The Learning Process

1. Provides the conditions of effective learning 2. Seeks to meet the needs and interests of the learners 3. Helps to create conditions for openness, respect, trust, acceptance, confrontation, and self-evaluation 4. Places emphasis on the uniqueness and brights of the individual 5. Seeks feedback which will improve his effectiveness as a facilitator of the learner

As facilitator of learning:

learning is developmental

-different stages of development -native capacities, degree of maturation attained, and previous exp

learning is basic

-forming an association between stimuli and response -habit

learning is interactive

-reaction -verbal communication, perceptual discrimination, reinterpretation of old concepts, behavioral manipulation, and habit re-learning

unfreezing, problem diagnosis, goal setting, new behavior, refreezing

5 distinct phases of the learning process

1. Encourages student-faculty contact 2. Encourage cooperation among students 3. Encourage active learning 4. Give prompt feedback 5. Emphasize time on task 6. Communicate high expectations 7. Respect diverse talents and ways of learning

7 Principles of Good Practice in Undergraduate Education

Learning

an integrated, ongoing process occurring within the individual, enabling him to meet specific aims, fulfill his needs and interests and cope with the living process

communicate high expectations

challenge that hold out learners learners should be told that they are expected to work hard specific expectations should be clearly stated

developmental, interactive, basic

characteristics of learning (learning is ....)

encourage cooperation among students

collaborative learning, study groups, group project not competitively

encourage active learning

enrolling students to actively manipulate the content they are learning

emphasize time on task

ensuring that students know how much time they spend for learning take studying and practice seriously using time efficiently

goal setting

the desired changes in knowledge, skills, attitudes, and behavior are stated specifically

problem diagnosis

the forces supporting the need for change and the forces working against the changed needs are identified and presented

unfreezing

the individual becomes ready to consider changes in knowledge, skills, attitudes, and behavior

new behavior

the individual learns and practices those newer knowledge, skills, attitudes, and behaviors which are desired

refreezing

the newer learnings have been found to be beneficial and are assimilated into the individual's ongoing framework of knowledge, skills, attitudes, and behavior

linguistic, logical-mathematical, spatial, musical, bodily, kinesthetic, interpersonal, intrapersonal

types of intelligence