PED2 Instructional Presentation 3 Theories of Learning PDF

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES TAGUIG CAMPUS A premier state university with recognized excellence in engineering & technology education at par with leading university in the ASEAN region. PED2: ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF TRAINERS METH...

TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES TAGUIG CAMPUS A premier state university with recognized excellence in engineering & technology education at par with leading university in the ASEAN region. PED2: ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF TRAINERS METHODOLOGY I BTVTE  DESIRED LEARNING OUTCOMES At the end of this chapter, the students are expected to: 1. Discuss the adult learning theories and how they address the needs, motivations, and developmental characteristics of adult learners. 2. Appreciate the various learning theories and their contributions to understanding different aspects of the learning process. 3. Design and utilize instructional strategies that align with learning theories focusing on enhancing students' problem-solving and critical thinking skills. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 2  CHAPTER COVERAGE Lesson 1 Behaviorism Lesson 2 Cognitivism Constructivism, Socio-constructivism, and Connectivism Lesson Lesson34 Humanism, Experiential, and Transformative Learning Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE  01 BEHAVIORISM BTVTE  BEHAVIORISM Focuses on adopting new behavioral outline repeatedly until it becomes habit. Primarily created totally on two characteristics named outside incentives and its replies. Studying is powerful handiest while scholars exhibit it with incentives and favored reaction via way of means of conditioning. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 5  BEHAVIORISM Ivan Pavlov’s Classical Conditioning Stimulus-Response The environment shapes behavior and thus determines the learning process. Learning takes place through reinforcement when, in the course of repeating many contiguous events, the individual recurrently undergoes a rewarding experience. The contiguity of similar events in sequence could create a bond. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 6  BEHAVIORISM Ivan Pavlov’s Classical Conditioning Creating Positive Learning Environments: Associating a Pleasant Environment with Learning Playing soft, calming music at the beginning of each session. Over time, the presence of the music becomes associated with the learning environment, creating a relaxed atmosphere that helps learners feel at ease and engaged when they hear the music. Use of Refreshments Offering coffee or snacks during workshops can help learners associate the learning experience with comfort and enjoyment. Eventually, the mere anticipation of the class might bring positive feelings, enhancing engagement. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 7  BEHAVIORISM Ivan Pavlov’s Classical Conditioning Associating Content with Positive Emotions: Praise and Encouragement Giving praise or supportive feedback during a particular type of learning activity (e.g., group discussions), learners may start to feel positive about such activities. The association between the activity and positive reinforcement encourages active participation. Humor and Engagement Use of humor during lectures may condition students to associate certain subjects with positive feelings. It may elicit feelings of enjoyment and reduce anxiety around difficult topics. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 8  BEHAVIORISM Ivan Pavlov’s Classical Conditioning Creating Strong Associations with Cues: Using Cues for Focus Start each class or module by ringing a bell or turning down the lights. Over time, learners associate the sound or action with the beginning of focused study, helping them mentally prepare for learning. Visual Cues for Topic Transitions If certain topics are always introduced with specific visual aids/modules (e.g., specific colors, images, or symbols), learners will start to associate these visual cues with the type of content being presented, helping them mentally switch gears. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 9  BEHAVIORISM Ivan Pavlov’s Classical Conditioning Conditioning to Reduce Negative Reactions: Breaking Down Complex Topics If learners associate certain topics (e.g., statistics or technical content) with stress or frustration, instructors can begin introducing these topics in very small, manageable chunks followed by positive reinforcement. Over time, the learners' initial stress response can be reduced as they begin to associate the topics with achievable progress and positive outcomes. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 10  BEHAVIORISM Burrhus Fredric Skinner’s Operant Conditioning Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 11  BEHAVIORISM Burrhus Fredric Skinner’s Operant Conditioning Positive Reinforcement: Praise for Participation: Praise or acknowledge students who actively participate in class discussions to further the engagement. Rewards for Performance: In a corporate training setting, learners might receive certificates, badges, or even monetary bonuses for successfully completing training modules or mastering new skills. This incentivizes continued effort and performance. Public Recognition: A learner who performs well on a project or task may be publicly recognized reinforcing the desire to maintain high performance. