Facilitating Learning

FACILITATING LEARNING
January 18, February 01, 08, 2014
Merc Bernaus mbernaus@uab.es
Teaching vs. Facilitating

A process whereby a Helping/making it easy for students to learn teacher leads a together in a group, or group of students in to achieve something acquiring new skills, together as a group. knowledge, or understanding.

Most subject area teaching involves telling and teaching the students. Measurable outcome at the end.
Involves helping the students to discover by themselves.
Which is learner-centered?
I
teach English to my students.
teach my students English.
Content expert
Presents information
Facilitator
Guides process
Provides the right answers
Provides the right questions
Teacher s Effective Ways to Facilitate (feedback)

Problem of getting wider understanding that facilitating is learning, despite apparent noise and mess Motivation for teachers: eg. Need to make daily life enjoyable + rewarding experience for kids and teacher through project based approaches. Catching up with students knowledge Preventing tendency of thinking you are an expert (do not be afraid to say I do not know) If you want to learn something new, teach it. Find interesting material. Be a good listener. Do not be afraid to delegate and empower. Be aware of needs, understand need Determine right questions. Be creative not stick to strict curriculum. Reflect and evaluate your performance.
Teacher s Effective Ways to Facilitate (feedback)

Be flexible. Be creative and up to date. Use different techniques. Show students you love them. Do not repeat the same things year after year (for example, after 20 years of teaching you teach in the same way as your 1st year of teaching). Do not allow your students to drink from a bottle, let them go to the river. Offer skills that lead to learning. Surprise your students. Do not focus on yourself. Respect each one of your students. Each one is different and special. Do not make fun of your students. Listen actively and comprehensively to your students. During the transitional period from a teacher to a facilitator, you
Unforgettable Teachers facilitate
Value of Learning & Knowledge

Teachers should be enthusiastic about their subject. However, they give more than knowledge. They show how learning enhances creativity. Sparks interest, and uncover talents.
Value of Respect
Teachers treat students with honor. They explain how kind words can prevent hurtful confrontations and turn enemies into friends.
Value of Integrity
They demonstrate empathy. Their ethics inspires students to live with courage, honesty, dignity, and self-worth.
Unforgettable Teachers facilitate
Value of Responsibility
Teachers teach that individuals must be accountable for his/her actions.
Value of Perseverance
Teachers teach that education continues until our last breath. They tell stories about hard times they had faced, and how God had often turned difficulties into blessings.
You will be divided into two groups. Each group will choose a classroom scenario and will present ways of how learning could be best facilitated.
Learning
LEARNING is a mental ability by means of which knowledge, skills, habits, attitudes, and ideals are acquired, retained, and utilized, resulting in the progressive adaptation and modification of conduct and behavior. It is any change in the behavior of organism. It is a continuous process.
Principles
L learning is an experience which occurs inside the learner; people learn what they what to learn E evolutionary and experiential process A atmosphere where people are free to explore R right to make mistakes ; respect N needs based and relevant to the learner E emotional and intellectual; people must come before purpose R richest resource; learner himself/herself
Learning
Learning Outcomes (Ends) List the four primary colors. Recite the poem , A Tree Draw the parts of the nervous system. Construct Christmas lantern.
Learning Activities (Means)
Study the four primary colors. Practice the poem , A Tree Watch film about the nervous system. Observe how a Christmas lantern is made.
Conditions for Learning

Acceptance Cooperation, care, concern, change, communication Trust oneself/others Ideas Value for individual differences Evaluation
Nature of Learning
When parents ask their children, What did you learn in school today, the most common replies are I dont know and Nothing. Does this indicate a general weakness of the educational system? No. it simply indicates that learning often takes place without realizing it.
Essential Aspects of the Learning Process

MOTIVATION GOAL- Behavior is oriented towards a goal. READINESS depends on training, experience, and heredity.
Physiological factors- maturation of the sense organs Psychological factors- motives, emotional factors Experiential factors- previously learned skills and concepts.
OBSTACLE, or a hindrance challenges the learner. RESPONSES are actions or behavioral tendencies according to ones interpretation of a situation ATTITUDES- are internal states that influence what students are likely to do. This internal state can ne positive or negative, or favorable or unfavorable reaction toward an object, situation, person or the environment.
What is your attitude toward

