User:DannyHatcher/sandbox/5

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Learning - Explanation-based learning - Dialogic learning - Meaningful learning

Self-development

Personal development

  • goals
  • feedback
  • aspirations
  • self efficacy to get to goals
  • cognitive behaviour - cognitive reframing

Professional development

  • professional requirements
  • standards
  • professional schools

Self-reflection

  • barriers to self-improvement linked to understanding
  • evidence base
  • what understanding looks like for self improvers and non-self improvers
  • sport coaching education (collection)
  • motivation
  • motivational interviewing

Reflective practice

  • learning from experience - experiential learning
  • gestalt therapy
  • kolb and fry
  • theory of action - argyris and schon (reflection in action, reflection on action)
  • gibbs - kolbs learning cycle
  • Johns - experienced knowledge
  • Bookfiled - 4 lenses
    • improve thinking about thinking - learning
  • metacognitive skills
  • used in teacher profession
    • reflection helps people look objectively at performance?
  • reflection v evaluation
  • not know what reflection is
  • applied in health fields (nursing)

Barriers

Learning

  • some lost some kept
  • learned helplessness
  • semiosis?
  • non associative learning
    • habituation
    • sensitization
  • active learning
    • passive learning
  • associative learning
    • operant conditioning
    • classical conditioning
  • observational learning
    • imprinting
  • play
  • enculturation - culture teaching
  • episodic learning - embedded in experience
    • somantic memory is different
  • dual-coding theory (multimedia learning)
    • e-learning
  • rote learning
  • meaningful learning
    • deeper learning
  • evidence-based learning
    • spaced repetition
    • active recall
  • formal learning
  • nonformal learning
  • informal learning
  • tangential learning
  • dialogic learning
  • transfer of learning
  • incidental learning
  • blooms domains of learning
  • factors affecting learning
    • internal factors
      • Goals or purposes: Each and everyone has a goal. A goal should be set to each pupil according to the standard expected to him. A goal is an aim or desired result. There are 2 types of goals called immediate and distant goals. A goal that occurs or is done at once is called an immediate goal, and distant goals are those that take time to achieve. Immediate goals should be set before the young learner and distant goals for older learners. Goals should be specific and clear, so that learners understand.
      • Motivational behavior: Motivation means to provide with a motive. Motivation learners should be motivated so that they stimulate themselves with interest. This behavior arouses and regulates the student's internal energies.
      • Interest: This is a quality that arouses a feeling. It encourages a student to move over tasks further. During teaching, the instructor must raise interests among students for the best learning. Interest is apparent (clearly seen or understood) behavior.
      • Attention: Attention means consideration. It is concentration or focusing of consciousness upon one object or an idea. If effective learning should take place attention is essential. Instructors must secure the attention of the student.
      • Drill or practice: This method includes repeating the tasks "n" number of times like needs, phrases, principles, etc. This makes learning more effective.
      • Fatigue: Generally there are three types of fatigue, i.e., muscular, sensory, and mental. Muscular and sensory fatigues are bodily fatigue. Mental fatigue is in the central nervous system. The remedy is to change teaching methods, e.g., use audio-visual aids, etc.
      • Aptitude: Aptitude is natural ability. It is a condition in which an individual's ability to acquire certain skills, knowledge through training.
      • Attitude: It is a way of thinking. The attitude of the student must be tested to find out how much inclination he or she has for learning a subject or topic.
      • Emotional conditions: Emotions are physiological states of being. Students who answer a question properly or give good results should be praised. This encouragement increases their ability and helps them produce better results. Certain attitudes, such as always finding fault in a student's answer or provoking or embarrassing the student in front of a class are counterproductive.
      • Speed, Accuracy and retention: Speed is the rapidity of movement. Retention is the act of retaining. These 3 elements depend upon aptitude, attitude, interest, attention, and motivation of the students.
      • Learning activities: Learning depends upon the activities and experiences provided by the teacher, his concept of discipline, methods of teaching, and above all his overall personality.
      • Testing: Various tests measure individual learner differences at the heart of effective learning. Testing helps eliminate subjective elements of measuring pupil differences and performances.
      • Guidance: Everyone needs guidance in some part or some time in life. Some need it constantly and some very rarely depending on the students' conditions. Small learners need more guidance. Guidance is a piece of advice to solve a problem. Guidance involves the art of helping boys and girls in various aspects of academics, improving vocational aspects like choosing careers and recreational aspects like choosing hobbies. Guidance covers the whole gamut of learners problems- learning as well as non-learning.
    • external factors
      • Heredity: A classroom instructor can neither change nor increase heredity, but the student can use and develop it. Some learners are rich in hereditary endowment while others are poor. Each student is unique and has different abilities. The native intelligence is different in individuals. Heredity governs or conditions our ability to learn and the rate of learning. The intelligent learners can establish and see relationships very easily and more quickly.
      • Status of students: Physical and home conditions also matter: Certain problems like malnutrition i.e.; inadequate supply of nutrients to the body, fatigue i.e.; tiredness, bodily weakness, and bad health are great obstructers in learning. These are some of the physical conditions by which a student can get affected. Home is a place where a family lives. If the home conditions are not proper, the student is affected seriously. Some of the home conditions are bad ventilation, unhygienic living, bad light, etc. These affect the student and his or her rate of learning.
      • Physical environment: The design, quality, and setting of a learning space, such as a school or classroom, can each be critical to the success of a learning environment. Size, configuration, comfort—fresh air, temperature, light, acoustics, furniture—can all affect a student's learning. The tools used by both instructors and students directly affect how information is conveyed, from the display and writing surfaces (blackboards, markerboards, tack surfaces) to digital technologies. For example, if a room is too crowded, stress levels rise, student attention is reduced, and furniture arrangement is restricted. If furniture is incorrectly arranged, sightlines to the instructor or instructional material are limited and the ability to suit the learning or lesson style is restricted. Aesthetics can also play a role, for if student morale suffers, so does motivation to attend school.

Understanding

  • correleted with making inferences
  • shallow v deep
  • he argues that understanding something means being able to figure out a simple set of rules that explains it.

Mindset#Fixed and growth mindset

Cognitive load

  • intrinsic, extraneous, germane
  • working memory
    • limits and chunking
    • schema
  • lots of effects (obsidian)
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