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Ty Rey Managing Learning How To Learn2
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Ty Rey Managing Learning How To Learn2

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  • 1. Learning How to Learn: Program Goals, Objectives, Learning Contract, Expectation Check, Learning Mission, Hindrance, Facilitators of Learning & Learning Strategies Rey Ty
  • 2. What Do You See?
  • 3. What Do You See?
  • 4. What Do You See?
  • 5. What Do You See?
  • 6. What Do You See?
  • 7. What Do You See?
  • 8. What Do You See?
  • 9. What Do You See? How Fast Are the Wheels Turning?
  • 10. What Do You See?
  • 11. What Do You See? Does the Book Face You? Or Away from You?
  • 12. What Do You See?
  • 13. What Do You See? How Many Black Dots Are There?
  • 14. What Do You See?
  • 15. What Do You See?
  • 16. What Do You See?
  • 17. What Do You See? How Much Darker Is A Than B?
  • 18. What Do You See?
  • 19. What Do You See?
  • 20. What Do You See?
  • 21.
    • Why did we have this exercise of identifying the images?
    • Why did you have different answers?
    • What is the implication?
    Why?
  • 22.  
  • 23. Each Group
    • After this session, collect your groups ’ answers (flipcharts, etc.)
    • Assign members to type & upload your answers to the yahoo group’s “Participants’ Workshop Outputs”.
    • Homework: Fill out your own Personal Learning Contract (p. 26) & submit online . There is a template in the yahoo group. Upload to your own folder.
  • 24. Date Signature Name in Print In the unlikely event that there will be a problem, I will… I will implement my personal and regional action plans back home. I will prepare simple and doable personal & regional action plans. I will reflect on & review what I have learned in this course & creatively pply them to my context back home. I will help others by listening to them & offer constructive responses. I will be responsible for my own learning. I will actively par5ticipate. To make the learning experience positive, I will not … I will REQUEST the resource persons to To make the learning experience positive, I will I will make sure that the learning process will be I will request the adult escorts/leaders to I will request the youth participants to I expect the course content to I expect myself to I pledge do my best to make this interfaith dialogue a success.
    • I know that the objectives of this program are
    • To
    • To
    I know that there are three program goals, namely: 1. 2. I know that in this program I will learn about Personal Learning Contract
  • 25. What I Expect of Myself I expect myself to I expect myself to be
  • 26. What We Expect of Our Peers I expect my peers to I expect my peers to be -No “Superstar” -No “Ping-Pong” -No “Popcorn”
  • 27. What We Expect of the Learning Process I expect the learning process to I expect the learning process to be
  • 28. Social Learning Contract: Positive Traits in the Learning Process To To be
  • 29. Social Learning Contract: Negative Traits in the Learning Process -Don’t be arrogant. -Don’t bully. -Don’t laugh at other people’s posture, wrong spelling, grammar, or pronunciation. Don’t engage in side conversations.
  • 30. Learning Mission Statement : We are here to
  • 31.
    • Those Who Believe in…
    • Dualism
    • Multiplicity
    • Relativism
    • Ethical Commitment
    Types of Learners William Perry
  • 32. Gagné’s Nine Stages of Effective Learning Templates, project plans, implementation of community projects, follow-on meeting, discussion of best practices and lessons learned Help to make sure that learning is found to be successful 9 Enhance retention and transfer to their context Critical reflection in the form of daily electronic journals; pre-program, mid-term, and post-program essays Help participants to find out if they have mastered the subject 8 Assess learning performance Feedback needs to be immediate and specific from either the facilitator or colleagues Assist the participants in finding out if they have absorbed new learning 7 Provide feedback Participants practice the new knowledge & skills & apply to their own contexts Help participants confirm their understanding 6 Draw out learning performance or practice Give examples Assist in transferring new learning into long-term memory 5 Supply learning guidance Interactive instructional and learning strategies Interactively share new knowledge 4 Present the content in an appropriate way Interactive daily synthesis (ask questions; discussion) Help participants compare new learning with prior learning & to link new learning with prior learning in long-term memory 3 Rouse recollection of prior learning Agenda setting workshops & discussion Set learning expectations 2 Let the participants know the objectives Energizer or action song Start the learning process 1 Get attention Technique Objective Event
  • 33. Learning Environments (Jonassen & Land, 2001) Ill-structure Well-structure Anthropology, Sociology, Ethnography Psychology Articulation and Reflection Encoding, Retention, Retrieval Socially Negotiated Individually Interpreted Contextualize, Authentic Experiential Abstract, Symbolic Cultural Relativism Dualism, Absolutism Internal Reality External Reality Meaning Making Mastery, Performance Interpretation, Construction Transmission, Acquisition Learner-Centered Learning Environments Instructor-Centered Learning Environments
  • 34. Elements of Successful Learning 5 Knowledgeable and skillful facilitators Instructional Professionals 4 Reliable Technology 3 Independent, motivated, and open-minded to learn and use technology Learners 2 Appropriate and best design Instructional Strategies 1 Authoritative Content
