Educational strategies
Behaviourist mode
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Activity:
learning by doing where active is better than passive learning
(students will learn more when actively involved).
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Repetition, generalisation and discrimination:
frequent practice in a variety of situations all helps
(especially with learning new skills).
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Reinforcement:
positive is better than negative.
Rewards, praise and successes work as better reinforcers than failures do.
Cognitive mode
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Learning with understanding:
it must be meaningful and fit in with what they already know.
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Organisation and structure:
material that is logical and well organised is easier to follow and to learn
from.
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Perceptual features:
the way a problem is displayed to learners is important, such as a handout
accompanying a lecture.
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Cognitive feedback:
to know how well you are doing.
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Individual differences:
there are differences in ability, personality and motivation, which may all
affect learning.
Motivational mode
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Natural learning:
we are naturally curious and are learning from all sorts of situations. It is
not done only at university.
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Purposes and goals:
learners have needs, goals and purposes which are very relevant to motivation
in learning.
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Social situation:
the group atmosphere and whether it is in co-operation or competition with
others affects success and satisfaction in learning.
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Choice, relevance and responsibility:
learning is better when the material is relevant, chosen by the learners and
done when they want to learn it.
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Anxiety and emotions:
when learning involves emotions, learning is more significant. It is done best
in a non-threatening environment.
 | Hilgard and Bower in
Beard RM and Hartley J (1984) Teaching and Learning in Higher Education
Athaeneum Press, Newcastle upon Tyne. |
Source: Teaching made easy
Chambers and Wall
|
