Unit 504: Factors Affecting Learning And Achievement
Unit 504
Factors which can affect learning & achievement
Accommodation:
The earlier you can arrive to prepare for the session the better; you may need to set up IT equipment before the trainees arrive. Prepare the room for the session, for activities tables may need to be re-arranged, flip charts moved or they may need to use a Wi-Fi hub. Handouts may need to be positioned ready along with exercises and the resources that are going to be used. Good preparation will allow the session to run more smoothly and look more professional, usually the trainer feels more comfortable and relaxed when they have had prep time (or at least I do).
Resources:
If there is a lot of talking to be done make sure handouts are creative and use them interactively …show more content…
to cover the VAK learners. This could include interactive PowerPoint presentations where learners fill in the blanks with their handouts or paper based activities like crosswords and puzzles. They can also be provided with a study pack to take away or look at prior to the course for less able learners to catch up!
Ensure fonts that are used are of a decent size 14+ and are in suitable fonts which are easy on the eyes and could cater for dyslexics better such as Tahoma or Comic sans.
There could also be many other resources required for the training session, within my department the details are contained in their own specific folder within the 6 pack for each course. These tell the planning team when they look in advance what resources in total we need e.g. joints, spacers, cranes, winches staff numbers and handouts and what towers we require all these are very important and could stop the training …show more content…
session
Teaching & learning styles:
Every session should cater for all styles of learners and appeal to Visual, Auditory and Kinaesthetic learners. There must be a structured approach to delivery with an introduction, middle and an end/conclusion and it should be clear how the learning objectives have been met. Each session should contain a balanced amount of teacher talk, learner involvement and plenty of things to do and look at. All learners should be engaged some are more willing to get involved than others but encourage all to get involved.
Less able learners need support and the gifted ones need to be stretched too. If the learners enjoy or it is fun for the learners they will engage more readily. Support:
Learners may have the need for a support worker through a disability or condition and they both need accommodating. Communication with the support worker is vital as they are there to work with the learner to help them achieve their goals. They can be given lesson plans so they can see what is required, then work together with you to make it happen so that the same experience is held for all. Discussing the effectiveness of the sessions afterwards can also help to improve next time round. We have regular meetings with our learners to ensure they are provided with all the support and encouragement they need to complete each stage. Assessment:
This must be done in several different ways to account for the VAK learners. The better all-round types of assessment that are used the better the experience for the learners so in the end they learn more and have better learning experience. Questioning in class, observation on performing tasks, puzzles, games and quizzes all formatively assess in a wide range of ways thus preparing for the inevitable summative tests at each mile stone. I have some cards made for several types of courses they are laminated with relevant questions on them. I use these as revision and as an energizer after lunch which proves to be popular.
Feedback:
Feedback from learners, peers and observers are all invaluable! They let you know what went down well and what didn’t; this can be absorbed into the learning cycle to further improve each session going forward, with a view to getting where the feedback is good on all fronts. Learners need their feedback too, this must be clear concise and true, as they can then work on what they need to improve on and feel motivation from the things they did well. Always finish on a motivational high (Feedback burger). This is given to me at the end of a course via an evaluation sheet and the learners complete a capability progress report where I discuss feedback with them individually at the end of each course.
Review:
The session plans and schemes of work must have a periodic review planned in advance to ensure the product is kept up to date and is current. Most courses are reviewed just prior to delivery and officially every 3 years. Any changes need agreement from the SPOC within the business.
Communication:
Good communication is vital for learning and achievement and can be defined as:
The exchange of information between people so that each party understands the information e.g. by means of speaking or using a common system of signs or behaviour.
Communication is usually in one of three ways: Written, Verbal, Non-verbal (body language)
I always ask if they understand, I ask questions on topics I have covered to judge the levels of understanding and summarise at key stages.
Some barriers to effective communication are jargon or specialist terminology, level of language used, language and accent, noise, listening and writing/talking, using the wrong method, you feel out of your depth, personality clashes and tone of voice.
You can overcome barriers by making sure the feedback loop is closed so you know that the message has been received, understood and accepted, this also applies if you are the recipient. Ask if you don’t understand, give others the chance to ask you and check they have understood. Think about your tone of voice and always face the group when talking keeping eye contact, remember this when writing on flip charts or the board.
I try and reflect at the end of a session on what went well and what could have been delivered better. I have asked for feedback on some courses I have delivered about positive and negatives and have tried to incorporate suggested improvements. We carry out peer observations and get feedback on all aspects of our sessions which are really valuable.
