helping people learn
description
Transcript of helping people learn
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Robert MellorSenior Lecturer & Program Manager
UTS Centre for Local Government
University of Technology
Sydney,Australia
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What is this all about ?• this about helping people to learn
• this is about helping you to be more creative and innovative in the way that you “teach” and “train”
• this is about having fun and being relaxed
• this is about helping local government staff be more innovative in the way they work
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What are the rules ?• have fun!
• don’t be afraid to take a risk
• no-one is going to look stupid
• relax
• enjoy yourself
• join in with the group
• don’t worry - you can’t fail !
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What are WE GOING TO DO ?
For the next few days, we are going to:
• look at different ways of learning
• learn a framework that helps us design training that is innovative
• do lots of practical examples
•explore different techniques
• learn together as a group- learn from each other
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Give a man a fish and you feed him for one day...
WHY ?
..help him learn to fish and you feed him for life
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I see and I remember
I hear and I forget
I do and I understand
WHY ?
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WHY ?
We need to build on people’s experience
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The first thing you really enjoyed learning
HOW DID YOU LEARN?
THINK ABOUT…. ?
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The time you really DID NOT enjoy learning
Why DID YOU NOT LEARN?
THINK ABOUT…. ?
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• to be good teachers - the first thing we should do is stop teaching and help people to learn
• we should realise that our collective knowledge and skills are far more powerful than just us “being the experts”
• to help make it more fun and enjoyable (for all of us) - make people feel good
• to help prepare people for (vital) creative problem-solving in the future
• to help our learners get better outcomes
• to help people learn how to learn
• because it works!
WHY ?
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Learning for the Future… in the past we learned from the past.. now we must learn for the future. To learn for the future we must help people learn:
• INTERPERSONAL INTERACTION
• IDEAS AND INNOVATION
• HOW TO INTERPRET NEW INFORMATION
(Bellanca & Fogarty,1992)
WHY ?
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Learning for the Future…
INTERPERSONAL INTERACTION
• our world is growing more diverse
• it is full of all sorts of different people
• we must help people to learn how to interact with different people
• we must help people to interact in different ways
• we must help people to learn from each other in different ways
WHY ?
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Learning for the Future…
IDEAS AND INNOVATION
• we must help people learn how to deal with new information and ideas
• information is changing so rapidly, we must help people learn through change
• we must encourage people to have new ideas and develop them
• we must help people learn using all their learning skills
WHY ?
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Learning for the Future…
HOW TO INTERPRET NEW INFORMATION
• we must help people learn what is useful from the past
• we must help people to learn to make good choices
• we must help people to learn problem-solving
• we must help people to be creative
• we must help people to deal with conflict
WHY ?
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WHY ?Because people learn in all sorts of different ways:
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Background ?In the early 1960s, Roger Sperry, a
psychologist in the USA, performed some experiments. He discovered that the brain is separated into two halves - two separate hemispheres.
LEFT BRAIN & RIGHT BRAIN
He found that each side of the brain has different roles and functions.
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Background ?LEFT BRAIN , RIGHT BRAIN &
“REPTILLIAN” BRAIN
He found that each side of the brain has different roles and functions. At the back of the brain, close to the neck and spine, is the “reptillean” brain - which controls very basic thought processes
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Background ?LEFT BRAIN & RIGHT BRAIN
Left Brain
•Language, logic,numbers, sequence, details, linear, symbols, judgement
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Background ?LEFT BRAIN & RIGHT BRAIN
Right Brain
•images, rhythm, music, imagination, colour, look at the whole picture, patterns, emotions, non-judgmental.
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Background ?The left Brain and the right Brain work
together - they are not competition with each other. Being innovative and creative depends on us using and exercising both sides of the brain
LEFT BRAIN & RIGHT BRAIN
Working Together!
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Background ?Since then, a number of psychologists
and learning specialist have identified a number of learning intelligences - different ways in which we learn:
Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
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Background ?Since then, a number of psychologists
and learning specialist have identified a number of learning intelligences - different ways in which we learn:
Linguistic
•Working with words
•reading, crosswords, word-games
•telling stories
•arguments/debates/discussions
•listen to radio or audio cassettes
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Background ?Logical/Mathematical
• working with numbers - maths
• doing budgets and accounts
• step-by-step, logical
• putting things in logical groups -order
• planning and putting in detail - timetables
• liking science, chemistry, maths, engineering
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Background ?Visual/Spatial
• enjoy art, films, television
• photography, drawing, video
• draw pictures for notes - “doodles”
• like pictures, diagrams and graphs
• see how “things might look”
• imagination
• like jigsaw puzzles
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Background ?Bodily/Kinesthetic
• enjoy sport and physical exercise
• good at craft and building things
•like dancing, games, playing with children
• use hand gestures and touch
• like to feel things
• aware of your physical surroundings
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Background ?Musical
• playing a musical instrument, singing
• understand rhythm and patterns
• follow the “sound of music”
• can see images when music plays
• good at languages
• good memory for sounds
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Background ?Interpersonal
• working with others -team
• team sports, groups etc
• communicate well
• talking and sharing
• treat others as friends
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Background ?Intrapersonal
• think on your own
• strong values and beliefs
• prefer to learn on your own
•relate it to “you”
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Background ?Naturalisitic
• good with animals
• good at gardening -growing things
• fishing
• natural things -stars, rocks, animals
• act on “feelings”
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Background ?
