improving learning quality some basic principles
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Improving Learning Quality Some basic principles. Dr. Peter den Boer Lecturer VET-college W. Brabant. Improving Learning Quality. LQ concerns students – learners / Lerner How can we see this quality : Competencies of students : knowledge , skills, attitudes - PowerPoint PPT PresentationTRANSCRIPT
Improving Learning QualitySome basic principles
Dr. Peter den BoerLecturer VET-college W. Brabant
Improving Learning Quality
• LQ concerns students – learners / Lerner• How can we see this quality:
– Competencies of students: knowledge, skills, attitudes
• What does this quality reflect?– The quality of the educational environment: the quality of
teachers, teaching, trainers, supervisors, counsellors
Improving Learning Quality
• Basically concers teachers/trainers and teaching (in school, companies, etc)
TeachingQuality
Learning Quality
Qualities of Learner
How can teachers improve quality
• By being good professionals (didactics & Pedagogics)– NZL: John Hattie (2003)– NL: Robert Marzano (2003) Marzano & Miedema (2011)
• By working in a supportive environment:– Learning environment: buildings, class rooms, possibilities
for learning in companies, leraning materials, etc etc– Supportive / learning teams– Supportive Management
TeachingQuality
Learning Quality
LearnerQualities
Quality/SupportTeam
Quality ofManagement
Quality of management (very briefly)
Appreciative Inquiry: 4D
+ !Flexible leadership
Expert teams are learning teams
Situation awareness
Plan execution
Plan formulationTeam Learning
Shared mental modelsTeam situation awareness
Psychological safety
(Salas et al. 2006)
Quality of learners
• Learning capacities (=? Time)• Learning strategies (cf Hattie & Marzano)• Motivation
Motivation
• Content of subjects• Perspective
Chocolate
Chocolate study Chernev, 2003
• Assignment: Choose a chocolate• Preparation
– What is your favourite (i.e. truffle , pure, vanilla, hazelnut)
• Offer– Group 1: 4 chocolates– Group 2: 16 chocolate
• Assignment: choose 1• Question: do you want to swap?
Results Chernev (2003)
4 bonbons 16 bonbons0
5
10
15
20
25
30
35
40
swapno swap
Norway Netherlands
• 9 domains 350 training programmes• Both: problems with choice, drop out and
switching behavior• WHY ?
Chocolate-metaphor revisited
Experience (with labour)
Metal processing
VocationalIdentity Self-direction
Empirical evidence (N=15)
.71 .65
Den Boer, Jager & Smulders, 2003
Help them gain perspective!
Two types of reflection
• Task reflection:– what went well? what went wrong? what will you do
differently next time? what do you want/have to learn?assessement by expert necessary!
• Personal reflection:– what have you experienced? how was that for you? what
was the most important thing? what made that so special? what does that tell you about your preferences in work?
Craftsmanship 60’s & 70’s
Perspective / Identity
Work attitude
Knowledge Skills
Craftsmanship 80’s - 2000
Perspective / Identity
Work attitude
Knowledge Skills
Craftsmanship 21st century
Perspective / Identity
Work attitude
Knowledge Skills
Talent
• Galton (1865): possibilities limited by innate factors
• Recent research (Ericsson & Lehman, ‘99): people we consider talented have spent much more time practicing than the rest
• 10 year rule• 10.000 flying hours
Deliberate Practice(Ericsson, 1996, 1998)
• Deliberate, well structured practice:– Focussed (concentration)– Programmatic– Extended periods of time– Monitoring & guidance (trainers)
• Examples:– Chess– Sports – Epke Zonderland– Typing
Does good typing make a good secretary?• Broader concept of talent / expertise• What about teachers, trainers, tutors
supervisors, etc.?
Mostteachers(Gen. Educ.)
Education
Subject
practice
practice
theory
theory
Fields of expertise teachers
Pedagogues
SubjectEnthousiasts
Education
Subject
practice
practice
theory
theory
Practitioners
Expert teams (revisited)
• Shared mental models• Team situation awareness• Psychological safety
Teachers & Students
• Both need a perspective to enhance learning• Teachers are AT WORK:
– Experiential learning!– With time outs for off the job training, BUT:– Transfer does not occur automatically
• Students too need experiential learning– When what?
Learning strategies
2 basic types of learning• Knowledge / Skill acquisition – pouring
knowledge into their heads / cognitive apprenticeship
• Participation – experiential learning
2 types of learning: not either or, but which when?
Knowledge / Skill acquisition• Context of certainty
Experiential learning• Context of
UNcertainty• Learning through
reflection
Principles 1
1. ILQ is about teachers, tutors, trainers, counsellors, supervisors, etc.
2. ILQ is about motivating students by helping them gain perspective:– Organise experience– Take time to reflect on that to make learning possible– Perspective motivation, meaning
Principles 2
3. ILQ is about which type of learning when:a. Knowledge acquisition when neededb. Experiential learning when context (including motivation)
uncertain
4. ILQ is about a supportive learning environment:a. Learning teamsb. Supportive management (knowing how to encourage
and lead different processes appropriately)
Principles 3
5. Supportive teams use the available talents in the team:
Subject knowledge, practical knowledge, pedagogical knowledge
6. Talent needs practice!a. 10 year ruleb. 10.000 flying hours