Nigel Zanker Design Education Theme Leader and Programme Director Loughborough Design School August, 2015.

Nigel Zanker

Design Education Theme Leader and Programme DirectorLoughborough Design School

August, 2015

A teacher’s role is to enable learning Learning brings together

- cognitive, emotional, and environmental influences for:

- acquiring, enhancing, or making changes in one’s- knowledge, skills, values and world views.

(Ormrod, 2012)

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Locke – blank slates (tabula rasa) Pavlov – non-conditioned/conditioned

responses Skinner – stimulus-response-reward (SRR)

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Piaget – stages of development (readiness)1) 0-2 – sensor-motor2) 2-7 – preoperational3a) 7-11 – concrete operational3b) 11+ – formal operational

Scaffolding – go through each stage Learners work as ‘lone scientists’ Role of language is not important

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Vygotsky and Bruner – learning is sequential and builds on prior knowledge

What a learner can do with help today, he or she can do independently tomorrow

‘Zone of Proximal Development’ (what learner already knows and what will be known)

‘Schema’ incomplete or complete concepts (no right or wrong)

Learns from more knowledgeable others Language is important

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Divergers – learn by personal experiences through feeling and watching

Assimilators – learn by personal experiences watching and thinking

Convergers – learn by personal experiences through thinking and doing

Accommodators – learn by personal experiences through feeling and doing

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Reflectors – reflective observation Theorists – abstract conceptualisation Pragmatists – concrete experience Activists – active experimentation

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Derived from Kolb’s cycle to ask people how they learn

Probes general behavioural tendencies Most people have never consciously

considered how they really learn

Over to you

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I hear and I forgetAuditory

I see and I rememberVisual

I do and I understandKinaesthetic

25% hear, 35% see, 40% do

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Visual

- Reads, draws illustrations and diagrams.- Talks fast using lots of images.- Memorises by writing repeatedly.- Looks around, doodles or watches something when inactive.- Says “that looks right” when starting to understand something.- Most distracted by untidiness.

Auditory

- Listens to teacher, talk it out- Talks fluently, logical order, few hesitations- Memorises by repeating words aloud- Talks to self or others when inactive- Says “that sounds right” when starting to understand something- Most distracted by noises

Kinaesthetic

- Gets involved, hands on, try it out- Lots of hand movements- Talks more slowly, actions and feelings- Memorises by doing something repeatedly- Fidgets and walks around when inactive- Says “that feels right” when starting to understand something- Most distracted by movement or physical disturbance

I see (35%) I hear (25%) I do (40%)

Styles that foster reproduction of past knowledge:◦ Command◦ Practice (drill)◦ Reciprocal◦ Self-check◦ Inclusion

Styles that invite production of new knowledge:◦ Guided discovery◦ Convergent

discovery◦ Divergent discovery◦ Learner-designed◦ Learner-initiated◦ Self-teaching

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----- discovery threshold -----

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Bruner, J. S. (1960), Towards a Theory of Instruction, Cambridge, MA: Harvard University Press

Fry, H., Ketteridge, S. & Marshall, S. (2009), A Handbook for Teaching and Learning in Higher Education 3rd ed. London: Routledge

Honey, P. & Mumford, A. (2000), The learning styles helper's guide, Maidenhead: Peter Honey Publications Ltd. Learning style survey, http://www.nwlink.com/~donclark/hrd/styles/learn_style_survey.html (accessed 29/07/15)

Kolb, D. A. (1984), Experiential Learning, Englewood Cliffs, NJ: Prentice Hall Mosston, M. & Ashworth S. (2002), Teaching Physical Education, 5th ed,,

San Francisco: Benjamin Cummings. ebook edition, http://www.spectrumofteachingstyles.org/ebook (accessed 29/07/15)

Ormrod, J. (2012), Human Learning, 6th ed., Boston: Pearson Piaget, J. (1950), The Psychology of Intelligence, London: Routledge Vygotsky, L. S. (1962), Thought and Language, New York: Wiley

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