Learning School Math, science, English, and other Subjects Homework Classroom rules Teachers Examination Taking responsibility for ones acts Relationships Boys/Girls Family Fashion Love Money Sex
Types of Learning
Cognitive Learning
It is concerned with the development of ideas.
Affective Learning
Involves assimilation of values, emotional reactions and acquisition of attitudes.
Psychomotor Learning
Understanding of the external world through the senses and muscles.
Goals of the learning process
The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
To construct useful representations of knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals. Merc Bernaus mbernaus@uab.es
Context of Learning
Learning is influenced by environmental factors, including culture, technology, and instructional practices.
Learning does not occur in a vacuum. Teachers play a major interactive role with both the learner and the learning environment Technologies and instructional practices must be appropriate for the learner s level of prior knowledge, cognitive abilities, and their learning and thinking strategies. The classroom environment has also an
Motivational and Emotional Influences on Learning
What and how much is learned is influenced by the learner s motivation. Motivation to learn, in turn, is influenced by the individuals emotional states, beliefs, interests and goals, and habits of thinking.
Positive emotions such as curiosity, generally enhance motivation and facilitate learning and performance. Intense negative emotions such as anxiety, rage, insecurity, and related thoughts like fearing punishment, worrying about competence generally detract from motivation, interfere with learning, and contribute to low performance.
Intrinsic Motivation to Learn
The learner s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal interests, and providing for personal choice and control.
Curiosity, flexible and insightful thinking, and creativity are major indicators of the Merc Bernaus mbernaus@uab.es
Effects of Motivation on Effort
Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learner s motivation to learn, the willingness to exert this effort is unlikely without coercion.
Effort is another major indicator of motivation to learn.
Developmental Influences on Learning
As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.
Individuals learn best when material is appropriate to their developmental level and is presented in an enjoyable and interesting way.
Social Influences on Learning
Learning is influenced by social interactions, interpersonal relations, and communication with others.
Learning can be enhanced when the learner has an opportunity to interact and to collaborate with others on instructional tasks. Quality personal relationships that provide stability, trust, and caring can increase learner s sense of belonging, self-respect and self acceptance, and provide a positive climate for learning. Merc Bernaus mbernaus@uab.es
Individual Differences in Learning
Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.
Individuals are born with and develop their own capabilities and talents
Learning and Diversity
Learning is most effective when differences in learner s linguistic, cultural, and social backgrounds are taken into account.
When learners perceive that their individual differences in abilities, backgrounds, cultures, and experiences are valued, respected, and accommodated in learning tasks and contexts, levels of motivation and achievement are enhanced. Merc Bernaus mbernaus@uab.es
When I have free time I like to __________.
I think Mathematics is __________.
The subject I like most is __________.
What I like most about school is __________.
What I like least about school is __________.
Today, I dont want to see __________.
I think I am __________.
I believe __________.
The LEARNING THEORIES
Dr. Howard Gardner s Theory of Multiple Intelligences
Theory of Multiple Intelligences
The Theory of Multiple Intelligences was created by Dr. Howard Gardner in 1983. Gardner s theory places an emphasis on the idea that the traditional understanding of intelligence by means of IQ testing is far too limited. To broaden this notion of intelligence, Gardner introduced nine different types of intelligences consisting of (and to be elaborated on later): Logical/Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Naturalist, Interpersonal, Intrapersonal, and Existentialist
The Nine Intelligences
Logical-Mathematical (Number/Reasoning Smart): Sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning
End States: Scientist, Mathematician
Linguistic (Word Smart): Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language
End States: Poet, Journalist
Musical (Music Smart): Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness
End States: Composer, Violinist
Spatial (Picture Smart) : Capacities to perceive the visual-spatial world accurately and to perform transformations on ones initial perceptions
End States: Navigator, Sculptor
Bodily-Kinesthetic (Body Smart): Abilities to control ones body movements and to handle objects skillfully
End States: Dancer, Athlete
Naturalist (Nature Smart): Abilities to recognize plants and animals, to make distinctions in the natural world, to understand systems and define categories
End States: Botanist, Farmer, Hunter
Interpersonal (People Smart): Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people
End States: Therapist, Salesman
Intrapersonal (Self-Smart): Access to ones own feelings and the ability to discriminate among them and draw on them to guide behavior
End States: Personal with detailed, accurate self-knowledge

Existentialist Intelligence (Role Smart)
Applications
Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logicalmathematical intelligence, where some unique ways of thinking arent addressed. This often leads to kids being labeled as learning disabled or hyperactive when they may not be. The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more
Conclusion
An awareness of Gardner s multiple-intelligence theory has provided teachers with the knowledge necessary to satisfy the educational needs of many more students. With an understanding of Gardner's theory of multiple intelligences, teachers, school administrators, and parents can better understand the different possibilities of each students learning preference. The application of of multiple intelligences in the classroom can stimulate a students learning in new ways.
William Glasser s Choice Theory

What motivates my students?
The Brain Seeks Two Things:
Emotion
Meaning
This is the hook to get students attention and peak interest.
This how the brain can make sense of the information coming inand anchor it to something it already knows.
Information stays in short-term memory only briefly. It moves from short-term to long-term memory only if there a compelling reason to remember the informationa WHY. More than ninety percent of our reasons for taking action and remembering the whys occur in the unconscious mind. The part of the brain that determines what we remember resides in the same area as emotions. Therefore, if the why to remember something is linked to emotions, it is more likely to be retained longer than if it is not. ALL LEARNING IS LINKED TO EMOTIONS.
Students come to school with their own whysemotional reasons for being there. These whys are basic needs to survive, to belong and love, to gain power, to be free, and to have fun. Students possessing negative attitudes toward learning are limited in their ability to transfer their knowledge to new learning situations. Teachers can aid students desire to learn, affecting their emotions and attitudes, by addressing students basic needs through what they say and what they do in the classroom.
We all make choices according to basic needs that come from within ourselves. The needs drive our choices and influence how we behave in those choices.
o Fun
o Freedom
o Power
o Belonging o Survival
The need for pleasure To play To laugh Naturally motivating No one has to bribe you to do these things
Try to imagine life without fun
The need for independence For autonomy For control over ones own life For choice
Some students have had little experience with choice
Empowerment The need to achieve To be recognized for achievement/skills To have a sense of self-worth To contribute
What makes your students feel valued?
The need for love For relationships Social connection Part of a group
In schools, we must work to make students (parents, teachers) feel they belong
Physiological The need for food, shelter, safety Safe from bullying
Schools should be a safe environment from bodily harm, mental or physical intimidation, abuse.
The Ten Axioms of Choice Theory

