The Learning Journey!
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The document discusses the learning process and defines learning as acquiring new knowledge or modifying existing knowledge through experiences. It describes learning as involving cognitive, emotional, and environmental influences. The document then outlines three phases of learning: activating, acquiring, and applying. The activating phase involves preparing for learning by activating prior knowledge. The acquiring phase is when new information is integrated and processed. The applying phase is when learning is consolidated through opportunities to demonstrate and apply new knowledge. The document provides examples of strategies and activities that can be used in each learning phase.
The Learning Journey!
- 1. The Learning Journey! By Ahmed Nabeel Alvi
- 3. Learning is acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. The ability to learn is possessed by humans, animals and some machines?
- 4. Learning is not compulsory; it is contextual. It does not happen all at once, but builds upon and is shaped by what we already know. “ Rome was not built in a day”
- 5. Human learning may occur as part of education, personal development, schooling, or training. It may be goal-oriented and may be aided by motivation The study of how learning occurs is part of neuropsychology, educational psychology, learning theory, and pedagogy.
- 6. In psychology and education a common definition of learning is a process that brings together cognitive, emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2004; Ormrod, 1995)
- 7. “Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young”. Henry Ford
- 8. Learning Vs Knowledge • Learning is acquired through formal institutions like school, colleges and universities, whereas knowledge is gained from the real life experiences. • Hence education is a process of gaining knowledge for some useful application whereas knowledge is facts acquired from good education, peers, consultations and extensive reading.
- 9. Learning Vs Knowledge • Another difference between the two is that education is taught by the teachers to the students while knowledge is gained by itself or is self driven. • Education is a process of learning and one comes to know various facts, ideas and theories. While on other hand knowledge is the application of these facts and theories.
- 10. Learning Vs Knowledge • Education has a predefined set of rules, regulations and curriculum whereas knowledge has no such boundaries. It can come from teacher, parents, friends, painful moments of life, joyous moments, children etc. Hence it is not taught but acquired by self efforts.
- 11. • Early childhood development is defined as “a set of concepts, principles, and facts that explain, describe and account for the processes involved in change from immature to mature status and functioning” (Katz, 1996, p. 137).
- 12. Development is generally divided into three broad categories : Physical development Addresses any change in the body, including how children grow, how they move, and how they perceive their environment.
- 13. Development is generally divided into three broad categories: Cognitive development Pertains to the mental processes (e.g., language, memory, problem solving) that children use to acquire and use knowledge
- 14. Development is generally divided into three broad categories: Emotional and Social development Addresses how children handle relationships with others, as well as understand of their own feelings.
- 15. Early childhood development is generally divided into three age categories 6 – 8 yrs 3 – 6 yrs 0 -3 yrs
- 16. Learning that takes place: 3 – 6 yrs 6 – 8 yrs 0 – 3 yrs This period of development is During the primary The most important factor for characterized by rapid gross years, children's vocabulary young infants is security with motor development increases at a rapid pace. In primary caregivers. Between (e.g., jumping, hopping, skippin addition, their written the ages of 9 to 18 g), refined movement of small communication skills develop. months, mobile infants are muscles for object Socially, primary-aged children mostly concerned with manipulation, major increases begin to understand others' exploration and between 18 in vocabulary and use of perspectives, are concerned and 36 months, the central language, abstract with fairness, and monitor focus of development is representation of mental their own behavior. Fine motor identity, and children start to constructs, and the development and greater become more independent development of relationships reasoning and problem solving with other young children. develops.
- 17. Phases of Learning! Activating Acquiring Applying
- 18. Phases of Learning! Activating Acquiring Applying (preparing (integrating and (consolidating for learning) processing learning) learning)
- 19. Activating (Preparing for Learning) • One of the strongest indications of how well students comprehend new information is their prior knowledge of the subject. • Some educators observe that more student learning occurs during this phase than at any other time. • In planning instruction and assessment, teachers develop activities and select strategies for activating their students’ prior knowledge.
- 20. Activating (Preparing for Learning) • Since learning is an internal process, however, facilitating learning requires more than simply presenting information. • In the acquiring phase, teachers instruct students in strategies that help them make meaning of information, integrate it with what they already know, and express their new understanding. • These strategies include: – Active listening – Reading, writing and viewing, – Exploring ideas – Arguments – Presenting
- 21. Acquiring (Integrating and Processing Learning) • In the second phase of learning, students engage with new information and integrate it with what they already know, adding to and revising their previous knowledge. • Part of the teacher’s role in this phase is to present new information, or to help students access it from other resources (oral, print, and other media)
- 22. Applying (Consolidating Learning) • New learning that is not reinforced is soon forgotten. • Providing students with opportunities to demonstrate and consolidate their new knowledge, skills and strategies, and attitudes is essential. Students need opportunities to reflect on what they have learned and to consider how new learning applies to new situations. • To ensure that students consolidate new learning, teachers plan various activities involving – Reflection – Learning logs – Sharing of ideas – Debriefing on performances
- 23. Jeremy Harmer, ELT Specialist
- 24. • - Knowing is not enough; we must apply. Willing is not enough we must do – J. Goethe • - Learning is not a spectator sport – D. Blocher • - I never teach my pupils; I only attempt to provide the conditions in which they can learn – A. Einstein
- 25. I cannot teach anybody anything, I can only make them think ! Socrates
- 26. SRUOY YLERECNIS YOURS SINCERELY Learning gives direction and meaning to the unknown – ultimately to LIFE!
- 27. I am told and I forget. I see and I remember. I do and I understand. Chinese proverb.