I like to observe my peers because you see other teaching styles and other ways of delivery/communication that you may not use or thought of using to get the message across.
How theories and principles of learning can be applied to enable inclusive learning and teaching
All learners are different and have different needs and different learning styles. Identifying those needs informs the planning process by applying learning theories and principles appropriate to a group of learners and ultimately the individual learner.
Principles relate to values that we take into the training environment, these are like the personal ground rules we have as a trainer or learner. It can be a value, belief or ethic and it relates to what we do.
Theories are things that explain something or have proved something it explains why something works; an example of this is Kolb’s Learning Theory which tries to explain the stages we need to go through to learn effectively.
Honey and Mumford learning styles are based on the Kolbs learning cycle
Activists- like to jump into new experiences with both feet but can get bored quickly.
Reflectors- like to stand back, get information from many different sources and then reflect on that information. They do not like being thrown in at the deep end.
Theorists- like things to be presented in a logical order. They do not like things that have not been proved or appear fanciful.
Pragmatists- like to apply what they have learned to practical situations once they have enough information to do this.
Another example of learning styles is VARK developed by Neil Fleming
Visual
Auditory/Aural
Reading and writing
Kinaesthetic (doing)
In my role as a trainer I am there to help the learners learn. We try and build elements from the different models to achieve high levels of learning. The best sessions will use a variety of different methods and then all styles are catered for.
I build in minimum core activities in the majority of my sessions, I have shown previously I give constructive feedback on the apprentice QCF an SAP interviews I carry out and give lots of guidance for the apprentices for their CP interviews.
On the SAP course I deliver I have found it useful to do group activities with trainees from different parts of the country. This allows the trainees to see how other areas do things differently which can lead to some interesting discussions.
The trainee SAP’s are required to work out how many earths are required for different jobs. I have uploaded two examples, one is a double dress on quad which requires 30 earths and the other is a full disconnection of a jumper on quad which requires 44 earths.
This utilises minimum core because they us maths to work out the earths required. They also use IT skills when writing the PFW and earthing schedules because they are now required to be completed on the computer and printed out.
They also complete block loading assessments which I have uploaded. The trainees need to understand the principles of how loads alter on blocks when the angle of wrap changes. This becomes very important when they are putting job specific work packs together.
Benjamin Bloom created a hierarchy of learning starting off with the cognitive domain (knowledge and understanding) and moves on to more complex abstract skills.
Low Order skills- short term recall, they won’t be able to do anything with the information or transfer its meaning to another context. This is shallow learning.
This type of learning I think takes place on our half day OHL overviews; these give general information to the office staff working in our headquarters about different areas of the business.
I believe this also takes place with our OHL apprentices when they complete the E-learning packages for their Person Authorisations and Competent Person Authorisations, they just need to remember key areas and may not fully understand.
High Order skills- the learner truly understands the facts and can apply it in different situations or argue its worth with other people. This is deep learning.
This type of learning takes place within our OHL SAP course. Things are not truly black and white when carrying out the role of a SAP. There is not a procedure for everything you do. They have to apply principles and knowledge to deliver the work safely and successfully this culminates in a 3 hour scenario based interview where they have to justify / discuss their decisions.
They are also asked opinions of OHL issues; this gives the authorising panel a feel for the candidate’s attitude to safety and establishing safety from the system.
Both the examples I have given agree with Blooms Taxonomy in relation to shallow and deep learning. To gain the OHL Person Authorisation you have to complete the E-Learning package (1 day maximum) and the majority can be remembered from the training package, whereas the SAP course is approximately 11 months long with various hold points that need to be achieved to allow the SAP to make decisions on achieving safety from the system and general safety.
There are three main schools of the psychology of learning each theory attempts to explain why people behave in a particular way, but it is very rare that one person, trainer or training room scenario falls completely within one school of thought.
1. Behaviourist School
2. The Cognitivist School
3. The Humanist School
Secondary theories
1. Neo- behaviourists
2. Gestaltists.
1. Behaviourist School
Behaviour is learned from things seen around us or from the environment. Individuals respond to stimuli and learning or the ability to learn requires a change in behaviour. A behaviourist’s belief relates to that of a passive leaner that reacts to training rather than actively responding or contributing to training.
Teaching is something that is done to the learner and learning can be robotic in style.