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 12  BEHAVIORISM Burrhus Fredric Skinner’s Operant Conditioning Negative Reinforcement: Removal of Tedious Tasks: If adult learners meet certain learning goals, they may be excused from additional mandatory practice sessions. The removal of these less desirable tasks acts as negative reinforcement, increasing the likelihood of meeting goals. Flexible Deadlines: In some settings (ex. modular setup), learners who consistently complete assignments early may be given more flexible deadlines for future work, reinforcing their timely completion of tasks. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 13  BEHAVIORISM Burrhus Fredric Skinner’s Operant Conditioning Positive Punishment: Corrective Feedback: An instructor might immediately correct a learner’s mistake or improper behavior, such as giving extra assignments if they neglect key components of a course, discouraging poor performance. Additional Work for Non-Compliance: Learners who fail to meet course requirements may be assigned additional projects, motivating them to stay on track in the future. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 14  BEHAVIORISM Burrhus Fredric Skinner’s Operant Conditioning Negative Punishment: Loss of Privileges: If adult learners fail to follow course guidelines, such as missing deadlines or not participating, they might lose certain privileges, such as access to bonus resources or the ability to choose group partners. Deduction of Points: In professional certification courses, points might be deducted for late submissions or incomplete assignments, which encourages learners to adhere to deadlines. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 15  BEHAVIORISM Edward Lee Thorndike Learning Theory This theory asserts that knowledge is finite. Learning is said to be observable and measurable using empirical methods. Learning is the process of forming associations or bonds, which he defined as “the connection of a certain act with a certain situation and resultant pleasure” Errors must be diagnosed so that they will not be repeated. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 16  BEHAVIORISM Edward Lee Thorndike Learning Theory Law of Readiness An individual will learn when he/she is ready to learn. Law of Exercise Knowledge is strengthened or weakened depending on the number of time it occurs Law of Use – knowledge is strengthened as they are used Law of disuse – knowledge is weakened when practice is discontinued Law of Effect Knowledge is strengthened if it produces a satisfying effect. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 17  BEHAVIORISM Edward Lee Thorndike Learning Theory Law of Readiness At the beginning of the school year, the students are hesitant to participate in discussions. They either feel shy or lack motivation to engage in conversation. They are not yet ready to participate. Law of Exercise Whenever the students participate in practical test, laboratory or workshop, the students gained expertise, therefore, were able to learn the skills. Law of Effect Whenever a student contributes to the discussion, the teacher provides positive reinforcement, such as verbal praise or extra credit. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 18  BEHAVIORISM Albert Bandura’s Social/Observational Learning Theory Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 19  BEHAVIORISM Albert Bandura’s Social/Observational Learning Theory Emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others. Environmental reinforcement was not the only factor to influence learning and behavior. Intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment. Learning does not necessarily lead to a change in behavior. Attention, retention, reproduction, and motivation (reinforcement and punishment) Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 20  BEHAVIORISM Albert Bandura’s Social/Observational Learning Theory Demonstration (modelling) Group practice (imitation and reinforcement) Peer feedback or constructive feedback (vicarious reinforcement) Self-efficacy (intrinsic reinforcement) Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 21  IMPLICATION OF BEHAVIORISM IN THE CLASSROOM CONTEXT Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 22  02 COGNITIVISM BTVTE  COGNITIVISM Emphasizes on mental development, the process of storing and retrieving information. Learning process is an interior and positive psychological process, which grows inside students, improves their mental abilities and improves the ability of the learning process. learning activities should allow students to dynamically participate in learning process by constructing their own actions and targets. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 24  COGNITIVISM Information Processing Theory Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 25  COGNITIVISM Jerome Bruner Discovery Learning An inquiry-based, constructivist learning theory that takes place in problem solving situation where the learner draws on his or her own past experience and existing knowledge to discover facts and relationship and new truths to be learned. The mind of an individual always operates in a specific cultural setting which has an influence both on the subjective production of meanings and the internal organization of information. