ncm102

• Andragogy


  The teaching of adults, differentiated from pedagogy (the teaching of children)
• Malcolm Knowles (1984)


  • Adopted the term andragogy to differentiate the teaching of adults from pedagogy the teaching of children
• Comparison of Pedagogy to Andragogy

  • Need to know
  • Self-concept
  • Role of experience
  • Readiness to learn
  • Orientation to learning
  • Motivation
• Pedagogy


  Students learn what the teacher wants them to learn, the teacher's experience counts, must be ready when the teacher says, subject-centered orientation, externally motivated
• Andragogy


  Need to know why they need to learn, feel responsible for their own learning, learn from each other's experience, ready to learn when they feel the need to know, life-centered or task-centered orientation, primarily internally motivated
• Types of Learning

  • Signal Learning (conditioned response)
  • Stimulus-Response Learning
  • Chaining
  • Verbal Association
  • Discrimination Learning
  • Concept Learning
  • Rule Learning
  • Problem Solving
• Signal Learning (conditioned response)


  The person develops a general diffuse reaction to a stimulus
• Stimulus-Response Learning


  Involves developing a voluntary response to a specific stimulus or a combination of stimuli
• Chaining


  The acquisition of a series of related conditioned responses or stimulus-response connections
• Verbal Association


  A type of chaining and is easily recognized in the process of learning medical terminology
• Discrimination Learning


  The process wherein the person has to be able to discriminate large numbers of stimulus-response or verbal chains
• Concept Learning


  Learning how to classify stimuli into groups represented by a common concept
• Rule Learning


  Rule considered a chain of concepts or a relationship between concepts
• Problem Solving


  1. To solve problems, the learner must have a clear idea of the problem or goal being sought and must be able to recall and apply previously learned rules that relate to the situation

  2. A process of formulating and testing hypotheses
• Gagne's Conditions of Learning (1970)
• Learning Style


  A habitual manner in which learners receive and perceive new information, process it, understand it, value it, store it, and recall it
• Holistic (Global) Thinkers


  • Want to get the whole picture quickly or get the gist of things
  • Want to see broad categories before the details
  • Process information simultaneously rather than in a step-by-step manner
  • Need to see how new information connects to what they already know and value
  • Retain an overall or global view of information
• Analytic Thinkers


  • Process the details of a picture, outlining the component parts in a logical progression
  • Perceive information in an objective manner and do not need to connect it to their personal values or experiences
• Verbal Approach


  Represent, in their brains, information they read, see, or hear in terms of words or verbal associations
• Visual Approach


  Experience information they read, see, or hear in terms of mental pictures or images
• Kolb's Theory of Experiential Learning

  • 4 abilities for learning effectively:
  • Abstract Conceptualization (AC) abilities: Creating theories to explain what is seen
  • Concrete Experience (CE) abilities: Learning from actual experience
  • Active Experimentation (AE) abilities: Using theories to solve problems
  • Reflective Observation (RO) abilities: Learning by observing others
• Converger


  • Learns by Abstract Conceptualization (AC) and Active Experimentation (AE)
  • Is good at decision making and problem solving and likes dealing with technical work rather than interpersonal relationships
• Diverger


  • Stresses Concrete Experience (CE) and Reflective Observation (RO)
  • Excels in imagination and awareness of meaning
  • Is feeling oriented and people oriented and likes working in groups
• Accommodator


  • Relies heavily on Concrete Experience (CE) and Active Experimentation (AE)
  • Likes to actively accomplish things, often using trial-and-error methods to solve problems
  • May be impatient with other people
  • Acts on intuition and is a risk taker
• Assimilator


  • Emphasizes Abstract Conceptualization (AC) and Reflective Observation (RO)
  • Strengths are in inductive reasoning, creating theoretical models, and integrating ideas
  • Prefers playing with ideas to actively applying them
  • More concerned with ideas than with people
• Learning styles


  Preferences for certain ways of learning
• Students with strong preference for a certain style


  Show increased levels of student achievement when matched with a similar teaching or testing style
• Teacher matches the student's learning style

  More student satisfaction
• Some have not found increased student satisfaction when the teacher matches the student's learning style
• Many are still skeptical about the usefulness of learning style theory at this point in its development
• Gregorc's Cognitive Styles Model


  The mind has the mediation abilities of perception and ordering: that is, the perception and ordering of knowledge affects how the person learns
• Perception ability


  • The way you grasp incoming stimuli; on a continuum ranging from abstractness to concreteness
• Ordering ability


  • The way you arrange and systematize incoming stimuli; on a continuum from sequence to randomness
• Gregorc's Cognitive Styles Model - 4 Mediation Channels

  • Concrete Sequential (CS)
  • Concrete Random (CR)
  • Abstract Sequential (AS)
  • Abstract Random (AR)
• Concrete Sequential Learners


  • Like highly structured, quiet learning environments, and do not like being interrupted
  • Often focus on details
  • Like concrete learning materials, especially those that are visual
  • May interpret words literally
• Concrete Random Learners


  • Intuitive, use trial-and-error methods and look for alternatives
  • Tend to order new information mentally into a three-dimensional pattern
• Abstract Sequential Learners


  • Holistic thinkers who seek understanding of incoming information
  • Need consistency in the learning environment and do not like interruptions
  • Have good verbal skills and are logical and rational
• Abstract Random Learners


  • Think holistically and benefit greatly from visual stimuli
  • Like busy, unstructured learning environments and are often focused on personal relationships