About learning

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Week One Lecture for Northeastern University Course in Adult Learning

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About learning

  1. 1. Unit One: Week One Adult Learning
  2. 2. Agenda <ul><li>Introductions </li></ul><ul><li>When We Last Left Our Heroes </li></ul><ul><li>Syllabus </li></ul><ul><li>Memorable Learning -- Break – </li></ul><ul><li>Mini-Lecture: Ideas About Learning </li></ul><ul><li>Student Profiling </li></ul>
  3. 3. Introductions <ul><li>The Two Breath Rule </li></ul>
  4. 4. When We Last Left Our Heroes <ul><li>Take Up Where We Left Off </li></ul><ul><li>What Do You (Need to, Want to) Learn? </li></ul><ul><li>What Matters Most? </li></ul>
  5. 5. Syllabus <ul><li>How This Course Connects </li></ul>
  6. 6. Memorable Learning Experience <ul><li>Did the experience take place inside or outside of &quot;school&quot;? </li></ul><ul><li>Who was involved? Was there a designated &quot;teacher,&quot; were you on your own, or were you with a group? </li></ul><ul><li>What happened? What did you learn, and how? </li></ul><ul><li>Were the things that you learned different from what you expected? </li></ul><ul><li>Why has the memory stuck with you all these years? </li></ul>
  7. 7. My Story: Weaving with Dr. Wilson <ul><li>Firsthand Experience </li></ul><ul><li>If Possible, Start From Scratch </li></ul><ul><li>Understand How Parts Relate to Whole </li></ul><ul><li>Build the Tools with Which You Learn </li></ul><ul><li>Make Something Real and Useful – That’s Nicer Than It Has To Be </li></ul>
  8. 8. Ideas About Learning (In General, and Adults In Particular)
  9. 9. Six Theories <ul><li>Piaget: Development </li></ul><ul><li>Maslow: Hierarchy </li></ul><ul><li>Kolb: Cycles and Preferences </li></ul><ul><li>ELLI: Learning Indicators </li></ul><ul><li>Knowles: Andragogy </li></ul><ul><li>Fink: Taxonomy of Significant Learning </li></ul>
  10. 10. Theorists <ul><li>Piaget: Infant and child development </li></ul><ul><ul><ul><li>Sensory Motor – birth to 2 </li></ul></ul></ul><ul><ul><ul><li>Preoperational – 2 to 7 </li></ul></ul></ul><ul><ul><ul><li>Concrete operations – 7 to11 </li></ul></ul></ul><ul><ul><ul><li>Formal operations – 11 to 15 </li></ul></ul></ul><ul><ul><li>Does development continue in adulthood? If so, how? </li></ul></ul>
  11. 11. Theorists <ul><li>Maslow’s </li></ul><ul><li>Hierarchy </li></ul>
  12. 12. Theorists Kolb’s Learning Cycle
  13. 13. Kolb’s Learning Preferences Diverging Accommodating Converging Assimilating
  14. 14. Diverging Accommodating Converging Assimilating
  15. 15. ELLI: Learning Characteristics Changing & Growing Stuck & Static Making Meaning Can't Analyze Data or Extrapolate Curious & Critical Passive, Takes things at Face Value Creative Rule-Bound, Doesn't Add or Build Upon Self-Motivated & Collaborative Isolated & Dependent Strategic Lacks Vision, Decide What's Important Resilient Fragile, Easily Discouraged
  16. 16. ELLI: Effective Learning Inventory
  17. 17. ELLI: Effective Learning Inventory
  18. 18. Adult Learners <ul><li>Malcolm Knowles (The Father of Adult Learning) </li></ul><ul><li>Andragogy (Characteristics of Adult Learners) </li></ul>
  19. 19. Adult as Learners - Knowles Autonomous & Self-Directed Facilitate (Not Preach-Teach) Goal-Oriented Elicit Motivation Seek Relevance Clarify the Rationale Practical Relate & Apply to “Real Life” Accumulated Experience & Knowledge Build Upon Assets Expect Respect Respect
  20. 20. Fink’s Taxonomy
  21. 21. “ Worst Student” Profile <ul><li>How old was the student, and of what gender? What were his/her regional/cultural affiliations? </li></ul><ul><li>Did this student appear to be different from others in the class? </li></ul><ul><li>What made this person challenging to teach? How would you describe this student's behavior and attitudes? </li></ul><ul><li>What was most difficult for this student to learn? </li></ul><ul><li>What impact did this person have on the rest of the group or class? </li></ul>

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