create an experience that engages personal meaning Analyse the experience RB LB Lets do it
    • Lets do it Some Activities that could be used for Type 1 Motivational Stories, Songs and Poems Simulations, Games, Exercises, Dance Discussions, Drama, Theatre Role Playing, Debate Movies, videos, Audio tapes, Music Painting, Drawing Food, cooking, Smells. Field trips, walking, touching Simulations, demonstrations
    • Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic Lets do it
    • helping people learn 4-MAT Watching Sensing/feeling Thinking Doing Type 1 WHY? Type 2 WHAT? Create an experience that engages personal meaning Analyse the experience Use the experience to set questions for more knowledge Provide detailed information and knowledge RB RB LB LB Lets do it
    • Lets do it Some Activities that could be used for Type 2 Formal lecture Lecture with visual aides Lecture with notes and exercises Reading assignments and homework Example problems Seminar or conference Instructional Video or CD Rom Handouts and information sheets
    • Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic Lets do it
    • helping people learn 4-MAT Watching Sensing/feeling Thinking Doing Type 1 WHY? Type 2 WHAT? Type 3 HOW? Create an experience that engages personal meaning Analyse the experience Use the experience to set questions for more knowledge Provide detailed information and knowledge Adapt and experiment Try it out -guided -like a “recipe” RB RB LB RB LB LB Lets do it
    • Lets do it Some Activities that could be used for Type 3 Workshop style Laboratory experiments Practical exercises Site visits, field trips, case studies Computer simulations Objective exams Example problems with workshop tasks Physical exercises, trials, tasks Real-life simulations Exams and tests Hands-on exercises
    • Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic Lets do it
    • Lets do it helping people learn 4-MAT Watching Sensing/feeling Thinking Doing Type 1 WHY? Type 2 WHAT? Type 3 HOW? Type 4 WHAT If? Create an experience that engages personal meaning Analyse the experience Use the experience to set questions for more knowledge Provide detailed information and knowledge Share the learning with others Analyse the results Adapt and experiment Try it out -guided -like a “recipe” RB RB LB LB RB RB LB LB
    • Lets do it Some Activities that could be used for Type 4 Open-ended problems Problems prepared by learners design projects Group exercises Action plans Presentations and Learner Demonstrations Subjective exams or Competitions Group reflective thinking Think tanks, brainstorming sessions Group project reports Drama, Songs, Plays
    • Linguistic Logical/Mathematical Visual/Spatial Bodily/Kinesthetic Musical Interpersonal Intrapersonal Naturalistic Lets do it
    • Reading Some books you might like to read: Bernice McCarthy - 4Mat - 4Mat in Action Colin Rose - Accelerated Learning David Kolb - The learning Sstyle Inventory Ronald Schmeck - Learning Styles and Learning Strategies
    • Background ? Some websites you might like to visit: http://keirsey.com/ http://ctiweb.cf.ac.uk/vps/ http://www.creativetown.com/ http://www.unice.fr/sg/ http://sg.comp.nus.edu.sg/ http://brezza.iuav.unive.it/stratema/lugo-eng/