The only person whose behavior we can control is our own. All we can give another person is information. All long-lasting psychological problems are relationship problems. The problem relationship is always part of our present life. What happened in the past has everything to do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.
Cont.
We
can only satisfy our needs by satisfying the pictures in our Quality World. All we do is behave. All behavior is Total Behavior and is made up of four components: acting, thinking, feeling and physiology. All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think. All Total Behavior is designated by verbs and named by the part that is the most recognizable.
Quality world
The pictures in our head that we want to experience in our life. Three clusters 1.People that are important to us 2.Experiences places, activities, things that we want 3.Beliefs and values what we believe in If something is not in our quality world it is not and will not be important to us.
Car analogy
Wheels front wheels (acting, thinking more control), back wheels (feeling, physiology - less direct control) Steering wheel quality world Engine needs (drive behaviour) Rear view mirror, fuel, passengers,
Applying It to the Classroom

There
are two types of teachers, Boss teachers and Lead Teachers Boss Teachers are those who dwell heavily on rules and consequences. They use rewards and punishment to recognize good and bad before. Children are to be motivated by rewards and avoiding punishment. Lead Teachers are those who align lessons and assignments with students basic need as the main focus. A grading system is in place but is only used as a temporary indicator. They hope students will be engaged, deeply motivated learners, instead of sitting around and doing busy work to meet Merc Bernaus mbernaus@uab.es predetermined assignments.
Human nature is basically good, not evil Normal human development involves the actualization of this inherent goodness
Self-Actualization Esteem Love Safety Physiological
Maslows Hierarchy of Needs

MOST NEEDS HAVE TO DO WITH SURVIVAL PHYSICALLY AND PSYCHOLOGICALLY
PHYSIOLOGICAL OR SURVIVAL NEEDS

ON THE WHOLE AN INDIVIDUAL CANNOT SATISFY ANY LEVEL UNLESS NEEDS BELOW ARE SATISFIED
SAFETY NEEDS
LOVE, AFFECTION, AND BELONGINGNESS NEEDS
SAFETY NEEDS
ESTEEM NEEDS
SAFETY NEEDS

MASLOW EMPHASIZES NEED FOR SELF ACTUALIZATION IS A HEALTHY INDIVIDUALS PRIME MOTIVATION

NEED FOR SELF-
ACTUALIZATION
MASLOW EMPHASIZES NEED FOR SELF ACTUALIZATION IS A HEALTHY INDIVIDUALS PRIME MOTIVATION
SELF-ACTUALIZATION MEANS ACTUALIZING ONES POTENTIAL BECOMING ALL ONE IS CAPABLE OF BECOMING
NEED SELFACTUALIZATION
ESTEEM NEEDS
SAFETY NEEDS
Nobody can do everything,
but we can nearly all do more than we think we can
Truth Goodness Beauty Wholeness Dichotomy-transcendence Aliveness Uniqueness Perfection Necessity
Completion Justice Order Simplicity Richness Effortlessness Playfulness Self-sufficiency
Has no mental illness Satisfied in basic needs Fully exploited talents Motivated by values
Taxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of thinking Adapted for classroom use as a planning tool Continues to be one of the most universally applied models Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy As a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
Evaluation Synthesis Analysis
Creating
Evaluating
Analysing Applying Understanding Remembering
Application
Comprehension
Knowledge
COGNITIVE DOMAIN
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.
Six Major Categories

Knowledge-Recall data or information. Comprehension-Understand the meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words. Application -Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.
Analysis -Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Synthesis -Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Evaluation -Make judgments about the value of ideas or materials.
Knowledge
Examples or Activity: multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure Keywords: arrange, define, describe, label, list, memorize, recognize, relate, reproduce, select, state
Comprehension
Examples or Activity: explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors Keywords: explain, reiterate, reword, critique, classify, summarize, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorize, paraphrase, reference, example
Application
Examples or Activity: put a theory into practical effect, demonstrate, solve a problem, manage an activity Keywords: use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play
Analysis
Examples or Activity: identify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs Keywords: analyze, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide
Synthesis
Examples or Activity: develop plans or procedures, design solutions, integrate methods, resources, ideas, parts; create teams or new approaches, write protocols or contingencies Keywords: develop, plan, build, create, design, organize, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify
Evaluation
Examples or Activity: review strategic options or plans in terms of efficacy, return on investment or costeffectiveness, practicability; assess sustainability; perform a SWOTanalysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendations and justifications Keywords: review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage
AFFECTIVE DOMAIN
includes
the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.
Five major Categories

