EAL112 - TA2Applied learning Presentation

PresenterKirsten Bacon

Hmmmmmmm………

Bruner(1963) talks about how doing something with information , e.g..

Having to explain to someone else such as your peers, is better than just being told something, this is

why encouraging peer teaching and collegiality works so well . Students' learn they don’t really understand

something till they can explain it to someone else .”

Applied learning

?

Behaviourists: Pavlov, Skinner

Cognitivists: Bruner,Piaget,Vygotsky

Humanists: Maslow,Rogers

Traditional learning Theories and perspectives

Why are traditional learning theories important ?

Traditional learning theories

Other theorists and perspectives

And some different perspectives based more on memory and Intelligence

J.R.Anderson ACT

Robert Steely brown

Cognitive Apprenticeship

m

Howard Gardner Multiple

Intelligences

J.P.Guilford Structure of

intellect

An analysis of the impact of a wide range on applied learning pedagogies of a wider range of other educational theorists

Applied learning pedagogies share a design fundamental: the nurturing of learning and growth through a reflective, experiential process that takes students out of traditional classroom settings.

The approach is

• grounded in the conviction that learning is maximized when it is active,

• engaged, and collaborative. Each applied learning pedagogy provides

• students with opportunities to connect theory and practice, to learn in

• unfamiliar contexts, to interact with others unlike themselves, and to

• practice using knowledge and skills. (ash p25 2009)

What are the practical and

theoretical understandings

of applied learning

pedagogies ?

• what are the the theoretical and practical dimensions of applied learning

• What are The wider implications for teaching and learning in the patisserie classroom

• An analysis of the impact of a wide range on applied learning pedagogies of a wider range of other educational theorists

The wider implications for teaching and learning in the applied Learning patisserie classroom

http://www.youtube.com/watch?v=SqMN6RrfUPc&feature=share&list=ULSqMN6RrfUPc

In order to use designed effective applied learning environments in my teaching we need to consider models like the Reals Model

Reals ….Rich environments for Active Learners (Grabinger and Dunlap) Grabinger and Dunlap say In todays complex world , simply knowing how to use tools and knowledge in single domain is not sufficient to remain competitive as either individuals or companies . People must take learn to apply tools and knowledge in new domains and different situations . REALS are comprehensive instructional systems that evolve from and consistent with constructivists philosophies and theirs .

For this approach to be completely embodies REALS s

• Promotes real world contextualised , authentic task s• Designs learning through rich tasks which ask students to apply skills a and knowledge within a

relevant context• Cultivates collaboration between students teacher and external contributors the learning• Encourages pure self reflection within the course and at the end .• Encourages more connected learning relating to businesses , industry community to future pathways

and student need s• And encourage the growth of student responsibility, initiative , decision among and intentional

learning

Applied learning theory and Standards

My own teaching

and learning

Applied learning pedagogies

What evidence is there of the relationship between educational theory, professional standards and teaching approaches

The relationship between applied learning theory and the professional standards

The relation to my own teaching and learning

experiences

Consideration of PE1 observations and learning

that are related to my examination of applied learning pedagogies

Considerations of Practical Learning observations and learning that are related to my examination of applied learning pedagogies:

• Plan for more realistic outcomes

• Discover and find out about my learners, Where are at , who are they?

• Increase self evaluation and reflection and link learning for the student

• Keep a list of teaching principles

Strategies to enhance teaching and learning within the polytechnic environment

Applied learning pedagogies translated into teaching and learning

Strategies for applied learning teaching and learning in a polytechnic environment

Less complex learning More complex learning

Le

arni

ng a

nd te

achin

g st

rate

gies

Ice breakers Brainstorming Think pair share

Participate in a values line Work in groups to define/predict steps required for a

task Participate in online discussion forums Role play a scenario Set up blogs Introduce to online portfolios