Criticisms of the behaviourist school are that early research was based on animal behaviour and that humans are not animals, they are more complex.
The belief that humans just respond to stimuli and do not think is totally wrong and does not explain things like problem solving.
Examples of behaviourists are P. Pavlov (1849-1936), S. Freud (1856-1939) J. B Watson (1878- 1958) and E. L. Thorndike (1874-1949).
The Neo-Behaviourist school advocate the behaviourist theories but add that learning must be driven by goals and targets. Examples are B. F. Skinner (1904- 1990) and A.Bandura (1977)
The type of learning under the behaviourist school will be Pedagogy. This is the name given to the skill or ability of teaching/training. It is predominantly related to teacher- centred methods and passive methods of learning. It can be an authoritative and autocratic style of teaching/training. The term is still used to relate to teaching children.
The model of learning will be Objectivism. This is where the teacher transmits knowledge in the form of rules and expects practical skills to be gained by the learners it is teacher centred and a typical role is that of an instructor rather than a coach.
I believe this type of learning training takes place at the start of the OHL Apprenticeship when the trainees are learning fundamental knowledge on OHL’s and basic
climbing.
2. Cognitivist School
The cognitivists believe that learning is a process of acquiring knowledge through thought senses and experiences. Humans have a more complex psyche than mere stimulus. Cognitivists recognise that humans follow mental processes, they think, remember and process information and that information is stored for future use in the short and long term memories. They use models to attempt to explain how the brain works, left brain for logical thinking (accuracy), right brain for perceptions (music, feelings).
Examples of cognitivists are J.Dewey (1859-1952), W.F Brewer (1972), J. Piaget (1896-1980), E.C Tolman (1886-1959), H Gardner (1943) and C. Hannaford (1985).
This type of learning is starting to be introduced in the 2nd and 3rd years of our apprenticeship, where the apprentices have had experiences of practical work and can use them to problem solve and draw conclusions on how other procedures may be completed
3. Humanist School
Humanist theories argue that people need to search for meanings and need personal goals in order to develop autonomy, returning the learner to the centre of the learning.
There are a lot of theories on motivation; many of the theories appear in management programmes. Humanists put the art into teaching and advocate a very active, participative style of teaching.
The main proponents of this are C. Rodger (1902-1987), A. H. Maslow (1908-1970), D. Goleman (1995).
An offshoot of the Humanist School is the Gestaltists, they totally reject behaviourist’s theories. Gestaltists like to see the big picture in order to assimilate information and they like to learn with large or long term targets.
Wilson (20009:352)1 also describes the concept of the Humanists. Humanists are often seen to be in direct opposition to the Behaviourists. Carl Rogers (1902-87) stated that the role of the teacher should be facilitator. He went further still and stated that the learner should be held in ‘unconditional positive regard’ by the teacher. He believed that the teacher should be ‘non-judgemental and accepting and the learner should be made to feel valued and cared for ‘(Rogers 1983). This stance isn’t always an easy one to take when learners are disruptive or late for lessons but as a teacher one must ask the question ‘why is this learner acting in this way?’ and use professional judgement with regard to any response to negative behaviour.
The type of learning under the Humanist school is Andragogy and is synonymous with teaching adults but can be used to all age groups. It means teaching in a learner-focused style using guided learning techniques and thinking skills which are self -directed. The learning is an active process.
Malcolm Knowles (1913- 1997) is one of the most significant writers on adult learning and he made five assumptions
1. Adults move from dependence to autonomy
2. Adults gain experience (in life)
3. Adults are ready to learn
4. Adults move from ‘need to learn’ to ‘want to learn’
5. Adults mature and become motivated
This learning is definitely used within the SAP course. They are all adults and have made the decision to further their career and are a lot more motivated and want to learn. They have a lot more experience to draw on both in life and the workplace.
The course has set objectives that need to be met. There are scenario’s that can be completed in numerous ways but as always they will be required to explain their decisions. The course requires the candidates to be self-motivated to gain the required knowledge and practical experience. They will need to be pro-active and search for work that they can deliver around the country working with different teams they might not be that familiar with.
On the SAP course they have a training manual that highlights the requirements they have to achieve.
The form of learning will be Constructivism; this is a learner-centred method of delivery which focuses on learning that has meaning, explanations and interpretations. In a complete learner-centred style individuals create their own learning. Ideas are not given but are made from experiences and is a non-interference by the teacher/trainer they take on the role of a facilitator
Wilson (2009:367) describes the concept of the hierarchy of needs developed by Abraham Maslow. In this theory he stated that in order for a person to fully achieve their goals they need to satisfy a series of needs, then, and only then, will learners be in a frame of mind which is conducive to learning.