  • 35. Overview of the Learning Experience: Steps, Definition, Tasks, and Outputs -Online evaluation & survey questionnaire -Interpretation -Recommendations -Project Report -Return on Investment -Actual Revision -Performance Improvement (social change in the work or community context) -Performance assessment -Concrete & abstract (values & attitudes) -Data recording -Results interpretation -Survey -Revision Determining the adequacy of instruction 5 Evaluation -Comments & feedback -Data -Degrees of buy-in -Training -Pilot Test -Diffusion of innovation (organizational change) Putting the project in the real-world context 4 Implementation and Utilization of Learning Activities -Agenda -Customized Training Manual -Outlines -PowerPoint files -Summaries -Academic essays -Online resources Process -Work with Curriculum Developers -Work with Program Developers -Work with Project Managers Writing and producing the materials 3 Development of Hardcopy and A/V Materials -Measurable objectives -Instructional strategies -Prototype specifications -Expectation Check -Objective Setting -Evaluative Instruments -Instructional Plan Identify Resources Specifying how it is to be learned 2 Design -Learner profile and characteristics -Definition of limitations -Context, issues, needs statement -Instructional and learning content areas -Social Analysis & Situationer -Problem Identification -Needs assessment -Task Analysis Clarifying what needs to be learned 1 Analysis of the Context Concrete Outputs Illustrative Tasks Definition Step
  • 36. Kirkpatrick’s Four Levels of Evaluation -Online submission of Photo Essay (which is a critical reflection of the implementation of community projects) -After the implementation of a social intervention activity (such as community projects), have a follow-on meeting to find out if the performance (community project implementation) led to social change Get information about the organizational performance as baseline data; pre-test and post-test What impact has your new learning from the training program had on you, your organization, and your community? 4 Results -Online dialogue after the program ends on what occurred in the work or community context After the program ends, assessment in the social or work context Did you, will you, and how would you use what you have learned? 3 Behavior Critical-reflection essay submitted as online journal Daily, diagnostic midterm, and final evaluation at the learning site Did you learn new knowledge, skills, and values taught to you? 2 Learning Online Questionnaire Mid-term and final evaluation at the learning site Are you satisfied with the venue, learning content, instructional strategies, and room temperature? 1 Reaction Manner Place Questions Level
  • 37. Different Ways of Learning Participants with special needs meet with experts onsite one on one 5 Mentoring Online resources are available: electronic group; electronic blackboard; book; online chat; video clips 4 Performance Support Homework assignments, such as critical reflection in the form of an essay which gives learners to analyze, assess and integrate their new learning 3 Self-Paced Individualized Instruction Learners refer to reading materials or custom-made training manuals on their own at a time convenient to them. 2 Informal Learning Teacher knows best. 1 Leader-Lead Learning
  • 38. Instructional & Learning Strategies Critical-reflection journals Action Plan Theater Art Guided research Game Brainstorming Q & A Online group Email Music Seminar Movie or video clips Group work Discussion Scavenger hunt Reading Case studies Lecture Hands-on activity
  • 39. Bloom’s Six Types of Learning Revision added by Anderson & Krathwohl, (Eds.). (2001): A taxonomy for learning, teaching and assessing. NY: Longman. *Creation (replacing synthesis) Compare and contrast the use of critical theory in Western Europe, the U.S. and non-Western societies. Judge the value of the content 6 Evaluation -Re-conceptualize the notion of development, adding the elements of gender and critical theory. -What are your recommendations for the resolution of the conflict in Mindanao? Create new patterns or structures 5 Synthesis -How does gender affect social change? -What are the causes of conflict in Mindanao? Determine the relationships between parts 4 Analysis Having learned about the issues of gender, race, and ethnicity in the U.S. today, how would you characterize these issues in the Mindanao context? Use what has been learned in a different context 3 Application Describe the office of the women’s organization in the Kandahar Village. Show understanding by summarizing or explaining the content 2 Comprehension -What did you do yesterday? -What did you learn yesterday? -Identify the 4 elements of the concept of peace. Recall ideas, facts, methods 1 Knowledge Illustration Elements Type of Learning
  • 40. Bloom’s Revised Taxonomy Source: http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm
  • 41. Learning Wheel Based on Bloom’s Taxonomy Source: http://www.apa.org/ed/new_blooms.html & http://www.upsidedownschoolroom.com/btaxonomy.shtml
  • 42. Kolb’s Four Learning Styles -Asking questions, getting answers, giving answers, engage in lively online chat about serious issues of common concern To be fully involved in new experiences 4 Accommodator -Read, analyze, & explain materials with different perspectives & create an original perspective -Engage in a dialogue about a contentious issue Theory development 3 Assimilator Take part in a role play with a specific perspective Intuitive 2 Diverger Develop and defend a perspective Rational & concrete thinking 1 Converger Illustrations Inclinations Learning Style
  • 43. Learning Perspectives and Objectives: Levels, Types and Depth of Learning
      • Assumptions
        • Knowledge Retention
        • Application outside the learning program
        • Creation and implementation of a project in your own community and context
  • 44.