Work in small groups to prepare summaries

of checklists for the class Role play a scenario Debate different perspectives Provide feedback to peers Establish a wiki or a blog to develop

knowledge collaboratively

Seeks feedback and or coaching form a teacher

Identify personal strengths and areas for development

Respond to knowledge/comprehension questions

Discuss how an activity or learning experience relates to own personal experiences

Designs and implements quiz for other students

Design a flow chart for a process or task Participate in peer feedback programs Prepare time lines/charts Respond to application/ analysis questions Develop mind maps/concept maps to review

understanding of a topic Participate in debriefings after a learning g experiences

Respond to synthesis/evaluation

questions Identify specific learning needs and plan for

own future learning Use blogs to share personal skill and

knowledge development Maintain an eportfolio that shows

development as a learner Develop rubrics to define successful/

competent performance and use these to evaluate self or peers

Apply a rule or policy to a given situation Visit a firm/authority business to seek

information about a topic Observe how another person completes a

task Undertake site visits. excursions / to gather

information Progress though learning / work situation

with defined task for individual work

Carry out practical project to meet a real need Undertake tasks in a simulated/practice as in the

Christmas shop Tech and support others to acquire a skill or

knowledge Interpret case studies or scenarios SD design or use a checklist to compete tasks Design and build a working model Identify and diagnose faults

Investigate and develop a solution for a

problem ( problem based learning ) Transfer skills/knowledge to a new

unfamiliar situations Undertake/ participate in quality

processes/audits Design a new product /serve Identify and implement systems

improvement s Undertakes a work placement

Lear

ner s

kills

Learner dependants on direction/initiation from teacher learner selects appropriate strategies for give context learner poses questions, devise strategies to answer, critique effectiveness

Collaborative strategies Planning, review and reflection Strategies Subject. Course skills and Knowledge focus ( http://learningedge.tafe.tas.edu.au/file/)

Applied learning in Action an example :A Christmas story

Students will prepare a Christmas shop at the end of their patisserie course .

Aim is• to provide students with an authentic connection to the real

world by introducing real clients, customers, business procedures and risks

• To provide interest and diversity to encourage the students to engage and attend classes by having a production element in the business environment

• To enable students to practice their skills that they have learnt and gain confident into their abilities

• To encourage team work• To provide and innovative environment where students are

encourage to be creative• To have an authentic assessment opportunity that is valid

and real to the students

The relation to my own teaching and learning experiences

This is where it starts. Lets keep that learning alive

Student Achievement : the challenge to make and design your own worry doll.

Making El Salvadorian Pupoosa . Learning from the experts . I love it, Its these opportunities I want to give to my students to broaden their learning .

Happy teacher in anticipation of an exciting Christmas shop project

References used in this presentation

Blake .D Exploring the challenge of applied Learning reform, International Journal of pedagogies and learning, 3 (3) pp. 58-76 December (2007)

 

Dixon, L., Harvey, J., Thompson, R., & Williamson, S. (2010), Chapter 10. Practical teaching (in) Avis, J., Fisher, R., Thompson, R. : Teaching in lifelong learning: A guide to theory and practice , McGraw Hill/Open University Press, Maidenhead, Berkshire, England ; New York, NY

 

Hunter.m (2012) REFLECTIVE TEACHER – reflecting on teaching, learning and the profession Blog http://reflectiveteacher.com.au/advice-to-a-pre-service-teacher/

 

Herrington, A. (2006), Chapter 1. What is an authentic learning environment? (in) Herrington, Anthony, 1950-, Herrington, Jan.: Authentic learning environments in higher education, Information Science Pub, Hershey, PA

 

Kertesz,J(2012) Pebblepad blog for Kirsten bacon

 

Stokes .H (2102) VCAL Changing Lanes retrieved from VCAL website http://learningchoices.org.au/case_studies/vcal/applied_learning.php

 

Whitton, Diana. (2010), Chapter 10. Lesson planning (in) Whitton, Diana. Learning for teaching: teaching for learning, Engage Learning Australia, South Melbourne, Vic