Receiving-Awareness, willingness to hear, selected attention. Responding- Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation). Valuing-The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable. Merc Bernaus mbernaus@uab.es
Organizing-Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values. Characterization or Internalizing-Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).
Receiving
Examples: Listen to others with respect. Listen for and remember the name of newly introduced people. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.
Responding
Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.
Valuing
Examples: Demonstrates belief in the democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about. Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.
Organizing
Examples: Recognizes the need for balance between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self. Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.
Internalizing
Examples: Shows self-reliance when working independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look. Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.
PSYCHOMOTOR DOMAIN
includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.
Reflex movements
are actions elicited without learning in response to some stimuli. Examples include: flexion, extension, stretch, postural adjustments
Perceptual
refers to interpretation of various stimuli that enable one to make adjustments to the environment. Visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive as well as psychomotor behavior. Examples include: coordinated movements such as jumping rope, punting, or catching.
Physical activities
require endurance, strength, vigor, and agility which produces a sound, efficiently functioning body. Examples are: all activities which require a) strenuous effort for long periods of time; b) muscular exertion; c) a quick, wide range of motion at the hip joints; and d) quick, precise movements.
Skilled movements
are the result of the acquisition of a degree of efficiency when performing a complex task. Examples are: all skilled activities obvious in sports, recreation, and dance.
Non-discursive communication
is communication through bodily movements ranging from facial expressions through sophisticated choreographics. Examples include: body postures, gestures, and facial expressions efficiently executed in skilled dance movement and choreographics.
Albert Banduras (1960s +) Social Learning Theory

aka Social Cognitive Theory
Put the person back into personality
Principles of Social Learning

Use strategies to gain the students attention. Ensure that the observation is not too complex. Link new skills to the students prior knowledge Use practice to ensure long-term retention Ensure a positive attitude toward a new skill so that the students will be motivated to reproduce or use new behavior
Overt Behavior
Environmental Influences
Personal Factors (beliefs, expectations, self-perceptions)

Banduras biggest contribution to learning theory:

absence of external reinforcement
We can pay attention to what others do, and repeat their actions
i.e., We learn through observation, rather than through direct reinforcement
New patterns of behavior can be acquired in the
We can exercise control over our behavior through self-regulation Cognition allows us to use previous experiences, rather than trial-and-error, to foresee probable consequences of our acts, and behave accordingly Self-regulation allows us to choose behaviors that help us to avoid punishments and move towards long-term goals
We are not slaves to environmental influences We have free will
We learn much of what we do through observing and speaking with others (models), rather than through personal experience We form a cognitive image of how to perform certain behaviors through modeling, and use this image as a guide for later behaviors
Observational learning is also known as imitation or modeling. In this process, learning occurs when individuals observes and imitate others behavior.
There are four component processes influenced by the observer s behavior following exposure to models.
Attention Retention Motor reproduction Motivation

Attention is the first component of observational learning. Individuals cannot learn much by observation unless they perceive and attend to the significant features of the modeled behavior.
Retention is the next component. In order to reproduce the modeled behavior, the individuals must code the information into longterm memory.
Motor reproduction is another process in observational learning. The observer must be able to reproduce the models behavior. The observer must learn and posses the physical capabilities of the modeled behavior.
Motivation or Reinforcements In this process, the observer expects to receive positive reinforcements for the modeled behavior.
Environmental experience is a second influence of the social learning of violence in children. Albert Bandura reported that individuals that live in high crime rates areas are more likely to act violently than those who dwell in low-crime areas.
Albert Bandura believed television was a source of behavior modeling.

Since aggression is a prominent feature of many shows, children who have a high degree of exposure to the media may exhibit a relatively high incidence of hostility themselves in imitation of the aggression they have witnessed.
For example, David Phillips reported homicide rates increase tremendously after a heavy weight championship fight . There have been a number of deaths linked to violence on television.
We acquire, maintain, and modify behaviors that we see others perform We decide which behaviors to keep, and when to use them, by using:
Bandura and other Social Learning Theorists put the person back into personality by stressing the interplay of personal factors, environmental factors, and behavior
symbolic thought emotion self-regulation (I really want to stab my prof, but I need an A, so)
Words of Wisdom
A person without a goal, happenstance is his destination.

FAST TALK
Would you choose to be a better husband or a better father? Better wife or a better mother?
If you would tour PNOY around the country, where would you take him? Why?
If women were to rule the world by 2020, how different the world would be?
If you could bring one possession with you on a deserted island, what would it be and why?
If you could be very famous, in what way would you choose?
What childhood play do you miss most? Why?
How do you consider teaching profession- a masculine course or feminine course?
Does crying make a man less of a woman? Why?
If you were to be transported to live in a new planet, who will be the three persons you would want to be with you and why?
What are the three things you would never do to the person you love?
Motivational Factors in Learning

MOTIVATION refers to the initiation, direction, intensity, and persistence of human behavior. REWARD vs REINFORCEMENT A reward often has the intent of encouraging the behavior to happen again. It can be external or internal. A reinforcement is intended to create a measured increase in the rate of a desirable behavior following the addition of something to the environment.
Other Factors
COERCION- a form of motivation where the avoidance of pain or other negative consequences has an immediate effect. SELF-CONTROL is increasingly understood as a subset of emotional intelligence; a person maybe highly intelligent, yet unmotivated to dedicate this intelligence to certain tasks.
How do the following motivate you?

