1. 291213 the learning process
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The Learning Process
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What is expected of us? Highly competent in subject area
Manage the learning environment
Ensure achieving of the terminalbehaviour
Sound knowledge on how studentslearn
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Teaching/Instructing: Success depends upon:
Objectives for the Course
Resources Available Characteristics of Participants
Learning Environment
Instructor(s)
Whos Responsible ?
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Learning Process Learning
Learning Process
Factors Affecting Learning
Principles of Good Learning
Good Instructor
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LearningAcquire knowledge or skill
To become informed of or acquainted with
To memorize
To gain by experience, exposure
Results in change in our ability to do
something.
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LearningHow?Attended a course.
Did some reading.
Asked a friend / colleague.
Thought about it.
Tested it. Practiced it.
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Acquiring relevant knowledge.
Involves memory
Thinking for understanding.
Make sense of it
Know when, where & how to apply
Doing.
The practical purpose of developingcompetence in an activity.
Learning Process
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Learning ProcessKnowledge
Thinking Doing
Competence
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Factors affecting learning Motivation
Mood and situational factors
Access to resources
Time constraints
Relationship Prior knowledge
Methodology
Relevance
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Factors affecting learningWhat do they signify about learning?
Emotional
Social
Intellectual
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Basic Principles of Learning: Stimulatethe senses
Recognisethe learning curve
Dont abuse the attention span
Encouragethe effective use of memory
Motivatestudents in their learning
Accommodatedifferent learning styles Ensureeffective feedbackin the learning
process
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Learning through Senses
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Learning Pyramid
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Recognise the learning curve
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Attention span
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Effective use of memory Short-term memory system (STM)
Long term memory system (LTM
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Transfer from STM to LTM
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Motivate The challenge
Interesting
Meaningful
Active
Involving
Creative
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Different styles of learning
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Feedback Identifies the present state.
Highlights needs and how to proceed.
Monitors progress .
Diagnose problems .
Find solutions. Positive reinforcement for learning
achievements.
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Evaluation USE
Determine readiness
for next level Estimate progress
Judge effectiveness
Provide motivation/
feedback Provide a record
MISUSE
Threaten students
Classify students Misuse results
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Instructor/Facilitator Most important element to the learning
experience
Provides guidance, support, andstructure to the learning experience
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Characteristics of a good
Instructor/Facilitator: Knowledge of the subject matter
Facilitator of learner participation
Ability to
serve as a model
provide effective feedback
perform effective evaluation
administer & manage the course
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The Good Speaker Maintains Student Contact
Controls Nervousness
Avoids Distracting Mannerisms
Shows Enthusiasm
Develops Good Voice QualityAvoids Excuses
Practices before Presents
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Are you maintaining contact? Get the attention of the class first
Look at and talk to your students
Speak in a conversational tone of voice
Pay close attention to student response
Be Alert!! Look Alert!!
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Controling Nervousness Be thoroughly prepared
Assume the proper mental attitude
Have initial remarks will in mind
Review previous instruction
Tell a story or anecdote Show downBe deliberate
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Advise to Instructors -DO
Take job seriously
Observe others Develop
relationships
Prepare your lesson Practice your
delivery
Dont
Bluff
Use profanity Ridicule students
Talk down to class
Lose your patience
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Methods of Presentation Present Material in small, learnable
steps
Require maximum student participation
Present material in logical sequence
Design work to insure successfulresponse
Correct student errors on-the-spot
Maintain control of student learning
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Check listPrinciples when planning and delivering your lesson
Utilising and stimulating your trainees senses
Have you conducted your lesson in such a
manner that your trainees are exposed tothe following senses in their learning:
Sight
Hearing Combination of both
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Check listPrinciples when planning and delivering your lesson
Recognising the trainees level of academicabilities and work experience in relation to
the level of lesson you intend to deliver Can the trainees cope?
Have you conducted your lesson is such a
manner that your trainees are achieving therequired level of understanding?
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Check listPrinciples when planning and delivering your lesson
Recognising your trainees level ofattention span
Is your lesson too long? Have you given appropriate breaks so that
your trainees attention span is not severelyaffected?
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Check listPrinciples when planning and delivering your lesson
Encouraging the effective use of memory
Is the information meaningful to the trainees?
Are they delivered in small and manageablechunks?
Are they repeated several times (until theyare easily recalled)?
Motivating your trainees
Have you conducted your lesson in aninteresting and stimulating way that
motivates your trainees?
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Check listPrinciples when planning and delivering your lesson
Accommodating to your trainees differinglearning styles
Have you used the following sensorymodality in your training?
Visuals (objects, picture, diagram, words)
Auditory (oral explanations Kinesthetic (doing the activity)
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Check listPrinciples when planning and delivering your lesson
Ensuring effective feedback in thelearning process
Have you solicited feedback of your lessonfrom your trainees?
Has the feedback been evaluated?
Has the outcomes of the feedback beenincorporated in your future training?
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THANK YOU
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Learning Styles
Active
Experimentation
Reflective
Observation
Concrete
Experience
Abstract