Learning tob
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The document discusses several key theories of learning. It outlines definitions of learning as involving permanent changes in behavior due to experience. Several learning theories are examined, including stages of learning a skill (cognitive, associative, autonomous phases) and feedback/evaluation. Kolb's model of experiential learning and Whitmore's stages of the learning cycle are also summarized.
Learning tob
- 1. Tony O’Brien MSc, MSc, Cert Ed
- 2. To know the definition of learning. To know the key theories of learning. Be able to relate the learning theories to practice.
- 3. A recognisable change in behaviour, which is permanent. Learning is not a one off lucky performance. Learning is permanent. Learning is due to past experiences/practice. 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.
- 4. The teaching of a new skill can be achieved by various methods: Verbal instructions Demonstration Video Diagrams Photo sequences
- 5. Observe: behaviour/performance Measure/test Evaluate Translate performance into a meaningful conclusion.
- 6. Feedback. Different types? Assess/set goals and targets. Assess effectiveness of teaching/coaching. To record achievement/progress. Match stats/analysis. Correct errors.
- 7. 1) Cognitive phase - Identification and development of the component parts of the skill - involves formation of a mental picture of the skill 2) Associative phase - Linking the component parts into a smooth action - involves practicing the skill and using feedback to perfect the skill 3) Autonomous phase - Developing the learned skill so that it becomes automatic - involves little or no conscious thought or attention whilst performing the skill - not all performers reach this stage
- 8. First Phase of learning. Demonstrations and verbal explanations are vital. Mental pictures are created (mental Rehearsal takes place). Trial and error takes place allowing feedback and a kinaesthetic feeling to be developed.
- 9. Second phase. Practice phase. Longer than the cognitive phase (some performers never leave this phase). Performers begin to detect (through kinaesthesia) and eliminate mistakes. Verbal feedback is also important. Skills are learnt, mastered and motor programmes are created.
- 10. The final (third phase). The learner can execute a skill with little conscious thought. The performer can focus on the demands of the environment. What does this mean? Through further practice and success self- efficacy (confidence) is developed. Performer can detect and correct errors themselves. Can you think of sporting examples?
- 11. Adam's theory (Adams 1971) has two elements: Perceptual trace - a reference model acquired through practice Memory trace - responsible for initiating the movement The key feature of this theory is the role of feedback. Analyse the reference model actions, the result of those actions and the desired goals Refine the reference model to produce the required actions to achieve the desired goals
- 12. Kolb (1984) developed a theory of experiential learning that can give us a useful model by which to develop our learning. The model comprises of four stages: Concrete Experience - doing or having an experience Reflective Observation - reviewing & reflecting on the experience Abstract Conceptualisation - concluding & learning from the experience Active Experimentation - planning & trying out what you have learned
- 13. Whitmore (1984) identified that our learning cycle generally takes us through four stages: Unconscious incompetence - no understanding Conscious incompetence - low performance, recognition of flaws and weak areas Conscious competence - improved performance, conscious effort Unconscious competence - higher performance, natural automatic effort