ACHIEVEMENT GOAL LOVE FAMILY FRIENDS MONEY RELATIONSHIPS/AFFILIATIONS WORKPLACE NEEDS
Students and the Need for Differentiated Environments

1. When students see that Effort = Success, they become eager and effective learners 2. When students believe success is due to innate ability, they are afraid to make mistakes 3. When tasks are too easy or too hard, students learn to get by or give up 4. When task is appropriate for student readiness, task becomes satisfying
Students and the Need for Differentiated Environments

5.
When task is too difficult, brain goes into escape (fight or flight) mode When task is too easy, brain goes into relaxation (sleep-like) mode Students function best when the task is slightly difficult for them Matching difficulty level of task to student readiness leads to feelings of student competence students select more challenging tasks in the future
6.
7.
8.
When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it; onethird will get it; and the remaining third wont. So two-thirds of the children are wasting their time.
Lilian Katz
What if you are demotivated?

See JOHN GARDNERs PERSONAL RENEWAL
Motivational Theories
DRIVE REDUCTION THEORY grows out of the concept that we have certain biological needs, such as hunger. As time passes, the strength of the drive increases as it is not satisfied. Then as we satisfy the drive by fulfilling its desire, such as eating, the drives strength is reduced. David McClellands ACHIEVEMENT MOTIVATION THEORY states that a person needs for three things but people differ in degree in which the various needs influence their behavior: Need for Achievement, Need Merc Bernaus mbernaus@uab.es for Power, Need for Affiliation
Motivational Theories
INTEREST THEORY- if a person has a very strong interest in something, then obtaining outcomes in that area will be very strongly reinforcing relative to obtaining outcomes in areas of interest. Frederick Herzbergs TWO FACTOR THEORY concludes that factors in the workplace result in job satisfaction, while others do not, but if absent lead to dissatisfaction.
Motivators (challenging work, recognition, responsibility) which give positive satisfaction. Merc Bernaus mbernaus@uab.es Hygiene Factors (status, job security, salary and
Burrhus F. Skinner s Operant Conditioning Theory
Operant Conditioning Theory

This
theory developed by Burrhus Skinner (1968) refers to learning facilitated through reinforcement and learning that is based upon a pleasure pain view of human behavior.
B. F. Skinner made the law of effect the cornerstone for his influential theory of learning, called operant conditioning.
According to Skinner, the organisms behavior is operating on the environment to achieve some desired goal.
Operant conditioning: learning in which behavior is strengthened if followed by reinforcement and weakened if followed by punishment
Operant Chamber (Skinner Box)

soundproof chamber with a bar or key that an animal can manipulate to obtain a food or water reinforcer contains a device to record responses
The fundamental principle of behaviorism is that rewarded behavior is likely to be repeated.

This is known as reinforcement in operant conditioning.
It also states the positive side of Thorndikes Law of Effect.
Structure and feedback in learning immediate reinforcement Defined performance goals and immediate reinforcement at work Parenting reward good behavior, ignore whining, time-out
Thorndike was one of the most important early theorists in animal learning, educational psychology, and behavioral psychology. Thorndike developed the law of effect in 1898, several years earlier than Ivan Pavlov proposed his laws of reinforcement. Although the theories are almost identical the two individuals were not aware of each other for many years.
two main foci in education were 1) the improvement of classroom instruction and 2) the measurement of the learner and the products of learning. wrote three books for his own use that became classics in educational psychology 1) Educational Psychology (1903), 2) The Theory of Mental and Social Measurement (1904), and a three volume Educational Psychology (1913).
referred to his approach to learning as connectionism, hypothesized that an organism learned about connections between situations and types of responses. one of the first to hypothesize that if all of these (responses & situational variables) could be analyzed man could be told what would and would not satisfy him and annoy him in every conceivable situation. The law of effect refers to stamping in or stamping out a response tendency by attaching favorable or unfavorable consequences. the law of effect states any act which in a given situation produces satisfaction becomes associated with that situation, and when the situation reoccurs the act is more likely to reoccur than before.
Ivan Petrovitch Pavlov was born 1849 in Central Russia. son of a village priest and eldest of 11 children. initially intended to enter a theological seminary but after reading about Darwinian evolution changed his mind and enrolled at the University of St. Petersburg to study animal physiology. He obtained his degree in 1875 and began to study medicine in the hopes of becoming a physiologist. In 1890 he received an appointment as professor of pharmacology at St. Petersburg Military Academy
Ivan Pavlov
Will the dog learn to associate the arrival of food with a neutral stimulus (e.g., a bell)?
Reinforcer - any event that increases the frequency of the preceding event
Positive Reinforcers Negative Reinforcers Introduce (+) stimulus Remove (-) stimulus (e.g., food) (e.g., electric shock)
Reinforcers ALWAYS strengthen behavior!
Lockes reflection on knowing starts with the problem of theories

