How Do We Learn?How Do We Learn?The ability to learn is unique to everyone.The ability to learn is unique to everyone.

However, there are specific factors that However, there are specific factors that must first be met.must first be met.

1. The individual must be ready to 1. The individual must be ready to assimilate new knowledge.assimilate new knowledge.

2. The environment must be conducive to 2. The environment must be conducive to the learner.the learner.

3. Their learning domain must be 3. Their learning domain must be identified.identified.

Learning DomainsLearning DomainsCognitive Cognitive

AffectiveAffective

PsychomotorPsychomotor

Cognitive DomainCognitive Domain

The ability to solve a math problem,The ability to solve a math problem,

Using thought process to achieve a Using thought process to achieve a goal.goal.

Thinking things through.Thinking things through.

Affective DomainAffective Domain

The individual has a desire to learnThe individual has a desire to learn

They want to accept knowledgeThey want to accept knowledge

The subject is of interest to them.The subject is of interest to them.

Psychomotor DomainPsychomotor Domain

Dexterity needed to complete a task.Dexterity needed to complete a task.

The ability to coordinate muscle The ability to coordinate muscle movement with thinking skills.movement with thinking skills.

Test your learning styleTest your learning style

You can find out what type of learner You can find out what type of learner you are by logging on to,you are by logging on to,

www.educationplanner.comwww.educationplanner.com

Just click the icon for learning styles, Just click the icon for learning styles, and take the test.and take the test.

Our Learning EnvironmentOur Learning Environment

How it effects our ability to learnHow it effects our ability to learn

Learning EnvironmentLearning Environment

Try to make the setting helpful so Try to make the setting helpful so that your client can focus on the task that your client can focus on the task at hand.at hand.

Comfortable seatingComfortable seating

Quiet settingQuiet setting

LightingLighting

Developmental CapabilityDevelopmental Capability

Cognitive development influences Cognitive development influences your client’s ability to learn.your client’s ability to learn.

Therefore their stage of intellectual Therefore their stage of intellectual development must be assessed.development must be assessed.

Age GroupAge Group

Age reflects the development Age reflects the development capability for learning and learning capability for learning and learning behaviors that can be acquired.behaviors that can be acquired.

Learning occurs when behavior Learning occurs when behavior changes as a result of experience or changes as a result of experience or growth (Wong and others, 1999)growth (Wong and others, 1999)

Teaching the AdolescentTeaching the AdolescentHelp the adolescent learn about Help the adolescent learn about feeling and the need for self feeling and the need for self expression.expression.Use teaching as a collaborative Use teaching as a collaborative activity.activity.Use therapeutic communication.Use therapeutic communication.Identify resources for learning, Identify resources for learning, homework, appropriate teaching homework, appropriate teaching tools, calculators, books, pencils,etc.tools, calculators, books, pencils,etc.

Teaching ApproachesTeaching Approaches

To be successful choose a teaching To be successful choose a teaching approach that matches your clients approach that matches your clients needs.needs.

TellingTelling

SellingSelling

ParticipatingParticipating

EntrustingEntrusting

ReinforcingReinforcing

ReinforcingReinforcingThe principle of reinforcement applies to The principle of reinforcement applies to the process of learning.the process of learning.Positive reinforcement such as a smile or Positive reinforcement such as a smile or praise and approval produces positive praise and approval produces positive learning experiences.learning experiences.Negative reinforcement such as frowning, Negative reinforcement such as frowning, sighing, shaking ones head serves only to sighing, shaking ones head serves only to distance the client and detract from distance the client and detract from learning.learning.The client may or may not wish to return. The client may or may not wish to return. They may feel worthless.They may feel worthless.

ReinforcementReinforcement

Choosing an appropriate reinforcer Choosing an appropriate reinforcer involves careful though and attention involves careful though and attention to individual preferences. to individual preferences.

Reinforcers should never be used as Reinforcers should never be used as threats, and are not always threats, and are not always successful with every client.successful with every client.

Teaching StrategiesTeaching Strategies

Speak in words that the client can Speak in words that the client can understand.understand.

Use the active voice when providing Use the active voice when providing instructions.instructions.

Present the most important Present the most important information first and summarize at information first and summarize at the end of the sessionthe end of the session

Use examples, and or illustrationsUse examples, and or illustrations

Teaching StrategiesTeaching Strategies

Ask specific questions that address Ask specific questions that address what you have taught, and evaluate what you have taught, and evaluate the feedback from the client in forms the feedback from the client in forms of questions and written problems.of questions and written problems.

Observe the clients ability to perform Observe the clients ability to perform the desired tasks.the desired tasks.

Teaching StrategiesTeaching Strategies

Preparation is the key. Preparation is the key.

Assess the clients learning domains Assess the clients learning domains and styles. Ask yourself, how dose and styles. Ask yourself, how dose the client learn best, visual, verbal or the client learn best, visual, verbal or written.written.

