PEDAGOGY ANDRAGOGY I. II. NEED TO KNOW Learn what the Need to know why teacher wants them they need to learn to learn something SELF-CONCEPT Perception of being Feel responsible for FEB10, 2020 dependent on the their own learning OTHER THEORIES teacher for learning ROLE OF The teacher’s Adults learn from STAGE THEORY OF (INFORMATION PROCESSING) MEMORY EXPERIENCE experience, not the each other’s Relates to memory activity children’s is what experience 3 STAGES counts 1. Sensory Memory READINESS TO Must be ready Ready to learn when 2. Short-term Memory LEARN when the teacher they feel the need 3. Long -term Memory says they must, or to know they will not be Transfer of learning promoted ◼ The ability to take information learned in one situation and ORIENTATION Subject-centered Life-centered or apply it to another orientation task-centered Successful transfer depends on several factors orientation 1. Extent to which material was originally learned MOTIVATION Externally Primarily internally 2. The ability to retrieve information from memory motivated motivated with 3. The way in which the material was taught and learned some external 4. The setting in which the material was taught and learned motivation 5. The similarity of the new situation to the original GUIDE QUESTIONS SO THAT THEORIES ARE PRACTICAL USED IN RESEARCH Needed for information to be transferred UPLOAD A LINK 1. Common sense THEN THE OUTPUT 2. Responsibility of the educator INDIVIDUAL 3. Training setting and general similarity of the original and new situations Feb 14, 2020 Model of Adult Learning Malcolm Knowles is the best-known scholar to write about adult TYPES OF LEARNING learning concepts Gagne’s conditions of learning Adopts the term Andragogy 1. Signal learning (language learning) 1. Adults are motivated to learn information for which they 2. Stimulus-response learning (500 on the floor ..how would you understand the purpose and application respond on the floor) 2. They take some control of their learning process and be self- 3. Chaining (you would try to understand) directed 4. Verbal association (would related to medical 3. They learn through life experiences form self and others terminologies…mention term then what that cranio cran- skull io open ) Characteristics Adult Learners 5. Discrimination learning (architecture they do many they are Adults are busy what is the term toxic but engineering it would be ◼ Adults are autonomous and self-directed different so that is discrimination ◼ Adults have accumulated a foundation of life experiences and 6. Concept learning (how would you have a concept when you knowledge say its positive ..fever..cough..china…that is how it is ◼ Adults are goal-oriented conceptualized ) ◼ Adults are relevancy-oriented 7. Rule learning (if and then if you are going to pass then read it ◼ Adults are practical well then it would be easier to answer exam questions ◼ Responds to motivation 8. Problem solving (improving and testing the hypothesis)
David A. Kolb ◼ An American educational theorist whose interests and publication focus on experiential learning ◼ He provided one of the most useful descriptive models available of the adult learning process
KOLB’S DEFINITION LEARNING
◼ Learning is the process whereby knowledge is created through the transformation of experience ◼ Knowledge results from the combination of grasping and transforming experience Kolb’s Theories of experiential learning Learners need four abilities to be effective 1. Concrete experience (CE) abilities 2. Reflective Observation (RO) abilities
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3. Abstract conceptualization (AC) abilities Theory of Reasoned Action
4. Active Experimentation (AE) abilities ◼ Proposes that adoption of new behavior results from individual This occurs in two continuums: intention to engage in the behavior Abstract conceptualization to Concrete continuum (Thinking vs. Feeling) ◼ Intentions is the extent to which a person is ready to engage in Active Experimentation TO Reflective Observation Continuum (External particular behavior and this comes from people’s attitude toward vs Internal) the behavior ◼ Behavior change will result is a person intends to change Most people tend toward a pattern of preference of one end of the continuum over the other resulting in their unique learning style Self-efficacy theory Four Learning Style based on Kolb’s concepts ◼ Used a s a means to predict or explain behavior 1. Converger: abstract and conceptualize and active ◼ Self-efficacy is a determinant pf motivation experiementation : good decision makers) ◼ Behavior change occurs due to expectations 2. Diverger Four sources of self-efficacy 3. Accommodator: someone who would like all things to be 1. Performance accomplishments (personal mastery, respi done assessment =accomplishment) 4. Assimilator: those who reason every time 2. Vicarious experience (learn through demonstration) Kolb’s experiential learning cycle 3. Verbal persuasion 4. Physiological state (state of being healthy because you are efficient for yourself)
Attribution Theory Concrete Experience ◼ Predicts that when people have an emotional reaction, they will (feeling) try to figure out why it happened ◼ People want to understand what causes events in their lives so Active experimentation (doing) Reflective Observation that they may either repeat them if the outcome was positive (Watching) change or avoid them (feeling) Abstract Conceptualization Causes or Attributions have 3 dimensions (thinking) 1. Locus of causality (pool water dirty) Converger 2. Controllability (you did not know you would have period the next day, some control like takin in meds or going to beach Concrete Experience which is dirty …have a shower right away) ◼ Concerned with something that has happened to you or that 3. Stability (consistent, allergy with meds so you avoid the med.. you have done allergic to food so you avoid that food) Reflective Observation ◼ Concerned with reviewing the event or experience in your Domains of Learning mind and exploring what you did and how you, and others, ◼ Cognitive felt about it Deals with knowledge and develop intellectual abilities and Abstract Conceptualization skills ◼ Concerned with developing an understanding of what Ex. To recall, calculate, discuss, analyze, problem solve. etc happened by seeking more information and forming new idea ◼ Psychomotor about ways of doing things in the future Manipulative and motor skill area; concerned with physical Active Experimentation that require coordination ◼ Concerned with trying out the new ideas as a result of the Ex. To dance, swim, drawing, ski, dive, drive a car, ride a bike learning from earlier experience and reflection etc. ◼ Affective domain Describes interest, attitudes and values Gregorc’s Cognitive Style Model Ex. To like, something or someone, love appreciate, fear The mind has the mediation abelites of perception and ordering hate, worship Everyone processes information in all four of the dimensions, but they have a preference for one end or the other on the perception and 5levels of the affective domain ordering continuums ◼ Receiving The preferences fall into the four mediation channels The lowest level of the student passively pays attention 1. Concrete sequential (CS) ◼ Responding 2. Concrete random (CR) ; already in front of you from SB but The student actively participates in the learning process you don’t know what coffee it is ◼ Valuing 3. Abstract Sequential (AST): Virus is what we know that we have The student attaches a value to an object phenomenon or treatment bacteria doesn’t that is why polio has virus and it piece of information will cause muscle ◼ Organizing 4. Abstract Random (AR) The student can put together different values, information, and ideas and accommodate them within his/her own Transtheoretical Model/Stages of Change Theory scheme comparing, relating, prioritizing, and elaborating on This is useful when the targeted behavior is the discontinuation of an what has been learned unhealthy behavior (smoking cessation, weight management) ◼ Characterizing For change to occur individuals undergo different stages The student holds a particular value a belief that now exerts 1. Precontemplation influence on his/her behavior, internalizing the value 2. Contemplation 3. Action Levels of the cognitive domain 4. Maintenance ◼ Knowledge 5. Termination Exhibits memory of previous learned materials by recalling, facts, terms, basic concepts and answers Feb 28, 2020 ◼ Comprehension
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Demonstrates and illustrates understanding of facts and
ideas ◼ Application Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and riles in a different way ◼ Analysis Examine and break information into parts by identifying motives or causes. Compare contrast and separate