      • II. Learning Perspectives
        • Cognition
          • Explains causally related mental constructs such as motivations, traits, memories, beliefs, and emotions;
          • Explains how information is perceived, processed, stored, retrieved, and forgotten
          • Students learn to solve problems by assigning and mapping them to a schema retrieved from long-term memory
        • Behavioralism : Tangible reward for learning with praise, stars, etc.
        • Self-Determination : Criticizes rewards as undermining intrinsic motivation
        • Social Cognition (Bandura)
          • Merger of behavioral, cognitive and social factors
          • Observational learning: change one’s behavior based on observing others’ behavior and its consequences
        • Constructivism
          • Focus on agency and prior knowledge on the social and cultural determinants of the learning process
          • Individual constructivism
          • Social constructivism
            • Behavior, skills, attitudes, and beliefs are situated and bound to a specific sociocultural setting
            • Learner is enculturated through social interactions within a community of practice
  • 45. Knowledge Formation Source: http://www.hcklab.org/research/knowledgemanagement/tacit-explicit-knowledge.htm
  • 46. Knowledge Formation Source: http://pages.cpsc.ucalgary.ca/~gaines/reports/KM/OKA/F3.png
  • 47.
    • I. Dualism
      • Premises
        • All knowledge is known. There are right and wrong answers fixed once and for all.
        • Students rely on external authorities for the correct answers.
      • Basic Dualism
        • All problems can be solved
        • Only teachers and authorities know the answers.
        • Students need to learn the correct solutions.
      • Full Dualism
        • Experts (in the same fields, literature and philosophy) disagree
        • Experts (in the same fields, sciences and mathematics) agree
        • There are correct solutions
        • Learners need to learn the correct solutions.
    William Perry’s Scheme of Intellectual & Ethical Development
  • 48.
    • II. Multiplicity (Subjective Knowledge): Think for Yourself
    • Premises
      • There are conflicting answers.
      • We do not rely on an external authority.
      • We rely on our inner voice.
    • Early Multiplicity: Most knowledge is known. There are right and wrong ways to find answers.
      • There are two types of problems
      • Problems whose solutions we know.
      • Problems whose solutions we do not know yet.
      • Learners need to learn how to learn and to find out what are the right solutions.
  • 49.
    • C. Late Multiplicity : Most knowledge is not known. Students learn to think for themselves.
      • Most problems are not fundamental. Thus, we all have the right to our own opinion.
      • Some problems cannot be solved. So, you can choose your own solution.
      • “ Give the teachers what they want,” even if I disagree with what I wrote.
  • 50.
    • III. Relativism
      • Premise
        • All knowledge is contextual within which there are right and wrong answers.
        • Students must study different contexts and listen to different perspectives.
      • B. Contextual Relativism
        • Knowledge is discipline based and therefore different techniques are used for different disciplines.
        • Knowledge is based on history, society, culture, perceptions, personal opinion, and other factors.
      • C. Pre-Commitment
        • Students understand the need to make choices.
        • Students understand the need to be committed to a solution.
  • 51.
    • IV. Commitment
      • Commitment: Students make a commitment.
      • Challenges to Commitment
        • Students experience the impact of commitment.
        • Students explore issues of responsibility.
      • C. Post-Commitment: Students realize commitment is a continuing process.
  • 52. Thank You!