Given two explanations the one that is most likely to be true is the simplest Is it possible to construct an explanation of knowledge without using the notion of innate ideas
According to Locke, yes, is one starts with a simple concept (model) of the mind
Imagine the mind like a blank slate on which nothing is written (without any innate ideas)
Let us suppose the mind to be, as we say, white paper, void of all characters, without any ideas: How comes it to be furnished? To this I answer in one word, from EXPERIENCE. (John Locke, EHU)
The mind is like a blank slate informed only by sense experience and acts of reflection
Children show no evidence of innate ideas. They appear to learn their ideas
Copy from adults Education Personal experience
If a child were kept in a room with no color would have no idea of color So by degrees their minds are furnished with ideas
The senses play a role in knowing by providing data from an external world - the to be known. The external world (reality) imposes itself on consciousness. However, what is imposed (impressed on the mind) are ideas. As we have noted there is no means to verify the correspondence of idea and reality the idea represents. The mind actively relates the data together. So the mind is ACTIVE in acts of knowing.
Jean Piagets Constructivism & Cognitive Development Theory
In order to understand something, we MUST be able to relate it to something else If at all possible, APPLY this knowledge during the lesson to foster concrete connections Differs from traditional view; the mind is a blank tablet
1. Sensory motor stage (birth-2 yrs) -through physical interaction with environment, child develops set of concepts about reality & how it works -stage where child is unaware that if an object is not seen it still exists (object permanence)
Child needs concrete physical situations and is unable to conceptualize in the abstract -needs to see, hear, feel in order to understand something
Child begins to conceptualize based on physical experiences -creates logical structures to explain his/her environment -abstract problem solving possible Example: math with #s, not objects
Cognitive structures are like an adult and include conceptual reasoning
-Piaget classified as a cognitive constructivist focusing on processes of the mind and its effects on learning
Constructivism
Constructivism is an eclectic view of learning that emphasizes four key components: (a) learners construct their own understanding rather than having it delivered; (b) new learning depends on prior understandings; (c) learning is enhanced by social interaction
An educational theory that places emphasis on the learner Teachers role: Act as a facilitator
Based on the idea that All knowledge is CONSTRUCTED based on previous experiences
Two Views of Constructivism
Individual Contructivism it emphasizes individual, internal construction of knowledge.
Social Constructivism it emphasizes that knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual.
Characteristics of Constructivism
Learners construct understanding. New learning depends on current understanding. Learning is facilitated by social interaction. Meaningful learning occurs within authentic learning tasks.
Bruner s Main Concepts
Representation 1. Enactive Representation
2. Iconic Representation
3. Symbolic Representation
Symbolic Representation
Iconic Representatio n
Enactive Representation
Discovery Learning -Discovery learning refers to obtaining knowledge for oneself.

The five Es: Engage- do this! Engage the students and get them interested in learning
Ex: ask a question, define a problem, surprise them, use problematic situations
Get the students directly involved in the material Have them work in teams Act as a facilitator Use their inquiry to drive the process
Explanations come from: -Students working together -Teacher introducing concepts and vocabulary for experiences Example: magnets-attracting force This is also the time for the teacher to determine levels of understanding and clarify misconceptions Drawing, writing and video are great tools to help the teacher assess development and growth
Students expand on concepts learned Make connections Apply understandings to own environment & world around them These connections lead to further inquiry & new understandings
-Examples: rubrics, teacher observation, student interviews, portfolios, project & problem based learning products, etc.

