learning+theories+with+practical+use

toc teaching and learning

= = As the title of this page suggests, the aim of this section is to provide an introduction to some theories that are directly relevant to how we teach and learn. They are in alphabetical order rather than an order of priority.

This [|link]is to a good infographic that summarises some of the main learning theories

Bloom's taxonomy
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[|updated version] from Iowa State University [|interactive version]

Continual development
Even if the time you spend in remote and wild places is purely recreational, your safety - and probably your enjoyment - will be increased if you develop your knowledge and skills. If you "lead" others outdoors (even if informally) you have a responsibility to maintain and develop knowledge and skills.

One approach - derived from aviation ("redefining airmanship" by Tony Kern) - that seems suitable is given below. This process should by cyclical not linear - working through the stages just once is not sufficient.

1) **State development goal** (e.g. learn to use a sighting compass) 2) **Define and locate resources** (e.g. videos on the internet, instructions in books on navigation) 3) **Define development requirements** (this is a more detailed version of step 1. In this instance it could be "taking a bearing from a land feature & applying a bearing from a map to the ground") 4) **State and prioritise specific objectives**. (In this instance taking a bearing from a feature is probably the most important objective. The specific objective might be "to take bearings off ground features accurate to the nearest degree"). 5) **Plan your learning.** You should now have a clear idea of what you want to be able to do, and of available resources. This stage is about scheduling a time and a place (and sometimes a person - in this case someone you know who already has the skill and is willing to help you learn & practise). 6) **Carry out learning** and **re-evaluate knowledge/skill level**. Simply attempting to learn something is not sufficient; you need to know whether or not you have achieved the specific objective set in stage 4.

If you are not sure where your development needs lie ask yourself this question: "What question, if I knew the answer to it, would have the greatest effect at improving my performance?"

<span style="font-family: Verdana,Geneva,sans-serif;">Dunning Kruger effect
<span style="font-family: Verdana,Geneva,sans-serif;">media type="youtube" key="Qao4BBYzorM?hl=en_US" height="315" width="560"


 * <span style="font-family: Georgia,serif;">"Unskilled and unaware" **

<span style="font-family: Georgia,serif;">This phenomenon is important - for patient safety - to clinicians.

<span style="font-family: Georgia,serif;">It is also important - for their own safety - to those who spend time in the wilderness environment.

<span style="font-family: Georgia,serif;">Take home message: do not rely on your own judgement about how well you can do something (but make sure you seek the opinion who really does know the topic).

<span style="font-family: Verdana,Geneva,sans-serif;">Experiential learning
<span style="color: #008000; font-family: Georgia,serif;">John Dewey
 * <span style="color: #008000; font-family: Georgia,serif;">All genuine education comes through experience **

<span style="background-color: #ffffff; color: #008000; font-family: Georgia,serif;">Confucious
 * <span style="background-color: #ffffff; color: #008000; font-family: Georgia,serif;">"By three methods we may learn wisdom: First, by reflection, which is noblest; Second, by imitation, which is easiest; and third by experience, which is the bitterest." **



video criticising Kolb's model (amongst other things) media type="youtube" key="6DUkzzdHgvk?version=3" height="360" width="480"

<span style="font-family: Verdana,Geneva,sans-serif;">Fixed & growth mindsets
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<span style="font-family: Verdana,Geneva,sans-serif;">Gagne's approach
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[|link] that summarises this approach

<span style="font-family: Verdana,Geneva,sans-serif;">Learning styles & preferences
<span style="font-family: Georgia,serif;">A widely used approach is that of Honey & Mumford. Their categories link to the stages of Kolb's cycle: <span style="font-family: Georgia,serif;">Activist - prefers doing and experiencing (concrete experience) <span style="font-family: Georgia,serif;">Reflector - observes and reflects (reflective observation) <span style="font-family: Georgia,serif;">Theorist - wants to understand undelrying reasons, concepts and relationsips (abstract conceptualisation) <span style="font-family: Georgia,serif;">Pragmatist - likes to "have a go" and see if they work (acive experimentation)

<span style="font-family: Georgia,serif;">The Harrmann whole brain model​ was found to have some evidence base and is probably the one to use if you plan to use learning styles.
 * <span style="color: #ff0000; font-family: Georgia,serif;">A review (Coffield) found no evidence to support the view that training a learner in ways that match their Honey & Mumford or VARK learning style will be more effective. **

<span style="font-family: Georgia,serif;">One application of learning styles is for teachers to be aware of their own preference so they can ensure the teaching they provide does not include too much of their preferred approach. <span style="font-family: Georgia,serif;">Another application is to structure a teaching session in a way that incorporates elements that will appeal to and engage all preferences. This may be no more effective that your initial plan, but it will probably be much less boring for all concerned.

<span style="font-family: Georgia,serif;">Some people dispute learning styles exist media type="youtube" key="sIv9rz2NTUk?fs=1" height="390" width="480"

<span style="font-family: Verdana,Geneva,sans-serif;">Self-efficacy
Roughly speaking, an individual's belief in their own competence. Described initially by Bandura (the most cited living psycholopgist (according to wikipedia!) 4 sources affecting self efficacy are:
 * Experience (of the individual)
 * Modelling (= vicarious experience - seeing someone else in the situation)
 * Social persuasions (what others say/messages their behaviour says about their view of you)
 * Psychological factors

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[|link]to video about self-concept & self-efficacy

Zone of proximal development
[|link]to video