These include the basics of life itself like breathing, water, food etc. but also include security of body, employment, the family, health, resources and property. Without the basics in place the learner cannot realise their full potential as a human, or self-actualisation as Maslow would put it.
This theory suggests that we should ensure learners are comfortable, well-nourished and safe and that any barrier to a learner’s wellbeing should also be considered a barrier to learning. As teachers it is our job to ensure the learners feel safe in the classroom and make sure the room itself is at an appropriate temperature for example. We have to be approachable and friendly and pay attention to learner needs. If a learner displays certain behaviour which suggests abuse or neglect then we are legally obliged to inform an appropriate member of staff and refer the case.
There are a lot of theories associated with rewards and motivation. According to Maslow you will be more highly motivated and enthusiastic if you are not hungry or thirsty and you are in comfortable surroundings. This would also increase if you knew that your tutors were happy to see you, you felt part of your group and you felt valued.
Learners who receive positive reinforcement/feedback are generally motivated to a greater degree than those who receive negative reinforcement.
This is something I try and do throughout all of my sessions, a pat on the back or positive feedback/encouragement can go a long way to building confidence and positive attitudes.
McGregor’s Theory X and Theory Y about the management of a workforce say that under Theory X (Authoritarian management style) the average person dislikes work and will avoid it if they can. People must be forced to work towards organisational objectives by the threat of punishment and that the average person prefers to be directed, avoids responsibility, is not that ambitious and wants security. (Stick)
Under Theory Y (Participative management style) says effort in work is natural, people will apply self-control /direction in pursuit of organisational objectives without the threat of punishment, people usually accept responsibility, they have the capacity to use imagination, ingenuity and creativity in solving organisation problems and that the intellectual potential of the average person is only partly utilised at work. (Carrot)
References
Wilson L (2009) Practical Teaching - A guide to PTLLS and DTLLS: Delmar Cengage Learning
http://www.learningandteaching.info/learning/experience.htm http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php https://zoe-s-wiki.wikispaces.com/Bloom 's+taxonomy
Factors which can affect learning & achievement
Accommodation:
The earlier you can arrive to prepare for the session the better; you may need to set up IT equipment before the trainees arrive. Prepare the room for the session, for activities tables may need to be re-arranged, flip charts moved or they may need to use a Wi-Fi hub. Handouts may need to be positioned ready along with exercises and the resources that are going to be used. Good preparation will allow the session to run more smoothly and look more professional, usually the trainer feels more comfortable and relaxed when they have had prep time (or at least I do).
Resources:
If there is a lot of talking to be done make sure handouts are creative and use them interactively …show more content…
to cover the VAK learners. This could include interactive PowerPoint presentations where learners fill in the blanks with their handouts or paper based activities like crosswords and puzzles. They can also be provided with a study pack to take away or look at prior to the course for less able learners to catch up!
Ensure fonts that are used are of a decent size 14+ and are in suitable fonts which are easy on the eyes and could cater for dyslexics better such as Tahoma or Comic sans.
There could also be many other resources required for the training session, within my department the details are contained in their own specific folder within the 6 pack for each course. These tell the planning team when they look in advance what resources in total we need e.g. joints, spacers, cranes, winches staff numbers and handouts and what towers we require all these are very important and could stop the training …show more content…
session
Teaching & learning styles:
Every session should cater for all styles of learners and appeal to Visual, Auditory and Kinaesthetic learners. There must be a structured approach to delivery with an introduction, middle and an end/conclusion and it should be clear how the learning objectives have been met. Each session should contain a balanced amount of teacher talk, learner involvement and plenty of things to do and look at. All learners should be engaged some are more willing to get involved than others but encourage all to get involved.
Less able learners need support and the gifted ones need to be stretched too. If the learners enjoy or it is fun for the learners they will engage more readily. Support:
Learners may have the need for a support worker through a disability or condition and they both need accommodating. Communication with the support worker is vital as they are there to work with the learner to help them achieve their goals. They can be given lesson plans so they can see what is required, then work together with you to make it happen so that the same experience is held for all. Discussing the effectiveness of the sessions afterwards can also help to improve next time round. We have regular meetings with our learners to ensure they are provided with all the support and encouragement they need to complete each stage. Assessment:
This must be done in several different ways to account for the VAK learners. The better all-round types of assessment that are used the better the experience for the learners so in the end they learn more and have better learning experience. Questioning in class, observation on performing tasks, puzzles, games and quizzes all formatively assess in a wide range of ways thus preparing for the inevitable summative tests at each mile stone. I have some cards made for several types of courses they are laminated with relevant questions on them. I use these as revision and as an energizer after lunch which proves to be popular.
