Examples of learning theory in practice

Associative;
Children learning modes of behaviour such as tanturms, shouting, anger, crying, signs of affection to get attention. If they get attention in teh first instance they associate that behaviour with being effective and repeat it.
Learning oven is hot through action of touching oven door experiencing pain. Associating pain with that activity prevents repetition of activity.
Associative also incorporates repetition of an activity to develpo a skill - developing muscle memory and neural pathways.
guided instruction - socratic dialogue
Theorists - Gagne / Pavlov


Constructive (individual)
Learning to drive - responding to feedback from instructor and practice, the environment etc
Expanding their view of the world
Self assessment
practical kinaesthetic learning
Student led research - empowering students to expand on what they know without giving them the answer
Individual reflection and problem solving
Theorists - Piaget, Kolb


Constuctive (social) - working collaboratively. bringing individual standards up through being in zone of proximal development and being actively engaged.
Following up in class discussion individual research. Group brainstorm
Online discussion boards
Any computer supported learning that is collaborative.
Theorists - Vygotsky, Laurillard, Pask

Situative
Learning from a more experience person in the appropriate environment e.g Mentoring PGCE students. Observation is key.
Theorists - Lave & Wenger, Cole, Enstrom & Wertsch

26th Feb blended learning session - what makes learning effective?

Class brainstorm

Clear learning objectives for the lesson
Interaction and students being actively involved
Diversity of activities chunked appropriately
Good pace
Comfortable environment
New ideas of interest
Learning that is relevant to life
When the learner feels safe
When they are challenged at an appropriate level
When a state of curiosity is evoked
When the time of day is right
When learners are intrincically motivated
target sriven time bound activities
When there is appropriate reward (medals & missions)
When instuctions are clear
When dialogue is encouraged
Teachers energy and enthusiasm -state is infectious
Being aware of students capabilities
Encouraging leaps of insight and reflective thinking
Physical environment - lighting, heating, layout, hydration

5th Feb. Looking at blending learning and the DDA

Session two with Wendy and just been given assignment guidelines. For once not totally shreiking in horror at the prospect :o)