Use analogies that bring the material Use analogies that bring the material closer to that which the client can closer to that which the client can relate.relate.

Teaching StrategiesTeaching Strategies

Maintain attention and participation Maintain attention and participation by adjusting the intonation of your by adjusting the intonation of your voice when accentuating key points. voice when accentuating key points. A learner remain interested in a A learner remain interested in a teacher who is actively enthusiastic teacher who is actively enthusiastic about the subject under discussion. about the subject under discussion. (Hinchiliff, 1999).(Hinchiliff, 1999).

Socioeconomic RoadblocksSocioeconomic Roadblocks

Illiteracy; the National Adult Literacy Illiteracy; the National Adult Literacy Survey, conducted in the United Survey, conducted in the United States, found that 44 million States, found that 44 million Americans could not read or write.Americans could not read or write.

Cultural Variables; Cultural beliefs, Cultural Variables; Cultural beliefs, values, language, perceptions, and values, language, perceptions, and attitudes held by clients and their attitudes held by clients and their families have an impact on learning.families have an impact on learning.

Socioeconomic RoadblocksSocioeconomic Roadblocks

Try to be aware of the client’s Try to be aware of the client’s cultural background, belief, and cultural background, belief, and ability to understand instructions.ability to understand instructions.

Non Verbal CommunicationNon Verbal CommunicationAppearance; how one looksAppearance; how one looksPosture and gait; how one sits, Posture and gait; how one sits, stands and moves is a form of self stands and moves is a form of self expressionexpressionFacial expression; reveals emotionsFacial expression; reveals emotionsEye contact; signals readiness to Eye contact; signals readiness to communicatecommunicateHand gestures; emphasize, Hand gestures; emphasize, punctuate, and clarifypunctuate, and clarify

Space and territorialitySpace and territoriality

Intimate; 18 in or lessIntimate; 18 in or less

Personal; 4 ft to 18 inPersonal; 4 ft to 18 in

Social;12-14 ftSocial;12-14 ft

Public; beyond 12 ftPublic; beyond 12 ft

When interacting a personal to When interacting a personal to intimate distances it is important to intimate distances it is important to be aware of your communication be aware of your communication skills.skills.

Factors Affecting CommunicationFactors Affecting CommunicationGrowth and developmentGrowth and developmentAttitudes, values, beliefsAttitudes, values, beliefsEmotional statusEmotional statusPerceptions, personalityPerceptions, personalityGenderGenderSelf conceptSelf conceptKnowledge levelKnowledge levelCustoms and expectationsCustoms and expectationsLevels of trustLevels of trust

Phases of Helping RelationshipsPhases of Helping Relationships

Preinteraction; before the meetingPreinteraction; before the meeting

Orientation; clarification of goals, Orientation; clarification of goals, roles,roles,

Working; solve problems, accomplish Working; solve problems, accomplish goalsgoals

Termination; evaluate goal Termination; evaluate goal achievementachievement

The Professional Teacher The Professional Teacher RelationshipRelationship

ProfessionalismProfessionalism

CourtesyCourtesy

ConfidentialityConfidentiality

TrustTrust

AvailabilityAvailability

Hope and encouragementHope and encouragement

HumorHumor

Respect for the individual and their beliefsRespect for the individual and their beliefs

How you can make a difference as a Mentor!

As a Mentor and tutor you will be able to make a positive impact in the lives of your

clients.

Making a Change

The confidence that you can inspire in others will last a lifetime.

Many times it will be you, who will be the first line of support.

Going in with the right attitude and prepared teaching strategies will help your clients in learning.

Be on TimeBe on Time

It is a sign of disrespect for your It is a sign of disrespect for your clients and well as for your clients and well as for your position when you do not arrive position when you do not arrive on time.on time.

Being on time shows respect for Being on time shows respect for others and your position as a others and your position as a mentor.mentor.

It’s O.K. to get frustrated.It’s O.K. to get frustrated.

Teaching is not easy. You will Teaching is not easy. You will give a lot of your time and effort, give a lot of your time and effort, and not always see the results and not always see the results that you hope for. But have that you hope for. But have hope, because you will be hope, because you will be making a positive difference in making a positive difference in the lives of all those you mentorthe lives of all those you mentor

Track the ProgressTrack the Progress

When the client exits from the When the client exits from the program, they will fill out an program, they will fill out an evaluation of their experience, evaluation of their experience, as will the mentor.as will the mentor.

It is in this fashion that the It is in this fashion that the progress and success of the progress and success of the program can be measured.program can be measured.

TrackingTracking

Clients will be given a exit exam Clients will be given a exit exam on the material that they have on the material that they have been tutored on, in collaboration been tutored on, in collaboration with their instructors. This exam with their instructors. This exam will be either written or online. will be either written or online. Their performance will be Their performance will be tracked to see if their grade tracked to see if their grade improves.improves.

Your part of the big picture,Your part of the big picture,

Enjoy teaching, Enjoy teaching,it is one of the most honorable it is one of the most honorable professions. professions.