TEACHING AND LEARNING STYLES

Sarah Jane Claudine D. Jose

 Pedagogy: is the term traditionally used for instructional methodology, and it has most often emphasized educating children and teenagers trough high school. Literally meaning the art and science of teaching children ( derived from the greek word paid, meaning child and agogus, meaning leader of). Andragogy: adult-oriented approach to learning.

Knowles (1980).
Pedagogy Andragogy the learner is a dependent person and the teacher has full responsibility for making all curricular decisions. Learners are passive and curricular material is generally transmitted to them by lectures, assigned readings, and audio-visual presentations. Learners have had few experiences to use in interpreting what they are learning. self directed; these learners typically make their own decisions concerning their education. Attributes to the adult learners many and varied life experiences which they bring into the classroom along with specific needs to be addressed by instruction. Adult enter the learning environment with a specific need to know, their orientation is more life (process) centered than product (content) centered. Better position to continue learning than is the child.

ORIENTATION TO LEARNING: Child stress is placed on learning outcomes rather than the process of learning. Subject-centered and the goal is mastery of the content. MOTIVATION external pressures

Internal

Comparison of the Assumption of Pedagogy and Andragogy

Pedagogy Self-Concept Dependency Andragogy Increasing self-directiveness

Experience

Of little worth

Learners are a rich resource for learning

Readiness

Biological development social Developmental task of social pressure roles Postponed application Subject-centered Immediacy of application Problem-centered

Time Perspective Orientation to Learning

Pedagogy (children) Rely on others to decide what is important to learn. Teacher is dominant. Learning is teacher led. Expect what they learn will be helpful in the future. Have little or no experience on which to build knowledge/skills. Possess little ability to serve as a resource to teacher or classmates. Expect to be taught and take no responsibility. Not necessarily ready to learn. View learning as a process of acquiring information to be used at later time.

Andragogy (adult) Decide for themselves what is important to learn (selfdirective). Expect what they are learning to be immediately useful/applicable. Have lots of experience. Possess great ability to serve as a resource to teacher and other learners(active student role). Like to take control of the situation. Imply their motivation to learn, since they are present in the learning situation. View learning as a process of increasing competence to achieve a fuller life potential.

 ADULT LEARNING STYLES AND PROCESS

Knowles studies have the following implications for trainers and educators:
A climate of openness and respect will assist in the identification of what the adult learner wants and needs to learn. Adults enjoy taking part in and planning their learning experiences. Experiential techniques work best with adults. Mistakes are opportunities for adult learning.

 If the value of the adults experience is rejected, the adult will feel rejected. Adults readiness to learn is greatest when they recognize that there is a need to know ( such as in response to a problem). Adults need the opportunity to apply what they have learned very quickly after the learning. Assessment of need is imperative in adult learning.

Obstacle and Asset to Adult Learning

Obstacle to Learning:

Institutional to learning Time Self-confidence Situational obstacle Family reaction Special individual obstacle

Assets for Learning:

High selfmotivation Self-directed A proven learner Knowledge experience reservoir Special individual assets

Andragogy is based on four hypothesis concerning differences between adult and children:
1. 2. Adult are self-directed. Adults have acquired a large amount of knowledge and experience that can be tapped as a resource for learning. Adults show a greater readiness to learn task that are relevant to the roles they have assumed in life. Adults are motivated to learn in order to solve problems or address needs, and they expect to immediately apply what they learn to these problems and needs. In later publications, Knowles also referred to fifth and a sixth assumption: The most potent motivations are internal rather than external. Adults need to know why they need to learn something.

3.
4.

5. 6.

Teaching Tools from Andragogy

Adult learners must move from teacherdirected to self-directed. Adult learners need a comfortable and safe learning environment both physically and emotionally. Adults are internally motivated and need to know the purpose for learning and the reason the content is relevant to them. Adult learners need to have their experiences recognized and tied in to new learning. Adult learners use problem-solving as a way to understand new information.

Process for Effective Adult Education

(Knowles, Holton, & Swanson. 2005) Phase 1. need. Phase 2. create. Phase 3. implement. Phase 4. evaluate.

Element Preparing Learners

Andragogical approach Provide information Prepare for participation Help develop realistic expectation Begin thinking about content

Climate

Relaxed, trusting Mutually respectful Informal, warm Collaborative, supportive

Mutually by learners and facilitator By mutual assessment By mutual negotiation Inquiry projects Independent study Experiential techniques By learners collected evidence Validated by peers, facilities and experts Criterion referenced.

