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Mallick Its not about the ology..its the pedagogy - M043 (1).pptx
1. It’s not about the ology….its
about the pedagogy
https://www.google.co.uk/?gws_rd=ssl#q=maureen+lipman+he+got+
an+ology&spf=1
2. Definitions
•
Ology
• A subject that is studied at school or university that is thought to need a
large amount of special knowledge - Cambridge dictionary
• A branch of learning..- Collins Dictionary (USA)
Pedagogy
• The method and practice of teaching, especially as an academic subject or
theoretical concept – Oxford dictionary
• …the study of methods and activities of teaching– Cambridgedictionary
4. Principle of teaching and learning
Constructivism – Philosophy that learners actively construct and create
their knowledge structures from the interaction of 3 inputs
1. What they already know
2. What they pay attention to in their environment – language, people
images
3. What they process deeply
5. LEV VYGOTSKY (1896–1934)
1. Theory of Social
Development – encourages
small teams and groups.
2. Zone of Proximal
Development – Small window
of readiness and opportunity
suggests choices and
personalization, and close
monitoring.
JOHN DEWEY (1859–1952)
1. Experiential Learning –
characterized by interaction
and continuity. Encourages
hands-on collaborative
activities and projects.
2. Development of
reflective, creative,
responsible thought as
primary aim of education.
JEAN PIAGET (1896–1980)
1. Stage theory of child
development – how
reasoning abilities develop
.
2. Learning occurs with two
processes: assimilation and
accommodation – requires
active use of content and
time for processing.
6. WHAT THEY SHARE
Vygotsky, Dewey and Piaget
1. Emphasis on developing critical reasoning skills
2. Focus on engaging with content and influence of context
7. Jerome Bruner
1915 -
1. Learning is an
active process,
adding to learner’s
existing knowledge –
promotes discovery
and problem solving
2. Concept of
scaffolding –
designing
experiences to match
learners state of
readiness.
Encourages
personalisation and a
relationship with
learners
8. WHAT THEY SHARE
- Brown and Bruner
• 1. Emphasis on learner discovery
• 2. Active engagement with content and others
9. Roger Schank (1946-)
1. Schema Theory –
scripts, plans, mental
models to describe
knowledge structures.
2. Curriculum design -
Promotes combining
learning by doing
experiences with
mentoring
K. Anders Ericsson (1947-)
1. Need for Deliberate
Practice to acquire
expertise. Argues for
monitored practice in
varied and multiple
contexts to develop
expertise.
.
Ellen Langer(1947-)
1. Mindful learning –
learning requires mindful
engagement with
content.
.
2. Noticing distinctions,
the novel within the
familiar, and the familiar
within the novel. Argues
for thoughtful reflections.
10. Roger Schank is an American artificial intelligence theorist, cognitive psychologist,
learning scientist, educational reformer, and entrepreneur.
11. . K. Anders Ericsson (born 1947) is a Swedish psychologist and Professor of
Psychology at Florida State University who is internationally recognized as a
researcher in the psychological nature of expertise and human performance
12. Ellen Jane Langer is a professor of psychology at Harvard University, having in
1981 become the first woman ever to be tenured in psychology at Harvard.
Langer studies the illusion of control, decision-making and mindfulness theory
13. WHAT THEY SHARE
- Roger Schank, Anders Ericsson, Ellen Langer
• 1. Emphasis on learner discovery
• 2. Active engagement with content and others
14. Albert Bandura
(1925-)
1. Social learning
theory – we learn by
observing others.
Suggests use of
models, case studies,
examples
2. Self- efficacy –
belief in oneself to
take appropriate
actions. Suggests
learning as attitudinal
as well as cognitive
growth
Jean Lave (1939-)
1. Social learning theory –
learning is a cognitive process
that takes place in a social
context. Includes elements of
observation, extraction of
ideas, and decision making.
2. Suggests need for
observation, reflection and
decision making
15. WHAT THEY SHARE
- Albert Bandura and Jean Lave
1. Both agree on Social Learning Theory
2. Learning is cognitive activity within a social context and observing
modelling behaviours
16. Albert Bandura (1925) is a psychologist at Stanford University. For almost six decades, he has been
responsible for contributions to the field of education and to many fields of psychology, including
social cognitive theory, therapy, and personality psychology, and was also influential in the transition
between behaviorism and cognitive psychology
17. Jean Lave, is a social anthropologist at UC who theorizes learning as
changing participation in on-going changing practice. Her lifework challenges
conventional theories of learning and education.
18. 1. Theory of
emotional
intelligence . EI
can mean ability
to perceive and
regulate
emotions in self
and others.
