Transcript 5_erf_learn_l2

Lesson 2:
• Learning to learn skills, andragogy and
learning styles
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communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
LEARNING TO
LEARN (L2L)
Learning to Learn
basic skills for success in the
knowledge society is the ability to learn”
“One of the
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
(European Commission, 2004)
L2L: Learning to Learn Skills (1)
• Attention control.
Attention is the cognitive process of selectively
concentrating on one aspect of the
environment while ignoring other things. This
set of skills involves the students' awareness of
when they are and are not attending to a task.
If learners develop conscious control of this
process, learning improves.
•
Examples of attention control, include
listening carefully to what someone is saying
while ignoring other conversations in a class
room (the so called cocktail party effect) or
listening to a cell phone conversation while
driving a car
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
–
L2L: Learning to Learn Skills (1)
• Goal setting.
Trainees set goals that challenge their
capabilities. Students will learn more if they can
set both long-term and short-term goals and
know the difference between them.
• Ιf you see a way to gain something from
reading a chapter, you are going to learn
more from it than if you see no point in this
chapter.
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
–
L2L: Learning to Learn Skills (2)
• Cognitive restructuring.
The term cognitive restructuring simply
means that the learner uses cognitive
(intellectual) processes to restructure (state in
a different manner) the information that he or
she is trying to process. When we talk to
ourselves about a task, our thoughts become
more salient and more manageable.
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
–
L2L: Learning to Learn Skills (3)
• Self- evaluation.
This set of skills focuses on monitoring
progress toward a goal. At this point we are
verifying whether we are on track to achieve
the goals we have set for ourselves. Good
students are able to use failure as a foundation
for a plan to do better.
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
–
L2L: Learning to Learn Skills (4)
• These learning-to-learn skills enable learners to use
their learning time effectively.
• Teachers should verify the extent to which students
possess L2L skills and help them develop and apply
these skills when appropriate.
• L2L skills can be applied across all subject areas and
learners ages.
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
– It is possible to teach learners to improve these L2L skills and
students who improve these skills often show dramatic improvements
in performance.
Andragogy(1)
• “The art and science of helping adults learn”
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Learner needs to know why something is important to learn
Learner needs to know how to direct themselves,
The topic taught needs to be relative to the learners' experiences,
Learner needs to be motivated to learn.
Often this requires the learner to overcome inhibitions,
behaviors, and beliefs about learning.
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
– The term currently refers to a learner-focused education for people of
all ages. Five issues should be considered in formal learning:
Andragogy (2)
• Characteristics changing as a person matures and
becomes an adult learner:
– Self-concept: moves from one of being a dependent personality
(learning in primary/secondary school) toward one of being a selfdirected human being (adult learner).
– Experience: accumulates a growing reservoir of experience that
becomes an increasing resource for learning (own working/life
previously acquired experience is helping an adult in understanding
new things).
• For example a man that had been in the army can easily understand
the importance of hierarchy or an organization chart
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
• For example, adults choose on purpose what they will study while for
kids this is determined by law.
Andragogy (3)
– Readiness to learn: readiness to learn becomes oriented
increasingly to the developmental tasks of his/her social roles.
– Orientation to learning: time perspective changes from one of
postponed application of knowledge to immediacy of application, and
accordingly his orientation toward learning shifts from one of subjectcentered to one of problem-centered.
• A man would easier decide to get cooking lessons when he is staying
alone than if he was staying with his mother.
– Motivation to learn: the motivation to learn is internal.
(Knowles , 1984)
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
• If all our friends / colleagues are familiar with ICT technologies then
we are more willing to learn ICT as well in order not to feel excluded
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
L2L: Learning Styles (1)
L2L: Learning Styles (2)
Learning styles refer to the ways we prefer to approach
new information.
• Audio:
– learn best when interacting in a listening/speaking exchange.
• Visual:
• Tactile/ Kinesthetic:
–
learn best by doing it (an activity).
• Read/Write:
– writing down notes, main points and/or reading information in
diagrams, charts etc.
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
– preference in receiving information through visual presentations.
L2L: Learning Styles (3)
– The audio style learner learns best when he/she hears the recipe
through phone.
– The visual style learner learns best when he/she watches
implementing of the recipe on TV.
– The tactile/kinesthetic style learner learns best by doing the
recipe.
– The read/write style learner learns best when he/she writes down
notes and read them afterwards.
This project has been funded with support from the European Commission. This [publication]
communication reflects the views only of the author, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.
Learning to Learn
For example, when someone wants to learn a cooking
recipe:
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This project has been funded with support from the European Commission. This [publication]
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responsible for any use which may be made of the information contained therein.
Learning to Learn
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learning session and remember never
stop engaging in learning situations