So, how do we develop a system of learning that uses both the the LEFT & RIGHT brain ?
And how do we develop a system of learning that encourages all of the learning styles or
intelligences ?Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
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Background ?We are going to use system developed
by an American teacher:
BERNICE McCARTHY….
It is called the
4-MAT system
Watching
Sensing/feeling
Thinking
Doing
Type 1
WHY?
Type 2
WHAT?
Type 3
HOW?
Type 4
WHAT If?
RB
RB
LBLB
RB
RB
LBLB
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Background ?The 4-MAT system:
• helps us to plan and design our learning experiences (“lessons” and “training workshops”)
•reminds us to include both the right and the left side of the brain
•reminds us to explore all of the learning intelligences
•gives us a format (4-mat) or “recipe” for how to design learning experiences
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Lets start…..Early experiments by DAVID KOLB (1974)
Showed us that there were 4 types of learners (like the different learning intelligences)
Watching
Sensing/feeling
Thinking
Doing
Type 1
Type 2Type 3
Type 4
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4-MAT
Watching
Sensing/feeling
Thinking
Doing
AWARENESS - I become aware that something is happening that I am interested in
PERSONAL - I take in your information and I think how it may effect me. Tell me more about some people like me
COLLABORATION - let me share and talk with others about how we will use this in the future
MANAGEMENT _ show me how I can manage this information and use it .
INFORMATIONAL - give me little bit more information about what I am seeing/feeling
RE-FOCUSING - let me think about this new things and decide how to use it in the future
Lets start…..
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4-MAT
Watching
Sensing/feeling
Thinking
Doing
Type 1
WHY?
Type 2
WHAT?
Type 3
HOW?
Type 4
WHAT If?
Create an experience that engages personal meaning
Analyse the experience
Use the experience to set questions for more knowledge
Provide detailed information and knowledge
Share the learning with others
Analyse the results
Adapt and experiment
Try it out -guided -like a “recipe”
RB
RB
LB
LB
RB
RB
LB LB
Lets start…..
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4-MAT
Watching
Sensing/feeling
Thinking
Doing
Type 1
WHY?
Create an experience that engages personal meaning
Analyse the experience
RB
LB
Lets do it
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Lets do itSome Activities that could be used for Type 1
Motivational Stories, Songs and Poems
Simulations, Games, Exercises, Dance
Discussions, Drama, Theatre
Role Playing, Debate
Movies, videos, Audio tapes, Music
Painting, Drawing
Food, cooking, Smells.
Field trips, walking, touching
Simulations, demonstrations
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Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
Lets do it
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4-MAT
Watching
Sensing/feeling
Thinking
Doing
Type 1
WHY?
Type 2
WHAT?
Create an experience that engages personal meaning
Analyse the experience
Use the experience to set questions for more knowledge
Provide detailed information and knowledge
RB
RB
LB
LB
Lets do it
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Lets do itSome Activities that could be used for Type 2
Formal lecture
Lecture with visual aides
Lecture with notes and exercises
Reading assignments and homework
Example problems
Seminar or conference
Instructional Video or CD Rom
Handouts and information sheets
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Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
Lets do it
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4-MAT
Watching
Sensing/feeling
Thinking
Doing
Type 1
WHY?
Type 2
WHAT?
Type 3
HOW?
Create an experience that engages personal meaning
Analyse the experience
Use the experience to set questions for more knowledge
Provide detailed information and knowledge
Adapt and experiment
Try it out -guided -like a “recipe”
RB
RB
LB
RB
LB LB
Lets do it
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Lets do itSome Activities that could be used for Type 3
Workshop style
Laboratory experiments
Practical exercises
Site visits, field trips, case studies
Computer simulations
Objective exams
Example problems with workshop tasks
Physical exercises, trials, tasks
Real-life simulations
Exams and tests
Hands-on exercises
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Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
Lets do it
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4-MAT
Watching
Sensing/feeling
Thinking
Doing
Type 1
WHY?
Type 2
WHAT?
Type 3
HOW?
Type 4
WHAT If?
Create an experience that engages personal meaning
Analyse the experience
Use the experience to set questions for more knowledge
Provide detailed information and knowledge
Share the learning with others
Analyse the results
Adapt and experiment
Try it out -guided -like a “recipe”
RB
RB
LB
LB
RB
RB
LB LB
Lets do it
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Lets do itSome Activities that could be used for Type 4
Open-ended problems
Problems prepared by learners
design projects
Group exercises
Action plans
Presentations and Learner Demonstrations
Subjective exams or Competitions
Group reflective thinking
Think tanks, brainstorming sessions
Group project reports
Drama, Songs, Plays
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Linguistic
Logical/Mathematical
Visual/Spatial
Bodily/Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
Lets do it
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Reading Some books you might like to read:
Bernice McCarthy - 4Mat
- 4Mat in Action
Colin Rose - Accelerated Learning
David Kolb - The learning Sstyle Inventory
Ronald Schmeck - Learning Styles and Learning Strategies
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Background ?Some websites you might like to visit:
http://keirsey.com/
http://ctiweb.cf.ac.uk/vps/
http://www.creativetown.com/
http://www.unice.fr/sg/
http://sg.comp.nus.edu.sg/
http://brezza.iuav.unive.it/stratema/lugo-eng/