Learning characteristics and learning activities
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The document discusses the importance of learner-centered environments and active learning. It notes that traditional lectures often have low student retention rates, with only 20-40% of material retained. Visual aids can increase retention to 14-38%. The document advocates for learning activities that support different student needs and independent learning. It identifies key factors that affect learners' characteristics, including the area of learning, the teacher/facilitator, and work/learning activities. These should foster independence, engagement, higher-order thinking, and problem-solving skills. Effective learning activities are planned by teachers to be intentional, meaningful, useful, and tailored to student needs and goals.
Learning characteristics and learning activities
- 1. Push for a LEARNER-CENTERED ENVIRONMENT! Learner’s Characteristics and Learning Activities Presented by: MARIA ESTELLA RAMOS
- 2. Is active learning simply fun and games? Doesn’t active learning require lots of time? Won’t students regard learning as a waste of time?
- 3. 100-200 words a minute generally said by an instructor •50-100 words are only heard by the student • students in a lecture class is attentive at 40 percent • 70 percent of what they hear in the first ten minutes are retained, and just 20 percent during the last ten minutes
- 4. 14 to 38 percent retention if lecture is aided with visuals
- 5. The CONNECTION Learning new skills and concepts or engaging in classroom activities maybe difficult for different students. Support planned learning activities and independent learning
- 6. Factors affecting Learners’ Characteristics 1. Area of learning • Should be caring by viewing learners’ differences as assets not liabilities • Should foster clear expectations and positive relationships
- 7. Factors affecting (cont’d) 2. Facilitator or teacher • Assists students in learning and development • invites students to engage in sustained exploration • Should be the principal sharer of the learning context
- 8. Factors affecting (cont’d) 3. Work or learning activities • Should be independent and flexible • Should engage students in discussions • Should foster higher thinking and problem-solving skills
- 10. •Planned by the teacher for individual pupils, groups of pupils, or the whole class
- 11. •May span to a single or several lessons connected to a topic, project, or theme •Can be delivered in a classroom setting or where teaching and learning takes place
- 12. • Aligned to desired outcomes • Meets goals and objectives INTENTIONAL • Assesses students’ needs • Tailoring the course experience and using teaching techniques MEANINGFUL • efficient • practical USEFUL
- 14. “…learning is an active, constructive process that is contextual; new knowledge is acquired in relation to previous knowledge; information is meaningful when it is presented in some type of framework.” (Davis,1993)
Editor's Notes
- #2: 1
- #8: The role of the teacher is that of a coach who assists students in their learning and development and who creates learning situations in which students are invited to engage in sustained exploration. The teacher is seen as the principal shaper of the learning context, and the creation of a learner-centered classroom by the teacher will depend on teachers valuing and understanding the individual differences and needs of students (McCombs & Whisler, 1997). In addition, learnercentered environments are characterized by positive student-teacher relationships.