Characteristics of learning 2-15
- Result of experience- student can learn only from experience
- Active process- students need to react and respond
- Multifaceted- may include verbal elements, conceptual elements, perceptual elements (Senses)
- Purposeful-
Laws of learning 2-10
- Readiness- learners must want to learn
- Exercise-connections are strengthened with practice
- Effect-Learning is strengthened when accompanied by a pleasant feeling
- Primacy-What is learned first is learned best
- Intensity-learned best when attached to real world
- Recency-things most recently learned are best remembered
Domains of learning 2-12
- Cognitive-thinking
- Affective-feeling
- Psychomotor-doing
Levels of Learning 2-13
- Rote-ability to repeat
- Understanding- to comprehend
- Application- putting what you learned to use
- Correlation- connecting what was learned to previous knowledge
Maslow’s Hierarchy of needs 1-3
- Physical
- EGO
- Safety
- Social
- Self-fulfillment
Defense Mechanism 1-6
Protect the ego
- Compensation
- Projection
- Repression
- Denial
- Rationalization
- Fantasy
- Aggression (Displacement)
- Reaction Formation
What is learning 2-2
A change in the behavior of the learner as a result of experience
How People Learn
- Perception-Meaning to sensory stimuli
- Insight-grouping the perception into meaningful wholes
- Motivation- Reason to want to be there
Factors that affect Perception
- Basic Human needs
- Element of threat
- Time+opportunity
- Goals + Values
- Physical
- Self-concept
Principles to Learning a sill
- Desire to learn
- Application of skill
- Duration of lesson
- Knowledge of progress
- Eval Vs. Critique
- Physical Skill
- Progress follows a pattern
- Plan to follow
Forgetting
- Repression
- Interference
- Disuse
Retention
- Senses
- Attitude
- Praise
- Association-similiar
- Repetition
Student Emotions
- Normal Reaction to stress-respond rapidly and exactly
- Abnormal reaction to stress-random or illogical, Inappropriate reaction (singing, laughter, rapid changes in emotion, over cooperation
- Anxiety-fear of the unknown, flying potential threatening experience, freezing up
the teaching process
Preparation
Presentation
Application
Review and Eval
Organization of a lesson
Introduction-Attention/motivation, overview
Development-Past to Present, Simple to complex
Conclusion-Retraces key points
Lesson types
Lecture method-illustrated talk, briefing, formal, teaching
Guided discussion- Lead off Q, Follow up Q, overhead Q, Rhetorical Q, Direct Q, Reverse Q, relay Q
Group Learning
Demonstration/performance
Computer based (interactive/passive)
Characteristics of Effective Critique
Flexible Acceptable Specific Thoughtful Comprehensive Organized Constructive Objective
Critique ground rules
Make sure written/oral Allow time for critique Don't cover to much Don't be maneuvered to defend you criticism Avoid controversy Absolute statements Don't go over multiple times
Effective questions
Brief/Concise One topic Challenge Apply to subject adapt to student
Questions to avoid
Trick Irrelevant Bewildering Toss-Up Oversized Puzzle
Characteristics of a good test
Validity Comprehensive Reliability Discrimination Usability-functionality(easily printable and gradable) Objective-not open to interpretation
CFI characteristics + Responsibility
RESPONSIBILITY Help student learn Emphasize the positive Adequate instruction Demand adequate results Safety
CFI Characteristics + Professionalism
PROFESSIONALISM Sincerity Safety Acceptance of the student Language Appearance Demeanor Self-Improvement
Minimizing student frustration
Be consistent Admit errors Give credit when due Motivate Approach student as individual Criticize constructively Keep student informed
