means lecturers facilitating learning through Learner, 7thedition, London: encouraging adult learners to share their knowledge Taylor& Francis and understanding. Honey and Learning styles: appreciating that each student has Honey, P. and Mumford, A. Mumford their preferred way of learning: (1986) The Manual of (1986) Activists: students who tend to involve themselves Learning Styles, fully in new experiences without bias Maidenhead: Peter Honey Reflectors: students who like to stand back and ponder experiences, appreciating the time to consider them from different perspectives Theorists: students who are prepared to adapt and integrate observations into complex but logically sound theories Pragmatists: students who are keen on trying out ideas, theories and techniques to see if they work in practice Kolb Learning through experience Kolb, D.A.(1984) (1984) According to Learning theory, there Experiential Learning, New Kolb’s Experiential are 4 stages which a learner goes through: Jersey, Englewood Cliffs, Concrete experience- the initial experience Prentice Hall Reflective observation-reflecting on what has just happened Abstract conceptualisation-trying to make sense of the experience, sometimes by linking to a known theory/model Active experimentation-repeating the experience but informed by the learning in the previous 3 stages Biggs (2003) Approaches to learning: Biggs characterised Biggs, J. (2003) Teaching students into 4 different categories, according to the for Quality Learning at approach they took to their learning: University, Buckingham: Non-academic approach: Minimal effort and tends to Society for Research into reach conclusions without sufficient evidence Higher Education Surface approach: Generally unreflective, focussing only on completing the task requirements. Tends not to see connections between elements of study Strategic approach: Focuses on achieving the highest possible grade. Very aware of marking schemes and assessment criteria Deep approach: Vigorous interaction with the content of the subject. Makes connections between different parts of the subject and relates evidence to conclusions Reece and Learning domains: Reece and Walker identified 3 Reece, I and Walker, S. Walker (2006) specific learning domains: (2006) Teaching, training Cognitive: this is about knowledge, understanding, and Learning (6th edition), analysis, synthesis and evaluation Sunderland, Business Psychomotor: this is concerned with physical Education Publishers LTD movement, coordination and skills Affective domain: this is concerned with feelings, attitudes, values and emotions Ideally, teaching sessions should be planned so that all these learning domains can be taken into consideration.
means lecturers facilitating learning through encouraging adult learners to share their knowledge and understanding. Learner, 7thedition, London: Taylor& Francis Honey and Mumford (1986) Learning styles: appreciating that each student has their preferred way of learning: Activists: students who tend to involve themselves fully in new experiences without bias Reflectors: students who like to stand back and ponder experiences, appreciating the time to consider them from different perspectives Theorists: students who are prepared to adapt and integrate observations into complex but logically sound theories Pragmatists: students who are keen on trying out ideas, theories and techniques to see if they work in practice Honey, P. and Mumford, A. (1986) The Manual of Learning Styles, Maidenhead: Peter Honey Kolb (1984) Learning through experience According to Kolb’s Experiential Learning theory, there are 4 stages which a learner goes through: Concrete experience- the initial experience Reflective observation-reflecting on what has just happened Abstract conceptualisation-trying to make sense of the experience, sometimes by linking to a known theory/model Active experimentation-repeating the experience but informed by the learning in the previous 3 stages Kolb, D.A.(1984) Experiential Learning, New Jersey, Englewood Cliffs, Prentice Hall Biggs (2003) Approaches to learning: Biggs characterised students into 4 different categories, according to the approach they took to their learning: Non-academic approach: Minimal effort and tends to reach conclusions without sufficient evidence Surface approach: Generally unreflective, focussing only on completing the task requirements. Tends not to see connections between elements of study Strategic approach: Focuses on achieving the highest possible grade. Very aware of marking schemes and assessment criteria Deep approach: Vigorous interaction with the content of the subject. Makes connections between different parts of the subject and relates evidence to conclusions Biggs, J. (2003) Teaching for Quality Learning at University, Buckingham: Society for Research into Higher Education Reece and Walker (2006) Learning domains: Reece and Walker identified 3 specific learning domains: Cognitive: this is about knowledge, understanding, analysis, synthesis and evaluation Psychomotor: this is concerned with physical movement, coordination and skills Affective domain: this is concerned with feelings, attitudes, values and emotions Ideally, teaching sessions should be planned so that all these learning domains can be taken into consideration. Reece, I and Walker, S. (2006) Teaching, training and Learning (6th edition), Sunderland, Business Education Publishers LTD
Fellowship-handbook-updated-Sept-2016.docx