2. Argues to
include
dimensions
of feeling
and
attitude in
learning
situations
Daniel
Goleman
( 1947-)
19. Learning theorists – Old established
Vygotsky
Zone of
proximal
development
Piaget-
Assimulation
and
accomodation
Dewy –
Experiential
learning
20. Learning theorists – experts through practice
Schank –
Schema theory
– learning by
doing
Anders
Ericsson –
Deliberative
Practice
Seely Brown –
Theory of
Cognitive
Apprenticeship
21. Learning theorists – Social learning theory
Bandura–
Social learning
theory -Self
efficacy and
awarness
Ellen Langer–
Mindful
learning
Jean Lave–
Social learning
theory
22. Learning theorists – Transformational
Learning
John Mezirow–
10 phases of
transformative
learning theory
23. Transformative learning theory
Work of John Mezirow
• Mezirow has developed transformative learning theory over the past
two decades, which has evolved "into a comprehensive and complex
description of how learners construe, validate, and reformulate the
meaning of their experience." For learners to change their meaning
schemes (specific beliefs, attitudes, and emotional reactions), "they
must engage in critical reflection on their experiences, which in turn
leads to a perspective transformation."
The meaning schemes that make up meaning structures may change
as an individual adds to or integrates ideas within an existing scheme
and, in fact, this transformation of meaning schemes occurs routinely
through learning.
24. Transformative Learning Theory – John Mezirow
Putting it into our practice
1.Disorienting dilemma
2.Self-examination
3.Sense of alienation
4.Relating discontent to others
5.Explaining options of new behaviour
6.Building confidence in new ways
7.Planning a course of action
8.Knowledge to implement plans
9.Experimenting with new roles
10.Reintegration
1.Conversation with student – self awareness
of their abilities and what they need to do to
develop themselves
2.Joined up curriculum – lead and coach
students to study subjects/modules for a
career pathway. Assessment should also be
joined up e.g. students work on 2 projects
/case studies and see the whole process
through. Will build confidence
3. Student learns from own learning
experience and next time round experiments
and plans a clearer course of action
25. Pedagogy in practice at University
1. All still applies today
2. What is relevant relate different theories to different learners
3. Pick and mix approach – apply what you think is appropriate
26. Others we should not forget
David Kolb – Reflective cycle
Donald Schon – Reflective Practitioner
Kurt Lewin – Experiential learning and Action Research
Barbara Jacoby – Service learning
27. Bransford, Brown and Cooking & and Committee
Developments in Science of Learning - 2000
Committee reviewed decades of learning research and identified five
themes that are changing our views on the theory of learning
1. Memory and the structure of knowledge
2. Problem solving and reasoning
3. Early foundations of learning, attempting to answer “who knows
what, and when?”
4. Metacognitive processes (how construct knowledge) and self
regulatory learning processes
5. Cultural experience and community participation
28. References
• Bransford, J. Brown, A. Cocking,R (2000), How People Learn: Brain, Mind, Experience , and School
• Boettcher, J. Conrad, Rita-Marie (2016), The Online Teaching Survival guide, Wiley
• Schank, Roger. Teaching Minds: How Cognitive Science Can Save Our Schools. New York: Teachers College
Press, 2011, ISBN 978-0-8077-5266-1 (paper) and ISBN 978-0-8077-5267-8 (hardcover)
• Schank, Roger. Lessons in Learning, e-Learning, and Training: Perspectives and Guidance for the Enlightened
Trainer. Pfeiffer, 2005. ISBN 0-7879-7666-0
• https://Instructaldesign.org
• https://www.cipd.co.uk/learn
• https://soundcloud.com/cipd/cipd-123-social-learning
Editor's Notes
Pedagogical theories for effective teaching and learning – learning theorists and what they share. The presentation will give a tour around the most influential learning theorists and show how their pedagogic theories have influenced the author’s work within the Business School
The constructivism philosophy is the foundation of how we view learning and how our minds work. Closely related to constructivism is social learning theory, which emphasises the role of the context or environment of learning.
Ericsson is Swedish psychologist at Florida state uni
Social learning is an organic process that comes mostly from interacting with colleagues. Around 80% of our learning occurs naturally in this way, and is largely unprompted and undocumented.
So, how can L&D professionals spot, encourage and make the most of it? Our new podcast explores how to foster, capture and measure social learning.
A perspective transformation leading to transformative learning, however, occurs much less frequently. Mezirow believes that this less frequent transformation usually results from a "disorienting dilemma", which is triggered by a life crisis or major life transition, although it may also result from an accumulation of transformations in meaning schemes over a period of time
4. How construct knowledge.. The thinking about thinking..