Feedback:
Feedback from learners, peers and observers are all invaluable! They let you know what went down well and what didn’t; this can be absorbed into the learning cycle to further improve each session going forward, with a view to getting where the feedback is good on all fronts. Learners need their feedback too, this must be clear concise and true, as they can then work on what they need to improve on and feel motivation from the things they did well. Always finish on a motivational high (Feedback burger). This is given to me at the end of a course via an evaluation sheet and the learners complete a capability progress report where I discuss feedback with them individually at the end of each course.
Review:
The session plans and schemes of work must have a periodic review planned in advance to ensure the product is kept up to date and is current. Most courses are reviewed just prior to delivery and officially every 3 years. Any changes need agreement from the SPOC within the business.
Communication:
Good communication is vital for learning and achievement and can be defined as:
The exchange of information between people so that each party understands the information e.g. by means of speaking or using a common system of signs or behaviour.
Communication is usually in one of three ways: Written, Verbal, Non-verbal (body language)
I always ask if they understand, I ask questions on topics I have covered to judge the levels of understanding and summarise at key stages.
Some barriers to effective communication are jargon or specialist terminology, level of language used, language and accent, noise, listening and writing/talking, using the wrong method, you feel out of your depth, personality clashes and tone of voice.
You can overcome barriers by making sure the feedback loop is closed so you know that the message has been received, understood and accepted, this also applies if you are the recipient. Ask if you don’t understand, give others the chance to ask you and check they have understood. Think about your tone of voice and always face the group when talking keeping eye contact, remember this when writing on flip charts or the board.
I try and reflect at the end of a session on what went well and what could have been delivered better. I have asked for feedback on some courses I have delivered about positive and negatives and have tried to incorporate suggested improvements. We carry out peer observations and get feedback on all aspects of our sessions which are really valuable.
I like to observe my peers because you see other teaching styles and other ways of delivery/communication that you may not use or thought of using to get the message across.
How theories and principles of learning can be applied to enable inclusive learning and teaching
All learners are different and have different needs and different learning styles. Identifying those needs informs the planning process by applying learning theories and principles appropriate to a group of learners and ultimately the individual learner.
Principles relate to values that we take into the training environment, these are like the personal ground rules we have as a trainer or learner. It can be a value, belief or ethic and it relates to what we do.
Theories are things that explain something or have proved something it explains why something works; an example of this is Kolb’s Learning Theory which tries to explain the stages we need to go through to learn effectively.
Honey and Mumford learning styles are based on the Kolbs learning cycle
Activists- like to jump into new experiences with both feet but can get bored quickly.
Reflectors- like to stand back, get information from many different sources and then reflect on that information. They do not like being thrown in at the deep end.
Theorists- like things to be presented in a logical order. They do not like things that have not been proved or appear fanciful.
Pragmatists- like to apply what they have learned to practical situations once they have enough information to do this.
Another example of learning styles is VARK developed by Neil Fleming
Visual
Auditory/Aural
Reading and writing
Kinaesthetic (doing)
In my role as a trainer I am there to help the learners learn. We try and build elements from the different models to achieve high levels of learning. The best sessions will use a variety of different methods and then all styles are catered for.
I build in minimum core activities in the majority of my sessions, I have shown previously I give constructive feedback on the apprentice QCF an SAP interviews I carry out and give lots of guidance for the apprentices for their CP interviews.
On the SAP course I deliver I have found it useful to do group activities with trainees from different parts of the country. This allows the trainees to see how other areas do things differently which can lead to some interesting discussions.
The trainee SAP’s are required to work out how many earths are required for different jobs. I have uploaded two examples, one is a double dress on quad which requires 30 earths and the other is a full disconnection of a jumper on quad which requires 44 earths.
This utilises minimum core because they us maths to work out the earths required. They also use IT skills when writing the PFW and earthing schedules because they are now required to be completed on the computer and printed out.
