What we have experienced? What we have learnt?

1. What we have experienced?What we have learnt? A grasp of our wayin this class 2012.12

2. The literature review Lots of readings What did we do in the past four months? Listening and taking notes Planning the mini survey Discussions and activities Group cooperative lecturing

3. What have we learnt in the past four months? We viewed classroom learning from the psychological aspect

4. View of Learning Quality of Learner Intelligence & Ability Conceptions of Teaching & Learning Social Aspect Expectations Interaction Cognitive Aspect Process Approach Affective Aspect Self-esteem Motivation Gifted & Creative Children Children With Learning Difficulty Motivating Managing Assessing

5. Views of learning

6. Two types of learning Prepared learning Unprepared learning When we talk about prepared and un-prepared learning, we view learning from the aspect of learner’s innate psychological characteristics.

7. Cognitive Affective Four kinds of learning Content Process When we talk about the above four kinds of learning, we relate learning to different domains of the world, including the human behaviours.

8. Behaviourism Constructivism Four Theories of learning Humanism Social Constructivism The above theories of learning represent four main streams of people’s understanding about the nature of learning.

9. Three Aspects of Classroom Learning Quantitative Qualitative Institutional The above aspects of learning gives you a more practical rather than theoretical point of views.

10. What I have learned • Generally, learning in classroom is unprepared so requires motivational supports and managment. • Schools exist because there are socially and culturally important things to learn. Schools are needed to help facilitate that kinds of learning, especially declarative knowledge. • Promoting students to involve actively in classroom learning thus becomes the most important issue of teaching.

11. It is important to make learners to see the values of learning for motivation. • Four ways of putting value in learning: Extrinsic motivation Social motivation • Learn because of the consequence • Learn in order to please important others • Learn in order to compete against others • Learn because of interest in the task or activity itself Achieving motivation Intrinsic motivation

12. Conceptions of learning & teaching

13. What do we mean by the termConception? Context dependent Vary over space and time Vary from persons A conception is the overall view an individual holds about the nature or essence of a phenomenon. Medium Lenses Relatively stable Un-awaken Sophisticated

14. Why do we study conceptions of learning/teaching? • Conceptions students & teachers are different from what the educational theories suggested and what the government documents declared. • Students and teachers will behave according to their own conceptions, and consequently, obtain the outcomes of learning & teaching in accordance.

15. General conceptions of learning A – as an increase in knowledge B – as memorizing Quantitative C – as acquiring facts, procedures, etc. which can be retained and utilized in practice D – as the abstraction of meaning E – as an interpretative process aimed at the understanding of reality Qualitative F - ‘changing as a person’

16. The Chinese teachers’ conceptions of teaching Ability Development Moulting Exam Preparation Knowledge Delivery Attitude Promotion Cultivating Conduct Guidance

17. Learning as social experience

18. Learning is a process of personal construction as well as social construction. Expectations of teachers, peers and a student himself/herself affect student learning in a variety of ways. Student peer interactions and teacher-student interactions contribute significantly in both students’ cognitive and social development. Viewing learning from the social aspect, we find that the heart of it is to create a positive, supportive and friendly classroom atmosphere. This is important to student learning and development.

19. Affective Aspects of Learning

20. Feeling Mood Attitude What do affective aspects of learning mean? Motivation Self-esteem Attribution Expectation

21. Self-concept Self-description Self-image Concepts related to self-esteem Self-value Self-fulfilling

22. Important points 1 A student’s self-esteem is an important aspect related closely to his/her learning. It is also a significant indicator of the quality of life.

23. Important points 2 A person’s self-esteem is based on his/her value and self-concept.

24. Important points 3 Making learning important and possible is the core of motivating learning.

25. Important points 4 Four ways of putting values in learning: extrinsic, intrinsic, social and achieving.

26. Important points 5 Student/teacher expectations are another factors affecting student motivation.

27. Important points 6 Student’s beliefs about the self and their attributions to success and failure are important to their expectations to learning.

28. Important points 7 Facilitating students in developing a positive self-esteem and proper expectation about learning, and valuing learning in an intrinsic way are always important but difficult to every teacher.

29. Learning as cognitive development

30. Viewing learning as an information Process • Learning could be seen as a process of information trans-coding include attending, pre-coding, selecting, coding and recoding, storing, outputting, etc.. • Message that seems not meaningful to a learner will not be attended and accepted. In this case, learning could not happen. • Making learning meaningful is of the most importance.

31. Coding happens when a learner applies his/her pre-stored knowledge to interpret and understand the meaning of input message. • Recoding happens when a learner re-construct his/her cognitive structure to mach the input message. • Two important factors that affect coding and recoding: Pre-knowledgeand method of coding. This suggests the importance to discover students’ pre-knowledge and to cultivate students with cognitive skills.

32. A 3-P model of learning can be built based on the information processing theory of learning Presage Process Product Student Nature of Outcome Task Processing Teaching Context

33. Students’ approaches to learning • Learning cannot be separated from the learner. • While facing a task, the degree that a learner values, or interests on the task, decides the strategies he/she will use in processing the task. These and the meta cognitive skills he/she has, will consequently decide the products of his/her learning. • The motivation of and strategies used in a learning task, and the result obtained from the task is a constituency, thus forms the student’s approach to learning.

34. Outcome of Learning Motivation Strategy ﹢ → ｛ Approach to Learning

35. Three General approaches Achieving Surface Deep Deep approach is the most expectative, while achieving approach is also important, and surface approach could be used in some special context.

36. The SOLO Taxonomy • The taxonomy is based on Piaget’s constructivism which assumes that the cognitive development of a child is in stages. • Similarly, Biggs assumes that a student’s level of understanding about a new subject is also in stages. • Biggs and his colleagues identified five qualitatively different levels of learning: • Pre-structural • Uni-structural • Multi-structural • Relational • Extended Abstract

37. These levels labelling the quality of student’s learning outcomes from the cognitive levels. • The SOLO taxonomy could be used as a framework to evaluate the quality of student learning. Evaluating the quality rather than the quantity of learning is a beautiful dream of every educator while there is still a long way to go.

38. Intelligence & Ability

39. The nature of intelligence and ability is still not fully discovered while we can learn several aspects of them: • Intelligence might compose of seven frames, • Intelligence might be made of three elements, • The quantitative aspect of intelligence leads to a variety of IQ tests, • Arguments on nature-nurture controversy lead to a dialectical view of intelligent development. • We need to keep a special eye on children with learning difficulty. And so are the gifted and creative children.

40. Teaching to facilitate learningTeaching for better learning Teaching for the development of every child!

41. What do you think about the course? Boring Too Easy Exciting OK ? Too difficult learn nothing worrying

42. What’s your suggestions to me in the next run? Using English More homework No ideas Just go ? More activities More lecturing Don’t care

43. OurFeeling & Impression • 收获很多，其中最大的收获就是：思维的训练，不要迷信书本理论，要勤于思考，有自己的想法。

44. OurSuggestion & Expectation 建议：布置的课堂讨论问题可否部分与教材上阐述的观点直接相关。

45. Bye-bye ! Look Forward to the Winter Vacation !