Mind map 2 :How people learn & Teacher Professional Development

Mer som dette

Media Fluency

Ved Meagan Hicks

Healthy Relationships

Ved Alexandra Savva

Perception

Ved Joerg Bauer

Linguistics

Ved Lionel Benega

Learning Design A

Learning Theories - relevance in specific education eco-system

Adult Learning - Training of Teachers (Professional Development)

• Learning Theories are useful to look at how people learn
• Key features, learning manifestation and teaching methods relating to each can be analysed for appropriatness and relevance in designing learning for teachers

Eco-system: Teacher Professional Development

This mind map represents the thinking about Learning Design for Teacher Professional Development.

It is based on an individual mind map on Learning Theories as well as a group-constructed mind map on the same topic.

It uses Learning Theories as a basis for looking at criteria to consider when doing Learning Design in this educatinal eco-system.

The larning design considerations are displayed on the left hand side of the mind map.

All concepts that are related, similar or connected are linked (which may seem chaotic at first, but by following the links the connection should become clear).

Learning Design for Teacher Professional Development needs to be Learner-Centered, Knowledge-Centered, Assessment-Centered and Community-Centered. This corresponds with key features of most of the major Learning Theories. This perspective is based on the theory that people learn better when they are motivated, ready, the experience or outcomes are relevant, when it involves other members of their community, when it is collaborative, when there is feedback on progress and when it builds on existing knowledge.

This suggests certain teaching methods that can be included in the Learning Design like:

• Problem-based Learning
• Project-based Learning
• Cooperative Learning
• Inquiry-based Learning
• Mentoring
• Modelling

It also suggests that 21st Century Learning is relevant for today's teacher, that higher order thinking skills need to be involved during learning adn that variety must be included to accomodate differences among the learning group.

Variety

Assessment methods

Formative

Online

Self

Project

Activities

Information

Find in rela world / experience

Peer

Internet

Higher Order Skills

Application

Synthesize

Analyse

Critical thinking

21st Learning Skills

Lifelong Learning

Critical Thinking

Collaboration

Design

Creativity

Knowledge-Centered

Mentoring

Modeling

Community-Centered

Peer netowrks

Communities of Practice

Real world problems

Exsiting knolwledge

Case based

Project based

Problem based

Inquiry-based

Learning Design

Learning Desing

LD needs to take into account different theories of how people learn.

Blooms Taxonomy

Higher order:

Lower order

Learning Theories

Cognitivism

Inner mental activities (individual)

Gagne

Retrieve and apply knowledge

Problem-soving

Higher order thinking / skills

Active Learning

Discovery Learning

Expository Learning

Biological stages of human development

Cognitive Development

Transformative Learning

Self directed Learning

Social Cognitivism: learning by observing others

Bandura

mentoring

modelling

Leanring manifestation:

Self-directed learning

Socialisation

Connectivism

21s Century Learning

Techo-Constructivist

Senge

Checkland

Bertalanffy

Harasim

Prensky

Drago

Gamification

Inquiry based Learning

Multimedia

Social Media

Emotion

Cooperative Learning

Guided exploration

Adaptive Expertise

Life Long Learning

Apply knowledge

Higer order skills /thinking

Peer networks and Internet-enabled learning

Downes

Siemens

Guided

Real-world problems

Action Learning

Team

Communication

Experiantial Learning

Behaviourism

Knowledge Transmission

Overview

Staats

Skinner

Watson

Pavlov

Train

Drill

Practice

Instruct

Text

Lecture

Video

Key features

Teacher-Centric

Direct instruction

Task-based

Lower Order Skills

Stimulus + Response

Skills

Accountability

Performance

Behaviour

Social Constructivism

Knowledge constructed through social interaction

Ovewview

Kolb

lave

Bronfenbrenner

Bruner

Dewey

Vygotsky

Piaget

Teaching methods

Problem-solving

Inquiry based learning

Cooperative learning

Case-based learning

Project-based learning

Key Features

Learner-Centered

Meta-gognition

Situated Cognition

Authentic Learning

Ill-defined problems

Social Context

Learning manifestation:

Cooperative

Reflective

Transformative

Siutational

Experiantial