RPL+Questions+24

// 24. Please provide examples of delivery techniques you use that would demonstrate basic knowledge and application of //

// a. basic learning theories //

> > I also relate where ever possible the topic I am teaching to everyday tasks or event that the students would already have an understanding.
 * 1) I use a cognitive approach of building up understanding over the unit’s delivery. The building of skills and knowledge over time, encouraging questioning and experimentation to test and embed knowledge. Using revision to ensure a better level of understanding and allow the student to build upon their knowledge.

An Andragogical Classroom
Research estimates that 80 percent of adult learning is through either self-help or through discussions with their peers and only 20 percent is through the pedagogical cognitive approach (Martin & Woodside, 2009). To introduce less teacher focused pedagogical type training and more andragogical learning, a facilitator could employ methods such as case studies, self directed research, discussion groups and focus groups. One method that does constantly arise in the andragogical learning experience as a worthwhile component is that of self-reflection. To ensure that schemata is happening and that the learning is qualitative and not quantitative (cranking out the work), ensuring learner reflection is part of the facilitation is a key strategy to success (Downing, 2010). To introduce learners to an andragogical model, by this meaning a responsibility for their own learning, researchers suggest gradually introducing aspects of andragogy based principles into a pedagogical classroom. The scaffolding learning principle can be used to facilitate this process. (O’Brien, 2009).

Law of effect Initially a good reaction to an event caused a good connection between stimulus and response and an 'annoyance' caused a bad stimulus to response or S-R relationship. However he later shortened this theory as sometimes an 'annoyance' could either cause a good or bad S-R response. Law of exercise – ‘Practise makes perfect’ Thorndike explains that repetitive connections made between a situation will strengthen that connection. Later Thorndike added a revision to this theory, stating that the ‘practice makes perfect’ theory was not necessarily enough but instead repetition in circumstance combined with feedback and comments to a learner improved the S-R connection. Law of readiness – readiness for action The law of readiness explains that if a participant is prepared and willing for action (or learning), then the S-R link is emphasised. However, if a goal driven participant is faced with an obstacle or does not see the relevance then this action becomes an annoyance and reduces the S-R link. To summarise Thorndike’s theory would be to say that the reward component is integral to the learning process. Also the use of practice and repetition in combination with comments and feedback from the trainer or facilitator will solidify the learning process (Dave, 2007)

Ivan Pavlov’s classic conditioning
Russian physiologist Ivan Pavlov studied the effect of conditioning based on stimulus given and response generated from repetitive stimuli. In 1903 his famous study ‘Pavlov’s Dog’ theorises that there is a bond between stimulus and response and deducted that the basic theory of learner can be attributed to this (Learning Theories Knowledgebase, 2008).

John B Watson
In 1921 Watson built upon Pavlov’s research and investigated the stimulus-response connection with infants. His research identified the same outcomes when children were conditioned to certain stimulus (Learning Theories Knowledgebase, 2008).

Dewey’s functionalism
John Dewey had a major influence on the American education system in the early part of the 20th century. His functionalist theory supports the method of the holistic approach to education (Clark, 1995). His work highlights the importance of reflection within the education environment to allow the learner to ‘connect the dots’. Dewey emphasises two main points, that of learner experience on which new learning should make links too and critical enquiry in the form of thinking and reflection. Even though Dewey’s research was a major shift for educators, only some of Dewer’s learner-focused-education has entered into normal practice and that many classrooms are still utilising teacher focused education models (Conner, 2004).

Tolman (purposive behaviourism)
Often regarded as a link between behaviourism and cognitive theories, Tolman’s research outlined that there was more than a direct ‘one to one’ link between a stimulus and response as in Thorndike’s connectionism theory. In fact, the response was governed by multiple and complex variables and factors surrounding the learner (Kearsley, 1994).

Lewin – group and institutional dynamics (field theories)
Field theories, which associate with the psychological component of learning, explore the mental state of the learning process. Lewin researched the importance of success over reward and that the involvement of the ego was a critical part of the learning process. This would be affected by what others think about ones-self and therefore the group and institutional dynamics found in a learning environment would effect the learner (Knowles, Holton, & Swanson, 2005).

