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Day 2 Master Lecture Adult learning principles & reflective practice
Learning to fold a T-shirt <ul><li>Video: How to fold a T-Shirt in 2 seconds </li></ul>
Objectives
How do we learn? What is learning? Approach 1 1. Through considering an idea 2. By doing something with it 3. By making mi...
Task  <ul><li>In pairs, spend 5 minutes answering the question, ‘What is learning?’ </li></ul><ul><li>Several pairs to off...
Incompetence Competence Unconscious 1. Unconscious Incompetence 4. Unconscious  Competence Conscious 2. Conscious  Incompe...
Step 5 Reflective competence <ul><li>Video: Rally simulation </li></ul>
Task <ul><li>In pairs, identify & briefly discuss examples from your workplace that relate to Steps 1, 2, 3, 4 (& 5?) of t...
Conditions that support learning Six principles for effective facilitation of learning 1. Voluntary participation 4. Actio...
Levels of learning: Blooms taxonomy
Teacher-centred vs student-centred Guru    vs  Guide
Teacher vs student centred learning
Task <ul><li>In small groups of 3, discuss what it is about student-centred learning that’s so important, useful or effect...
Reflective practice
Educational debriefing
Conclusion
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  1. 1. Day 2 Master Lecture Adult learning principles & reflective practice
  2. 2. Learning to fold a T-shirt <ul><li>Video: How to fold a T-Shirt in 2 seconds </li></ul>
  3. 3. Objectives
  4. 4. How do we learn? What is learning? Approach 1 1. Through considering an idea 2. By doing something with it 3. By making mistakes 4. Then reflecting on them 5. Then refining the idea 6. Then applying it differently 7. Then make more mistakes, etc Approach 2 1. By reflecting on an experience 2. Then refining understandings 3. Then applying them & practicing 4. By receiving support & feedback 5. Then reflecting 6. Then reapplying & practicing 7. Then refining ideas, etc
  5. 5. Task <ul><li>In pairs, spend 5 minutes answering the question, ‘What is learning?’ </li></ul><ul><li>Several pairs to offer their definition to the audience </li></ul>
  6. 6. Incompetence Competence Unconscious 1. Unconscious Incompetence 4. Unconscious Competence Conscious 2. Conscious Incompetence 3. Conscious Competence
  7. 7. Step 5 Reflective competence <ul><li>Video: Rally simulation </li></ul>
  8. 8. Task <ul><li>In pairs, identify & briefly discuss examples from your workplace that relate to Steps 1, 2, 3, 4 (& 5?) of the model (5 mins) </li></ul><ul><li>Several pairs to explain their examples to the audience </li></ul>
  9. 9. Conditions that support learning Six principles for effective facilitation of learning 1. Voluntary participation 4. Action and reflection 2. Mutual respect 5. Critical reflection 3. Collaborative spirit 6. Self-direction
  10. 10. Levels of learning: Blooms taxonomy
  11. 11. Teacher-centred vs student-centred Guru vs Guide
  12. 12. Teacher vs student centred learning
  13. 13. Task <ul><li>In small groups of 3, discuss what it is about student-centred learning that’s so important, useful or effective? Or, why bother with Student-centred approaches, where’s the value? </li></ul><ul><li>Several groups to share their views </li></ul>
  14. 14. Reflective practice
  15. 15. Educational debriefing
  16. 16. Conclusion

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