They also complete block loading assessments which I have uploaded. The trainees need to understand the principles of how loads alter on blocks when the angle of wrap changes. This becomes very important when they are putting job specific work packs together.
Benjamin Bloom created a hierarchy of learning starting off with the cognitive domain (knowledge and understanding) and moves on to more complex abstract skills.
Low Order skills- short term recall, they won’t be able to do anything with the information or transfer its meaning to another context. This is shallow learning.
This type of learning I think takes place on our half day OHL overviews; these give general information to the office staff working in our headquarters about different areas of the business.
I believe this also takes place with our OHL apprentices when they complete the E-learning packages for their Person Authorisations and Competent Person Authorisations, they just need to remember key areas and may not fully understand.
High Order skills- the learner truly understands the facts and can apply it in different situations or argue its worth with other people. This is deep learning.
This type of learning takes place within our OHL SAP course. Things are not truly black and white when carrying out the role of a SAP. There is not a procedure for everything you do. They have to apply principles and knowledge to deliver the work safely and successfully this culminates in a 3 hour scenario based interview where they have to justify / discuss their decisions.
They are also asked opinions of OHL issues; this gives the authorising panel a feel for the candidate’s attitude to safety and establishing safety from the system.
Both the examples I have given agree with Blooms Taxonomy in relation to shallow and deep learning. To gain the OHL Person Authorisation you have to complete the E-Learning package (1 day maximum) and the majority can be remembered from the training package, whereas the SAP course is approximately 11 months long with various hold points that need to be achieved to allow the SAP to make decisions on achieving safety from the system and general safety.
There are three main schools of the psychology of learning each theory attempts to explain why people behave in a particular way, but it is very rare that one person, trainer or training room scenario falls completely within one school of thought.
1. Behaviourist School
2. The Cognitivist School
3. The Humanist School
Secondary theories
1. Neo- behaviourists
2. Gestaltists.
1. Behaviourist School
Behaviour is learned from things seen around us or from the environment. Individuals respond to stimuli and learning or the ability to learn requires a change in behaviour. A behaviourist’s belief relates to that of a passive leaner that reacts to training rather than actively responding or contributing to training.
Teaching is something that is done to the learner and learning can be robotic in style.
Criticisms of the behaviourist school are that early research was based on animal behaviour and that humans are not animals, they are more complex.
The belief that humans just respond to stimuli and do not think is totally wrong and does not explain things like problem solving.
Examples of behaviourists are P. Pavlov (1849-1936), S. Freud (1856-1939) J. B Watson (1878- 1958) and E. L. Thorndike (1874-1949).
The Neo-Behaviourist school advocate the behaviourist theories but add that learning must be driven by goals and targets. Examples are B. F. Skinner (1904- 1990) and A.Bandura (1977)
The type of learning under the behaviourist school will be Pedagogy. This is the name given to the skill or ability of teaching/training. It is predominantly related to teacher- centred methods and passive methods of learning. It can be an authoritative and autocratic style of teaching/training. The term is still used to relate to teaching children.
The model of learning will be Objectivism. This is where the teacher transmits knowledge in the form of rules and expects practical skills to be gained by the learners it is teacher centred and a typical role is that of an instructor rather than a coach.
I believe this type of learning training takes place at the start of the OHL Apprenticeship when the trainees are learning fundamental knowledge on OHL’s and basic
climbing.
2. Cognitivist School
The cognitivists believe that learning is a process of acquiring knowledge through thought senses and experiences. Humans have a more complex psyche than mere stimulus. Cognitivists recognise that humans follow mental processes, they think, remember and process information and that information is stored for future use in the short and long term memories. They use models to attempt to explain how the brain works, left brain for logical thinking (accuracy), right brain for perceptions (music, feelings).
Examples of cognitivists are J.Dewey (1859-1952), W.F Brewer (1972), J. Piaget (1896-1980), E.C Tolman (1886-1959), H Gardner (1943) and C. Hannaford (1985).
This type of learning is starting to be introduced in the 2nd and 3rd years of our apprenticeship, where the apprentices have had experiences of practical work and can use them to problem solve and draw conclusions on how other procedures may be completed
3. Humanist School
Humanist theories argue that people need to search for meanings and need personal goals in order to develop autonomy, returning the learner to the centre of the learning.
There are a lot of theories on motivation; many of the theories appear in management programmes. Humanists put the art into teaching and advocate a very active, participative style of teaching.
The main proponents of this are C. Rodger (1902-1987), A. H. Maslow (1908-1970), D. Goleman (1995).
