University of Huddersfield School of Education & Professional Development Adopting and adapting...

University of Huddersfield

School of Education & Professional Development

Adopting and adapting teaching and learning styles


Learning

Behavioural (Skinner, Thorndike)• Learning is a change in observable

behaviour• Change existing classroom

behaviours• Shape observable learning outcomes• Shape new skills


Four approaches

Contiguity Two stimuli become associated when they

repeatedly occur togetherClassical conditioning.

The pairing of an automatic response (emotional) (positive or negative) with a certain stimulus

Operant conditioningThe type and timing of reinforcement affects learned behaviour.

Social LearningLearning by observing other behaviours.


Contiguity

Two stimuli become associated when they repeatedly occur together

Task - give examples from your subject Matching games; battleships; missing

words; bingo; concentration type games

Discourage incorrect matches. It is imperative that wrong notions are not initially given!


Classical conditioning.

The pairing of an automatic response (emotional) (positive or negative) with a certain stimuluse.g.

fear, anxiety, worry - associated with ‘difficult’ concepts, examinations etc…

confidence, pride, comfort associated with ‘easy’ concepts, ‘fun’ lessons

Task - give examples from your subject


Learning experiences….

enjoyable, positive so that positive outcomes are associated with the subject.

learning tasks must be hard enough to challenge; not so hard that failure is inevitable.

use co-operative team structures to establish new ideas

minimise individual competition (tests are for progress, not competition)

use familiar and relevant case study material so that study is associated with everyday life.


Operant conditioning.

The type and timing of reinforcement affects learned behaviour e.g.

an unpredictable series of reinforcement promotes persistence at a learning task

reward good ‘learning’ behaviour reinforce new learning - apply previously learned

knowledge to a local issue or make relevant by collecting current data

use unpredictable reinforcement use plenty of praise when learning new concepts

(construction of praise is important - give reasons) Surprise tests are better than scheduled ones


Social Learning

Learning by observing other behaviours.(attention; retention; reproduction; motivation)

Attention is paid to things that are interesting, exciting, enthusiastic, engaging

Use of props, newspaper clippings, stories Reproduction: model behaviour to be

reproduced (‘talking through’ difficult concepts) Motivation - positive reinforcement - grades,

marks, praise motivates


Cognitive

(Piaget, Voss, Wittrock) Change in observable behaviour is a

reflection of a more important internal change.

Learning is the result of one’s attempts to make sense of the world.

Learner is an active source of plans, goals, intentions, emotions which are used to sort incoming stimuli and construct meaning and knowledge,

Cognitive learning is often experiential.


Experiential learning

On the job experience Mini enterprise Role play Problem solving

Understand the problemHave enough prior knowledge to solve the problemVisually portray the problem

Encourage role taking and opinion forming Encourage different perspectives Encourage ownership


Perception and Attention

Which stimuli are attended to; which ignored? Depends on…

Rules Knowledge Patterns Beliefs Expectations

Give examples from your own subject


Different perceptions

Different outputs possible from the same input (different perceptions).Teachers (you) can help pupils to attend to (focus on) relevance

Provide a context: Purpose and main ideas of the lesson Repeat and review main ideas State ideas in students own words Identify important central concepts and

supporting examples Use of headings and sub headings.


Arouse curiosity

For each of the following, give examples from your own subject

Use surprise Use novel ideas or approaches Set up a puzzle or open ended issue Raise a questions or issue before

knowledge/answer


Memory

Information storage consists of words, concepts, skills, strategies

(verbalised) pictures, imagination (images) meanings, perceptions

(interpretation)


Networks

Networks of ideas etc. form the basis of memory; reinforced with examples, relationships and sub concepts

New ideas are integrated into existing network


Retrieval

Help students to retrieve prior knowledge before proceeding

For each of the following, give examples from your own subject

Brainstorm existing knowledge Hierarchical classification (what I knew, what I

know now, both together) Pupils make mental images of new ideas Rephrase, give examples, develop graphic

representations Pupils to be active participants

University of Huddersfield School of Education & Professional Development Adopting and adapting...

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