There are individual differences between learners Protect learners from YOUR

There are individual differences between learners

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There are individual differences between learners. Protect learners from YOUR OWN biases as an educator.
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Creative and group thinking is effective learning (when ppl are invested). Functions of Learning- Important Things to Do Repetition! Actively teach Recent experiences are vivid Talk about both general and specific examples Connect how the learning APPLIES to the real world ( Transfer learning ) Use previous knowledge and grow from it Practice knowledge (exams) Go from concrete to abstract learning Fluctuate between periods of practice and rest with learning Time spent DISCUSSING knowledge is important; do not waste time re- reading Consider these things with Learners Age Gender Cultural background Reading ability Language skills Biases present Readiness to learn Motivation Learning preferences
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Principles Related to Adult Learners Adults want to decide what is important to learn They will QUESTION information They want this information to be immediately useful Adults use their previous experience to build upon it/learn- be conscientious of this. Pike’s Law of Adult Learning Hand on experiences Self-directed learning Behavior change=learning Have some fun 90/20/8 No session runs more than 90 minutes Change your teaching method every 20 minutes Participants should actively use content every 8 minutes Types of Learners 1. Visual 2. Auditory 3. Tactile/Kinesthetic Learning Preferences What conditions educators have to work with, and how Group size Contact size Budget Resources
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Noise levels Cultural appropriateness Seating that WORKS Cluster Seating Traditional Classroom Seating Limits mobility Creates barriers to converse Circular Seating Promotes equality Can be *too* chatty U-Shaped Seating Like Ms. John’s classroom A good balance Half Circle Allows for discussion You need a lot of classroom space! Boardroom Seating Mistakes in Method Selection Make sure you focus on what is best for accomplishing objective Figure out how much time is needed for the method (practice!) Reinforce key points Think about WHO your group is, how they learn, what they can do (ex. Senior citizens shouldn’t move around so much)
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