On-going diagnostic process Can occur at all points of the instructional process
Used to guide teacher in further planning of lessons May also be utilized by the students; Ex:
Feedback Fridays
Learning is active Engage the students on their own cognitive level Make it interesting! Work in groups Act as a facilitator, not a record player Make learning cyclical. They should have more questions when the lesson is over!
Cognitivist Guiding Principles to Gain and Hold Learning
Learning experiences should be as pleasant and satisfying as possible. Whenever possible, lessons should take into account the interests and students of students. The attention of learners can be gained and held longer by using different sensory channels and movement. Learners can attend for only so long, and they differ in their ability to attend. Distractions interfere with attention Learners can attend only to so much info at any one time.
Psychosocial development theory is based on eight stages of development Eriksons theory is based on the idea that development through life is a series of stages which are each defined by a crisis or challenge The early stages provide the foundations for later stages so Erikson says that if a child does not resolve a crisis in a particular stage, they will have problems in later stages For example, if an adolescent does not establish his own identity, he will have difficulty in relationships as an adult
Stage Stage Stage Stage Stage Stage Stage Stage
1 2 3 4 5 6 7 8
Oral Sensory Muscular-Anal Locomotor Latency Adolescence Young Adulthood Middle Adulthood Maturity
birth to 1 year (infancy) basic conflict is trust vs. mistrust the important event is feeding and the important relationship is with the mother the infant must develop a loving, trusting relationship with the mother/caregiver through feeding, teething and comforting failure to resolve this conflict can lead to sensory distortion, and withdrawal
age 1 to 3 years (toddler) Basic conflict is autonomy vs. shame/doubt The important event is toilet training and the important relationship is with the parents The childs energy is directed towards mastering physical skills such as walking, grasping and muscular control The child learns self control but may develop shame, doubt, impulsivity or compulsion if not handled well
age 3 to 6 years (preschool) basic conflict is initiative vs. guilt the important event is independence and the important relationship is family the child continues to become more assertive in exploration, discovery, adventure and play the child may show too much force in this stage causing feelings of guilt failure to resolve this conflict can lead to ruthlessness and inhibition
age 6 to 12 years (school age) the basic conflict in this stage is industry vs. inferiority the important event is school and the important relationships are teachers, friends and neighbourhood the child must learn to deal with new skills and develop a sense of achievement and accomplishment failure to do so can create a sense of inferiority, failure and incompetence
age 12 to 20 years (adolescent) the basic conflict is identity vs. role confusion the important event is development of peer relationships and the important relationships are peers, groups and social influences The teenager must achieve a sense of identity in occupation, sex roles, politics and religion. In addition, they must resolve their identity and direction. Failure to make these resolutions can lead to the repression of aspects of the individual for the sake of others (fanaticism)
age 20 to 40 years the basic conflict in young adulthood is intimacy vs. isolation the important event is parenting and the important relationships are lovers, friends and work connections in this stage, the individual must develop intimate relationships through work and social life failure to make such connections can lead to promiscuity, exclusivity and isolation
age 40 to 65 years the basic conflict is generativity vs. stagnation the important event is parenting and the important relationships are with children and the community this stage is based on the idea that each adult must find a way to satisfy, support and contribute to the next generation; it is often thought of as giving back failure to resolve this stage can lead to overextension or rejectivity
age 65 to death the basic conflict is ego integrity vs. despair the important event is reflection on and acceptance of the individuals life the individual is creating meaning and purpose of ones life and reflecting on life achievements failure to resolve this conflict can create feelings of disdain
Moral Development Theory
This is a Lawrence Kohlbergs theory based on the assumption that the rate of moral development varies among individuals, with some individuals having a relatively high level of moral reasoning early in life.
Assessed moral reasoning by posing hypothetical moral dilemmas and examining the reasoning behind peoples answers Proposed three distinct levels of moral reasoning: preconventional, conventional, and postconventional Each level is based on the degree to which a person conforms to conventional standards of society Each level has two stages that represent different degrees of sophistication in moral reasoning.
Preconventionalmoral
reasoning is based on external rewards and punishments Conventionallaws and rules are upheld simply because they are laws and rules Postconventionalreasoning based on personal moral standards
Characterized
by the desire to avoid punishment or gain reward Typically children under the age of 10
Primary
concern is to fit in and play the role of a good citizen People have a strong desire to follow the rules and laws. Typical of most adults
Characterized
by references to universal ethical principles that represent protecting the rights or of all people Most adults do not reach this level.
Stages 1 & 2
focus on direct consequences Negative actions will result in punishments EXAMPLE: Heinz shouldnt steal the drug because hed go to jail if he got caught.
Getting
what one wants often requires giving something up in return Right is a fair exchange. Morals guided by what is fair
Stages 3 & 4
An
attempt to live up to the expectations of important others Follow rules or do what others would want so that you win their approval Negative actions will harm those relationships
To
maintain social order, people must resist personal pressures and follow the laws of the larger society Respect the laws & authority
Stages 5 & 6
Must protect the basic rights of all people by upholding the legal principles of fairness, justice, equality & democracy. Laws that fail to promote general welfare or that violate ethical principles can be changed, reinterpreted, or abandoned
Self-chosen ethical principles Profound respect for sanctity of human life, nonviolence, equality & human dignity Moral principles take precedence over laws that might conflict with them, Conscientious objectors refuses to be drafted because they are morally opposed to war.
Sociocultural Theory
This theory is based on the early works of Lev Vygotsky (1978). This is a cognitive view of learning that emphasizes student participation in communities of learning. To the sociocultural theorists, learners are novices under the supervision of one or more mentors.
Russian psychologist & philosopher in 1930s usually associated with Social
Constructivism
Social Constructivism emphasized the effects of ones environment (family, friends, culture & background) have on learning Today, Co-Constructivism Seems to prevail, incorporating Cognitive and Social aspects
Schema Theory
This is a cognitive view of knowledge elucidating that that the information people store in memory consists of a network of organized and interconnected ideas. According to this theory, the organized structured and abstract bodies or info or schemata that a learner brings to fore in learning new content determine how the learning tasks are interpreted and what the learner understands from the study. This theory expounds that each subset of knowledge is stored in a schema, an outline or organized network of knowledge about a single concept or Merc Bernaus mbernaus@uab.es
David Ausubels Meaningful Verbal Learning/Subsumption Theory
Ausubel, instead of criticizing the manner of teaching, proposed ways of improving it. He suggested the use of advance organizers.
Focus of Ausubels Theory

The most important factor influencing learning is the quantity, clarity, and organization of the learner s present knowledge which consists of facts, concepts, propositions, theories, etc. The way to strengthen the students cognitive structure is by using advance organizers that allow students to already have a birds eye view or to see the big picture of the topic to be learned even
Ausubels theory is concerned with how individuals learn large amounts of meaningful material from verbal/ textual (lecture/ books) presentations in a school setting as opposed to theories developed based on experimental settings. Therefore, learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the presentation of information.
FORCE FIELD THEORY & Change ThEORY

Kurt
Lewin
Kurt Lewin (1890-1947)
was a famous, charismatic psychologist who is now viewed as the father of social psychology. Born in Germany. was well known for his terms life space and field theory. A Gestalt psychologist
Kurt Lewins Change theory
Unfreeze ready to change

