Professional Capability - Learning Sciences Flashcards
How do people learn?
Multi store model
Brain process info through 3 separate stages:
1) sensory register: info enters
2) short term store: limited capacity , info is rehearsed
3) long term store: limitless capacity, rehearsed info
How do people learn?
Deliberate practice techniques
Those help TD professionals deliver deeper learning that leads to better retention
How do people learn?
Deliberate practice techniques
Interleaving: multiple topics within instruction are mixed and alternated
How do people learn?
Deliberate practice techniques
Spaced practice: Learning is spaced over time with intervals between practice
How do people learn?
Deliberate practice techniques
Elaboration: learners are asked to connect the content with their existing knowledge
How do people learn?
Deliberate practice techniques
Retrieval practice: learners are asked to recall the piece of knowledge and skill they leaned directly from memory rather than referring to the content
How do people learn?
Cognitive load theory
Refers to the amount of effort needed to process new info in the working memory
How do people learn?
Cognitive load theory
3 forms: intrinsic, extraneous, germane
How do people learn?
Cognitive load theory
Intrinsic: amount of effort required of the learner, based on the complexity of the content
How do people learn?
Cognitive load theory
Extraneous: effort required by the learners to make sense of content based on how is presented
How do people learn?
Cognitive load theory
Germane: refers to the work that the learner puts into building a schema or mental model in the long term memory
How do people learn?
Modality effect
Working memory process info through an auditory and visual channel.
It suggests that cognitive load is reduced when visual info is accompanied by auditory info as opposed to when it’s only visual
Adult learning theory
Pedagogy: instructor is expert, responsible for all aspects of learning process, content centered motivation is external
Adult learning theory
Andragogy: student and teachers are seen as equal. Learners have more control over how and when they learn.
Adult learning theory
6 key assumptions
1) the need to know: purpose of training and how it affects
2) learners self concept: responsible grown up, don’t like taking directions
It’s critical to help learners identify their needs and direct their own experience
3) role of learner’s experience: adults can draw on their own life experience too make sense of new learning
4) readiness to learn: relevance to their needs will increase their readiness to learn
5) orientation to learning: understand the learners needs, adults are practical and willing to devote energy to learn which help them to perform and solve
6) motivation: internal motivators: job satisfaction, self esteem, quality of life
Adult learning theory
Learner centered approach
Humanist psychology: we can’t teach another person directly: we can only facilitate his learning.
Learner centered approach
Learners want to control what and how they learn
Learners can be trusted to develop their own potential
Learners should be encouraged to choose both type and direction of learning
Learner centered approach
Facilitators role:
Establish initial climate by clarifying the purpose
Plan the widest possible range of resources to address needs
Limit lectures & incorporate activities that involve learners
Be prepared to show learners what’s in it for them
Build in time for open discussion
Create a welcoming and friendly environment
Prepare discussion questions that help the facilitator to be a guide
Maslow hierarchy of needs
Level 1 - physiological needs Level 2 - safety Level 3 - belonging Level 4 - esteem (recognized by others) Level 5 - self actualization (need to excel)
Most jobs satisfy 4 levels
Patricia Cross
2 Conceptual Frameworks for Adult Learning
1) chain of response: framework of adult participation in learning
Situational: schedule, location, mandatory vs voluntary
Personal: intelligence, life phase
Vocabulary
2) characteristics of adult learners:
Capitalize on participant’s experience
Maximum choice in what to learn
Role of Neuroscience in Learning
3 filters help incorporate new knowledge, transfering it from working memory to long term
1) attention
2) meaning
3) emotions (creating positive environment)
Forgetting curve: test and quiz helps, summarize the lesson, spaced repetition
Specific goal helps for learning specific thing. Coaching & feedback help extra
Bloom’s Taxonomy
Learning objectives into 3 domains
1) cognitive domain: knowledge, development of intellectual skills
2) psychomotor domain: skills, refers to the use of motor skills to accomplish a task
3) affective domain: attitude, refers to how people react to things emotionally
Bloom’s Taxonomy
Level of learning into 6 levels of behavior
Remember Understand Apply Analyze Evaluate Create
Robert Gagne
5 Types of Learning
1) intellectual skills: concept, rules and procedures to perform a task
2) cognitive strategy: strategies employed by learners to take in, retain and apply
3) verbal info: info that they will to make
sense of new info
4) motor skills: carry out practical tasks or follow a procedure
5) attitude: bias or values that influence learners’ action towards something
Robert Gagne
9 Events of Instruction
Preparation:
1) gain attention
2) inform learners of the objectives
3) stimulate recall of prior knowledge
Instruction & Practice:
4) present the stimulus
5) provide Learning guidance
6) elicit performance
7) provide feedback
Assessment & Transfer:
8) assess performance
9) enhance retention
Mager’s Criterion Referenced Instruction Approach
Learning goal should be broken into a subset of smaller tasks or learning objectives
Using specific verbs as opposed to vague language when writing objectives
Measuring the ability of the learner to meet the specific criteria upon completion of learning
Mager’s Criterion Referenced Instruction Approach
Components of behavioral objective
1) performance: specific, observable action, described using a verb
2) condition: describes the setting under which behavior is performed
3) criteria: describes the level of performance and should be stated by including an acceptable range of allowable answers
Using this approach, frame in explicit terms how a learner should be able to perform a task. Providing the criteria performance will help track the learners progress and measure success.
Ebbinghaus Forgetting Curve
Stress, sleep, difficulty of content can affect the forgetting
Suggests use of mnemonics, repetition
Spaced Learning, recall opportunities
Classroom context, micro learning, coaching, gamification and follow up by supervisor
Bandura Social Cognitive Theory
Parental modeling influence the behavior of children
This theory has prompted educators to incorporate modeling into their teaching because it helps learners to:
learn new patterns or behaviors (modeling effect)
Reduce existing patterns or behavior (inhibitory effect)
This theory is said to bridge behaviorism and cognitivism
Foundational Learning Theories
Behaviorism
Focus on observable behavior
Learning experience with clear and observable objectives
Content and process broken down to achievable tasks
Learning happens when associations between stimuli and response are strengthened or weakened.
Shape behavior through reinforcement or punishment
Advantages: observable results, helping learners to acquire behavioral skills, ensures behavioral practice, establish objectives
Foundational Learning Theories
Cognitivism
Focus on mental processes a learner goes through (perceive, think, remember, learn, solve etc)
Cognitivists argue that thinking affects behavior (understand rationale behind concepts)
Advantages:
Focus on thinking skills, emphasizes foundational knowledge
Believe in building a base of information, concepts and rules
Provides the rationale upon which action is based
Foundational Learning Theories
Constructivism
Knowledge acquisitions through experience and interaction
Based on the belief that people learn only through experience
Learner centered approach (experiential learning, safe environment)
Learners are motivated to learn when they believe they can be successful.
Construct knowledge from assimilation and accommodation
Assimilation: incorporate a new experience into an already existing framework
Accommodation: process of reframing one’s mental beliefs of the external world allows for differences in learner background and experience, facilitator guidance
Advantages: discovery oriented, builds learner understanding with real world relevance