An offshoot of the Humanist School is the Gestaltists, they totally reject behaviourist’s theories. Gestaltists like to see the big picture in order to assimilate information and they like to learn with large or long term targets.
Wilson (20009:352)1 also describes the concept of the Humanists. Humanists are often seen to be in direct opposition to the Behaviourists. Carl Rogers (1902-87) stated that the role of the teacher should be facilitator. He went further still and stated that the learner should be held in ‘unconditional positive regard’ by the teacher. He believed that the teacher should be ‘non-judgemental and accepting and the learner should be made to feel valued and cared for ‘(Rogers 1983). This stance isn’t always an easy one to take when learners are disruptive or late for lessons but as a teacher one must ask the question ‘why is this learner acting in this way?’ and use professional judgement with regard to any response to negative behaviour.
The type of learning under the Humanist school is Andragogy and is synonymous with teaching adults but can be used to all age groups. It means teaching in a learner-focused style using guided learning techniques and thinking skills which are self -directed. The learning is an active process.
Malcolm Knowles (1913- 1997) is one of the most significant writers on adult learning and he made five assumptions
1. Adults move from dependence to autonomy
2. Adults gain experience (in life)
3. Adults are ready to learn
4. Adults move from ‘need to learn’ to ‘want to learn’
5. Adults mature and become motivated
This learning is definitely used within the SAP course. They are all adults and have made the decision to further their career and are a lot more motivated and want to learn. They have a lot more experience to draw on both in life and the workplace.
The course has set objectives that need to be met. There are scenario’s that can be completed in numerous ways but as always they will be required to explain their decisions. The course requires the candidates to be self-motivated to gain the required knowledge and practical experience. They will need to be pro-active and search for work that they can deliver around the country working with different teams they might not be that familiar with.
On the SAP course they have a training manual that highlights the requirements they have to achieve.
The form of learning will be Constructivism; this is a learner-centred method of delivery which focuses on learning that has meaning, explanations and interpretations. In a complete learner-centred style individuals create their own learning. Ideas are not given but are made from experiences and is a non-interference by the teacher/trainer they take on the role of a facilitator
Wilson (2009:367) describes the concept of the hierarchy of needs developed by Abraham Maslow. In this theory he stated that in order for a person to fully achieve their goals they need to satisfy a series of needs, then, and only then, will learners be in a frame of mind which is conducive to learning.
These include the basics of life itself like breathing, water, food etc. but also include security of body, employment, the family, health, resources and property. Without the basics in place the learner cannot realise their full potential as a human, or self-actualisation as Maslow would put it.
This theory suggests that we should ensure learners are comfortable, well-nourished and safe and that any barrier to a learner’s wellbeing should also be considered a barrier to learning. As teachers it is our job to ensure the learners feel safe in the classroom and make sure the room itself is at an appropriate temperature for example. We have to be approachable and friendly and pay attention to learner needs. If a learner displays certain behaviour which suggests abuse or neglect then we are legally obliged to inform an appropriate member of staff and refer the case.
There are a lot of theories associated with rewards and motivation. According to Maslow you will be more highly motivated and enthusiastic if you are not hungry or thirsty and you are in comfortable surroundings. This would also increase if you knew that your tutors were happy to see you, you felt part of your group and you felt valued.
Learners who receive positive reinforcement/feedback are generally motivated to a greater degree than those who receive negative reinforcement.
This is something I try and do throughout all of my sessions, a pat on the back or positive feedback/encouragement can go a long way to building confidence and positive attitudes.
McGregor’s Theory X and Theory Y about the management of a workforce say that under Theory X (Authoritarian management style) the average person dislikes work and will avoid it if they can. People must be forced to work towards organisational objectives by the threat of punishment and that the average person prefers to be directed, avoids responsibility, is not that ambitious and wants security. (Stick)
Under Theory Y (Participative management style) says effort in work is natural, people will apply self-control /direction in pursuit of organisational objectives without the threat of punishment, people usually accept responsibility, they have the capacity to use imagination, ingenuity and creativity in solving organisation problems and that the intellectual potential of the average person is only partly utilised at work. (Carrot)
References
Wilson L (2009) Practical Teaching - A guide to PTLLS and DTLLS: Delmar Cengage Learning
http://www.learningandteaching.info/learning/experience.htm http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php https://zoe-s-wiki.wikispaces.com/Bloom 's+taxonomy