// b. sound knowledge and application of adult learning principles // I talk to the students about their assessments and have discussions about how they are industry task, I will often ask them how they are going in other units and if there is anything we can bring into the class from them. I have asked where they might like to go with the unit, I of course understand what we have to cover as determined by the standards in the UOC, but I can modify assessments and classes based upon students requests.
 * // Adults have a need to be self-directing //**

I set goals for my class and try to use the experience that the students bring to class to enhance the discussions and learning environment, as they are adult learners I must respect that they have experience that they bring with them. In my classes I give the students many practical exercises to do so they can try out the new skills that they have been shown. Once they have achieved the basic skills I encourage them to experiment, to try out other options or to incorporate skills they have learnt in other units.
 * // Adults have a range of life experience, and connecting learning to experience is meaningful //**

I begin classes with a quick revision of the previous lesson as a why to get the student focused and then talk about how they leads to the current lesson. As it is an adult learning environment I will tell my class what it is we are going to do, I do this by saying it and having a PowerPoint slide with bullet points. I show them what we are going to do, I encourage questions and I give them practical tasks to do that are relevant to the upcoming assessment. I engage with each student during the class to see how they are going and to give encouragement. In my classes I chunk the information so that it is able to be absorbed by the students and I make the instruction I give them clear with simple language. I make my classes relevant to the industry task and make sure I teach all aspects of the upcoming assessment. I tell the students how each lesson fits in with the assessment and how that relates to the industry. I check for understanding during the class to make sure that the students are taking in the information, if I find that a student is having trouble I will present the information in a different way or use a different example. At the end of the class I go over the main points again and give a brief outline of the next lesson.
 * // Adults have a need to know why they are learning something //**

I keep the demonstrations and talking to the class to a minimum, and instead encourage students to actually do some work, where i can move around the class and give one on one help as required. When i see a student is easily understand and demonstrating a task, i will give them extra tips and tricks or suggest a challenge for them around the area of work they are doing.
 * // Training needs to be learner-centred to engage learners //**

At the beginning of the unit i teach skills and knowledge, but as the classes progress i become more hands off. I become more of an advisor to support the students learning. Where the students may have problems with aspects of the work i will develop support material, but i encourage the students to problem solve and gently point them in the right direction. Where a class may have a common problem i will stop the class and do a targeted demonstration to help them solve their problem. While i observe the students work constantly i give them the space to learn from doing.
 * // The learning process needs to support increasing learner independence //**


 * **The need to know** — adult learners need to know why they need to learn something before undertaking to learn it.


 * **Learner self-concept** —adults need to be responsible for their own decisions and to be treated as capable of self-direction
 * **Role of learners' experience** —adult learners have a variety of experiences of life which represent the richest resource for learning. These experiences are however imbued with bias and presupposition.
 * **Readiness to learn** —adults are ready to learn those things they need to know in order to cope effectively with life situations.
 * **Orientation to learning** —adults are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations.

// c. learner styles // I use a range of delivery methods to allow for the different learning styles which include:

// Visual Learners //

for these students I have PowerPoint presentation, handouts and I show them what I expect. I ask them to ‘show’ me where they are having trouble.

// Auditory Learners //

I speak to them about what is expected, I have class discussions, I encourage questionings. I ask them to ‘tell’ me where they are having trouble.

// Kinaesthetic Learners //

These learners like to do things to I provide class exercises for them to do and to assist them I as them to ‘demonstrate’ where they are have difficulties

// d. strategies to engage students // To engage learners I use a variety of methods to teach including:
 * Presentation
 * Handouts
 * Practical Exercises
 * Challenges
 * Dissuasions
 * Pop Quizzes
 * and most of all humour

I mix up my modes of delivery and find chunking information works well.

// e. strategies and skills to manage student behaviour // I set out the rules of the class with the students and we agree on a standard of behaviour for the class. If a student is showing inappropriate behaviour I start by using proximity to deal with the behaviour, this is very effective. If proximity does not work then I will make eye contact and ask them to stop the particular behaviour but I do this with a quiet voice so as not to embarrass the student. If it continues I usually sit down with the student and have a one to one conversation with them and ask them what is bothering them, i find a caring and interested tone is helpful and usually the student will talk to me and we can resolve the issue.Sometimes students with prior knowledge can be a bit disruptive if they are bored. If this is the case I will often offer them more challenging work to do, defer to them occasionally in class to make them feel valued or I offer these students the opportunity to demonstrate their skills to me with a view to RPL.