2506 and 2508 July 2012 John Keenan firstname.lastname@example.org
Andragogik – Alexander Kapp 1833 ‘Adult education’ Self concept – experience – readiness to learn – orientation to learning
An Andragogic model (Knowles, 1973) • let learners know why something is important to learn • show learners how to direct themselves through information • relate the topic to the learners' experiences • motivate to learn • help overcome inhibitions, behaviours, and beliefs about learning
Learning Strategy Already know Get attention Relevant Model Teams Goals Visuals Think and talk aloud Mnemonics Note taking Closure strategies – tell your partner what you know Adapted from Fulk 2000 cited in Sousa, 2001: 34
WHICH 3 DO YOU DO MOST OFTEN IN CLASS? MORI POLL COPY FROM A BOOK 56 LISTEN TO THE TEACHER FOR A LONG TIME 37 CLASS DISCUSSION 31 Cited in Grey, 2006: 215
New learning Existing concepts, knowledge and experience Geoff Petty
Student’s recall rate 5 % Listening Students Receive information Reading 10 % Students are Increasingly active, and challenged. Experience is increasingly practical and multi-sensory Audio -Visual 20 % Demonstration 30 % Discussion groups 50 % Students Apply their Learning 75 % Practice by doing 90 % Teach others/immediate use of learning 25 ways of teaching without telling
test role play class practical note taking demonstration explanation discussion question and answer watching a video summarising investigation Petty, 2004: p.22 Action planning for the future.
How to Learn Process explanation doing-detail use - practise check and corrected by peers, by teacher aide-memoir review evaluation tested under realistic conditions queries Petty, 2004: p.23 Action planning for the future.
Essay on language teaching strategies Critically reflect on your approaches to learning and teaching . Evaluate your teaching strategies in relation to listening and speaking, reading and writing skills. Evaluate how you could improve your own language and literacy practice. Action Plan. (2200 words) (55% weighting) • Evaluation of spreadsheet assessment • Carry out a quantitative analysis of the results for at least one student group. • Write a short rationale showing why youchose the assessment approach, its validity and • reliability . Present the analysis using a spreadsheet which should include both numbers and appropriate graphs. On the spreadsheet note any key points of significance about the performance of the group or distribution of results. (1000 words) (25 % weighting) • Professional Learning Journal Assessments (PLJA)