When a structure has been in place for a while, habits and routine have naturally settled in. The organization as a whole is going in the right direction, but as shown on the illustration people or processes may have strayed off course. For example, tasks that are not relevant or useful anymore are still being performed by force of habit, without anyone questioning their legitimacy. Similarly, people might have learned to do things one way, without considering other, more efficient methods. Unfreezing means getting people to gain perspective on their day-to-day activities, unlearn their bad habits, and open up to new ways of reaching their objectives. Basically, the current practices and processes have to be reassessed in order for the wheels of change to be set in motion.
Change implementation
Once team members have opened up their minds, change can start. The change process can be a very dynamic one and, if it is to be effective, it will probably take some time and involve a transition period. In order to gain efficiency, people will have to take on new tasks and responsibilities, which entails a learning curve that will at first slow the organization down. A change process has to be viewed as an investment, both in terms of time and the allocation of resources: after the new organization and processes have been rolled out, a certain chaos might ensue, but that is the price to pay in order to attain enhanced effectiveness within the Merc Bernaus mbernaus@uab.es structure.
Freeze (sometimes called refreeze)- making it stick

Change will only reach its full effect if its made permanent. Once the organizational changes have been made and the structure has regained its effectiveness, every effort must be made to cement them and make sure the new organization becomes the standard. Further changes will be made down the line, but once the structure has found a way to improve the way it conducts its operations, re-freezing will give the people the opportunity to thrive in the new organization and take full advantage of the change. Many quote the model as saying the third step of this approach is to reMerc it Bernaus mbernaus@uab.es freeze, when in Lewins original work was freeze.
Field
is a psychological theory which examines patterns of interaction between the individual and the total field, or environment.
Theory
Force Field Analysis
is an influential development in the field of social science. is a management technique for diagnosing situations.
a framework for looking at the factors ("forces") that influence a situation, originally social situations.
Restraining Forces (hindering forces) Driving Forces (helping forces) Equilibrium

Driving
Forces - are those forces
affecting situations that are pushing in a particular direction; they tend to initiate a change and keep it going. Restraining Forces - are forces acting to restrain or decrease the driving forces.
Equilibrium
- is reached when the sum
of the driving forces equals the sum of the restraining forces.

Example
The first step is to draw a box within which you write the decision. Then you list all the helping and hindering forces. For example you want to buy a new car.
Having spent some time trying to think of all the forces in play you then assign a strength to each force between 1 and 5 where 1 is weak and 5 is strong:
We can then add up the strengths of the forces to give a helping: hindering ratio. In this case it is 7:11 so initially it looks like the decision to buy a new car will not be made because the hindering forces outweigh the helping forces.
If we do want the decision to go ahead we can now look for ways to increase the helping forces and decrease the hindering forces.
Looking at the hindering forces: Cost: If I leased a car then I could change this from 4 to 2. Time: As I don't have much time to look at other models I could always just buy the same model which would change this score from 4 to 1. Which model: Would therefore also decrease from 3 to 1. ---So by decreasing the hindering forces the analysis now gives 7:4, much more promising.

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Facilitating Learning

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FACILITATING LEARNING

January 18, February 01, 08, 2014

Merc Bernaus mbernaus@uab.es

Teaching vs. Facilitating

Merc Bernaus mbernaus@uab.es

Teaching vs. Facilitating

Merc Bernaus mbernaus@uab.es

Teaching vs. Facilitating

Involves helping the students to discover by themselves.

Merc Bernaus mbernaus@uab.es

teach English to my students.

teach my students English.

Merc Bernaus mbernaus@uab.es

Provides the right answers

Provides the right questions

Merc Bernaus mbernaus@uab.es

Teacher s Effective Ways to Facilitate (feedback)

Teacher s Effective Ways to Facilitate (feedback)

Unforgettable Teachers facilitate

Value of Learning & Knowledge

Merc Bernaus mbernaus@uab.es

Unforgettable Teachers facilitate

Merc Bernaus mbernaus@uab.es

Merc Bernaus mbernaus@uab.es

Merc Bernaus mbernaus@uab.es

Merc Bernaus mbernaus@uab.es

Learning Activities (Means)

Merc Bernaus mbernaus@uab.es

Conditions for Learning

Merc Bernaus mbernaus@uab.es

Merc Bernaus mbernaus@uab.es

Essential Aspects of the Learning Process

What is your attitude toward

Goals of the learning process

Motivational and Emotional Influences on Learning

Intrinsic Motivation to Learn

Effects of Motivation on Effort

Merc Bernaus mbernaus@uab.es

Developmental Influences on Learning

Social Influences on Learning

Individual Differences in Learning

Merc Bernaus mbernaus@uab.es

Learning and Diversity

When I have free time I like to __________.

Merc Bernaus mbernaus@uab.es

I think Mathematics is __________.

Merc Bernaus mbernaus@uab.es

The subject I like most is __________.

Merc Bernaus mbernaus@uab.es

What I like most about school is __________.

Merc Bernaus mbernaus@uab.es

What I like least about school is __________.

Merc Bernaus mbernaus@uab.es

Today, I dont want to see __________.

Merc Bernaus mbernaus@uab.es

Merc Bernaus mbernaus@uab.es

Merc Bernaus mbernaus@uab.es

The LEARNING THEORIES

Merc Bernaus mbernaus@uab.es

Dr. Howard Gardner s Theory of Multiple Intelligences

Merc Bernaus mbernaus@uab.es

Theory of Multiple Intelligences

Merc Bernaus mbernaus@uab.es

The Nine Intelligences