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
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