Planning Diagnosis of needs Setting of objectives Learning activities

Evaluation

CHILD AND ADOLESCENT LEARNING.

DEVELOPMENT OF STRATEGY USE

Early Childhood (2-6 years of age) Rehearsal strategies Primarily labeling. Beginning of simple rehearsal. Elaboration strategies Preschoolers can use if elaboration are provided but need retrieval cue. Kindergartners can use if provided, no longer need retrieval cue. Organization strategy Can use if provided, constrained by limited knowledge base.

DEVELOPMENT OF STRATEGY USE

Middle childhood (6-11 or 12 years of age) Rehearsal strategies Simple rehearsal (early elementary school) Cumulative rehearsal ( by end of elementary school) Elaboration strategies Can benefit from elaboration strategies but typically dont use them on their own. Organization strategy Begin to use more effectively as knowledge base expands.

DEVELOPMENT OF STRATEGY USE

Adolescence (11-12 years of age to the late teen years) Rehearsal strategies Cumulative rehearsal- fast finish typically develops by the end of high school Elaboration strategies Can benefit from elaboration strategies; some students may use their own. Organization strategies Can use effectively as knowledge base expands and becomes more organized.

Preschoolers
parents should observe whether the child starts speaking on schedule, learns the alphabet and numbers, colors and shapes, days of the week, etc. The child should be able to focus a little while, think about something without the object being present by using language, follow instructions well, and play with peers.

Kindergartners & elementary school students

observe the childs capability in holding a pencil or pen correctly, sounding and writing letters, writing numbers and arithmetic signs well, telling time, remembering facts, following instructions, and being aware of his or her physical surroundings and being reasonably coordinated. However, a child at this stage still has a tendency to focus attention on one aspect of an object while ignoring others. During this stage the child is trying to use what he or she has learned to begin solving problems.

Middle school students

observe the childs capacity to memorize, be conscientious about homework, make friends, be able to be organized, logical thought, and the ability to perform multiple tasks. The child at this stage is capable of concrete problemsolving and moves toward a generalized level.

High School Students

assess how the child responds to openended questions, handles abstract concepts using the principles of formal logic, works within time limits, focuses when needed, adapts to changes, and builds and maintains personal relationships with friends. At this stage the child will have no longer restricts thinking to time and space, starts to reflect, hypothesize, and theorize, and actually thinks about thinking. In addition, children need to develop cognitive abilities, which are mental abilities such as memory, comprehension, reasoning, and judgment.

Learning Styles
Verbal Style- respond to written and spoken language. Visual Style-respond to pictures and images Kinesthetic Style- like to touch and do. Social Style- want to do everything in groups.

Solitary Style- prefer to go off on their own to learn material. Logical Style- thrives on reasoning and system, constant query, But why? Aural Style- respond best to sounds, rhythms, and repetition

Motivation
Types of motivation Intrinsic Motivation Motives may be classified 1. Physiological or Physical motive 2. Psychological motive 3. Habit motive Extrinsic motivation

Motivation for Learning

Twenty Strategies for Motivation 1. Encourage diversity in learning styles 2. Encourage creativity 3. Ensure success with small achievable steps. 4. Provide feedback to students about their own personal progress

5.Learners need to believe in their own abilities

6. Acknowledge the individual styles of

each child. 7. Ensure a task is age and interested related. 8. know the learning and environmental preference of your class. 9. Focus on the task and the curriculum.

10. Use range of learning style in a lessons 11. Ensure lessons are meaningful 12. Minimize pressure 13. Group work 14. Self- assessment 15. Show progressions 16. Avoid potential stigma

17. Arouse intellectual curiosity, the desire for knowledge 18. Use ideals and values to inspire 19. Connect the lesson with things already known 20. Eclectic motivation.

Principles of Good Teaching

Principle no. 1: Active learning Principle no. 2: Many methods Principle no. 3: Motivation Principle no. 4: Well- balanced curriculum Principle no. 5: Individual differences Principle no. 6: Lesson Planning Principle no. 7: The power of suggestion

Principle no. 8: Encouragement Principle no. 9: Remedial teaching Principle no. 10: Democratic environment Principle no. 11: Stimulation Principle no. 12: Integration Principle no. 13: Life-like situations Principle no. 14: Independence

The End!