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 26  COGNITIVISM Jerome Bruner Discovery Learning 1. Action-Based (concrete stage) – hands-on method 2. Image-Based (pictorial stage) - involves images or other visuals to represent the concrete situation enacted, diagrams and graphs 3. Language-Based (abstract stage) – words and symbols Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 27  COGNITIVISM Jerome Bruner Discovery Learning Real-world problem – Simulation Exploring and Hypothesizing - Constructing Knowledge through discussion and asking questions Scaffolding – Guidance and Support such as providing additional information Active Learning – Role playing and Experimentation Self-Reflection and conceptualization Self-Directed Learning – lifelong, outside the classroom, additional task Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 28  COGNITIVISM Jean Piaget’s Cognitive Theory Schemas: building blocks of knowledge. Assimilation (existing schema to deal with a new object or situation) and Accommodation (when the existing schema (knowledge) does not work and needs to be changed to deal with a new object or situation) Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 29  COGNITIVISM Jean Piaget’s Cognitive Theory Assimilation – Presentation of real-world problem. The lights in the dining area doesn’t work. At this point, learners may apply their existing knowledge or mental schemas (e.g., checking the fuse or wiring system) to understand the problem. Accommodation - As learners acquire new information (e.g., how to use a multimeter to check for continuity in the wiring system), they adapt their existing knowledge base. They create new mental schemas related to electrical troubleshooting, accommodating the new knowledge into their cognitive framework. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 30  COGNITIVISM Jean Piaget’s Cognitive Theory Assimilation – Learners know how to prepare basic dishes by following recipes. Accommodation - Learners develop new strategies for ingredient substitution and food preparation that meet the dietary requirements while maintaining flavor and texture. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 31  COGNITIVISM Robert Gagne’s Cumulative Learning Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 32  COGNITIVISM Robert Gagne’s Cumulative Learning 1. Gain Attention - a short video clip about the topic or a video demonstration. The video is visually stimulating and immediately grabs the learners' attention. The video serves as a hook to get learners interested in the topic. 2. Inform Learners of the Objectives - Outline the learning objectives for the session. Adult learners in technical fields appreciate knowing what they are working toward, as it makes the learning process more relevant to their goals. 3. Stimulate Recall of Prior Learning - Questions about prior experience. The learners recall their previous experiences, helping them draw connections. Stimulating recall of prior knowledge helps learners activate relevant schemas, which makes it easier to integrate new information. 4. Present the Content - Presenting the content in a structured way allows learners to absorb the complex technical information. Using diagrams and visual aids ensures that the learners understand both the theoretical and practical aspects. 5. Provide Learning Guidance - The instructor provides a handouts and instructional videos. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 33  COGNITIVISM Robert Gagne’s Cumulative Learning 6. Elicit Performance (Practice) - Learners are now given the opportunity to practice. Hands-on experience helps learners reinforce what they’ve just learned by actively engaging with the material. 7. Provide Feedback - The instructor moves around the room providing immediate feedback. Feedback is crucial to the learning process. Immediate feedback allows learners to correct mistakes and refine their skills in real-time. 8. Assess Performance - After the practice session, learners are assessed by being asked to complete a simple task independently. Performance assessment provides a formal way to measure whether the learners have successfully acquired the necessary skills. 9. Enhance Retention and Transfer - Assign a follow-up project. Students are encouraged to think about how they might use the knowledge and skills in their future workplace or projects. Enhancing retention and transfer is crucial, the follow-up project ensures that learners can transfer their knowledge to new tasks, fostering long-term retention. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 34  COGNITIVISM Robert Gagne’s Cumulative Learning Lesson planning or instructional materials Structured approach Hands-on learning Feedback for continuous improvement Application to real-world situations Building on prior knowledge Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 35  COGNITIVISM Howard Gardner’s Multiple Intelligences Intelligence General mental ability of a person Capacity to resolve problems VARK Model (Visual Learner, Auditory Learner, Reading and Writing, and Kinesthetic Learner Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 36  COGNITIVISM Howard Gardner’s Multiple Intelligences Personalized Learning - Offer multiple ways to learn the same content, increasing engagement and success Collaboration and Reflection - Group work engages interpersonal learners, while self-assessment appeals to intrapersonal learners, creating a balance between teamwork and independent learning Hands-On Experience - Practical activities are aligned with bodily-kinesthetic learning Use of Technology - Visual learners benefit from software simulations, and musical learners can tune into auditory feedback, showing how technology supports different learning styles Real-World Connections - Naturalistic learners appreciate how their technical skills fit into larger systems like sustainability, motivating them by making the training relevant to real-world contexts. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 37  LEARNING STYLES Visual Learners Visual learners enjoy analyzing and observing things like pictures, diagrams, and charts. Visual learners prefer the use of images and graphic organizers to understand information Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 38  LEARNING STYLES Visual Learners How to teach visual learners Make sure visual learners have enough time to process and absorb visual cues. Visual learners should have access to supplementary handouts. Allow learners to draw pictures, or diagrams if what they are learning to reinforce retention Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 39  LEARNING STYLES Auditory Learners Auditory learners prefer learning subject matter that is presented through sound Auditory learners usually actively engage themselves in a lecture Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 40  LEARNING STYLES Auditory Learners How to teach auditory learners If you are giving a lecture, make sure you are addressing your auditory learners directly to get them involved in the conversation. You may ask them follow up questions to allow them to share their ideas. Group discussions, engaging videos, and audio recordings are great ways to engage auditory learners Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 41  LEARNING STYLES Reading and Writing Learners Reading and writing learners are to textbooks, novels, articles, journals, and anything that is text heavy. These type of learners take elaborate notes. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 42  LEARNING STYLES Auditory Learners How to teach auditory learners Reading and writing learners learn best in writing essays, performing in-depth research, reading books, and more traditional methods of subject delivery. Give learners ample time to absorb written course material Give them opportunity to get their ideas written on a paper Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 43  LEARNING STYLES Kinesthetic Learners Kinesthetic learners are “tactile” learners and prefer to physically act out events or use all their senses while learning. These learners have difficulty time sitting still. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 44  LEARNING STYLES Kinesthetic Learners How to teach auditory learners Get kinesthetic learners up and moving. Role playing activities is one of the best ways to engage kinesthetic learners. A teacher may also create learning games that encourage these types of learners to move around the classroom. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 45  IMPLICATION OF LEARNING STYLES IN THE CLASSROOM CONTEXT Strategies SWOT Strategies or also known as “Study Without Tears” These strategies provide advice on how students can use their learning modalities and skills to their advantage. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 46  IMPLICATION OF LEARNING STYLES IN THE CLASSROOM CONTEXT Strategies TYPE OF LEARNER SWOT STRATEGY Visual Learners Utilize graphic organizers such as charts, graphs, and diagrams Redraw your pages from memory. Replace important words with symbols or initials. Highlight important key terms in corresponding colors. Auditory Record your summarized notes and listen to them on tape. Talk it out. Have a discussion with others to expand upon your understanding of a topic. Reread your notes and/or assignment out loud. Explain your notes to your peers/fellow “aural” learners. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 47  IMPLICATION OF LEARNING STYLES IN THE CLASSROOM CONTEXT Strategies TYPE OF LEARNER SWOT STRATEGY Reading and Writing Write and rewrite your words and notes. Learners Reword main ideas and principles to gain a deeper understanding. Organize diagrams, charts, and graphic organizers into statements. Kinesthetic Learners Use real life examples, applications and case studies in your summary to help with abstract concepts. Redo lab experiments or projects. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 48  IMPLICATION OF COGNITIVISM IN THE CLASSROOM CONTEXT Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 49  03 CONSTRUCTIVISM AND SOCIO-CONSTRUCTIVISM, AND CONNECTIVISM BTVTE  CONSTRUCTIVISM It is how people make sense of their experience Learning is a self-regulating process Knowledge occurs in human psyche and can be varying with realism in real world. Students learn by creating their own facts and understanding through various experiences or based on previous knowledge. It is compulsory to produce a useful learning atmosphere to describe learning resources before the students. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 51  SOCIO-CONSTRUCTIVISM It posits that knowledge is built when people engage socially in conversation and action on shared projects or problems Social mediation, dialogue, interaction Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 52  SOCIO-CONSTRUCTIVISM Lev Vygotsky’s Zone of Proximal Development The idea is to confront the learner with a learning situation or problem that is hard and complex enough to be challenging but not too difficult and, hence discouraging. The objective is to put learners in a context that enables them to mobilize their prior knowledge, confronting it with other realities and critical perceptions in order to overcome the disequilibrium that such a context creates Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 53  SOCIO-CONSTRUCTIVISM Lev Vygotsky’s Zone of Proximal Development Customized Learning Assistance - Educators must evaluate the current status of each learner and provide individualized support to facilitate their advancement. Peer Learning - Pairing learners of varying proficiency fosters collaborative learning, with more experienced individuals serving as mentors. Instructor as Guide - posing guiding questions and providing help as necessary to promote autonomous problem-solving. Scaffolding - Temporary support aids learners in executing difficult activities. As proficiency increases, assistance diminishes, fostering autonomy. Promoting Critical Thinking - Students are urged to analyze their errors and engage in critical thinking to address challenges, so enhancing both technical competencies and self-assurance. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 54  IMPLICATION OF SOCIO-CONSTRUCTIVISM IN THE CLASSROOM CONTEXT Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 55  SOCIO-CONSTRUCTIVISM Urie Brofenbrenner’s Ecological Systems Theory Highlights the impact of various environmental systems—from immediate personal contexts (microsystem) to extensive societal factors (macrosystem)— on human learning and development. If relationships in the immediate microsystem break down, the child will not have the tools to explore other parts of his environment. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 56  SOCIO-CONSTRUCTIVISM Lev Vygotsky’s Zone of Proximal Development Learner-Centered Approach - Acknowledging the various microsystem factors (e.g., employment, family) enables educators to develop individualized learning strategies. Inter-System Collaboration - Fostering linkages between students' educational and professional settings enhances engagement and increases the relevance of the information. Addressing External Barriers - such as transportation or childcare, addresses external barriers and ensures adult learners have access to education. Fostering Inclusivity - Educators must confront societal beliefs (macrosystem) to establish equitable and inclusive learning environments. Adapting to Change - Acknowledging the evolution of learners' circumstances (chronosystem) enables instructors to synchronize curriculum with contemporary trends and learners' objectives. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 57  CONNECTIVISM Learners learn in the technology environment with regular information. The stages of information development begin with individual knowledge by integrating knowledge through planned connections into the network. The interaction of educational networks improves cognitive abilities as well as learners' social, cultural and stimulating abilities. Connectivism Adult learning theory is the further development in traditional learning theory by mixing information technology into learning process. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 58 Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 59  04 HUMANISM, EXPERIENTIAL, AND TRANSFORMATIVE BTVTE  HUMANISM Perceptions are centered in experience, as well as the freedom and responsibility to become what one is capable of be coming It is not how to teach, but how to build a relationship which the learner can use for his or her own personal growth in order to actualize him/herself Humanists analyze and interpret learning processes within a wider frame of reference, taking into account the affective as well as cognitive aspects of learning, considering the whole person, their feelings and intellect. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 61  HUMANISM Abraham Maslow Hierarchy of Needs Learning is a process through which people attempt to fulfill their individual potential Learning is a form of self- actualization The relationship implies genuineness, acceptance of the other, and empathy Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 62  HUMANISM Abraham Maslow Hierarchy of Needs Holistic Learning Environment - the significance of addressing both the physical and emotional needs of learners, demonstrating that learning is influenced by life conditions. Supportive and secure environment - learners must feel safe utilizing tools and at ease seeking assistance. Collaborative Learning - Promoting cooperation cultivates a sense of belonging, enabling learners to feel supported by both peers and instructors. Enhancing Confidence with Feedback - Acknowledging learners' accomplishments with certificates or vocal commendations elevates their self- esteem and fosters continued learning. Autonomy in Pursuing Interests - Permitting learners to engage in personal initiatives links education to their interests, rendering it significant and incentivizing them to utilize their newly acquired skills beyond the classroom Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 63  EXPERIENTIAL LEARNING Process by which knowledge is created, and significant learning occurs through the transformation of one’s experience and in reference to it. The learners past experiences provide, through induction, a meaningful reference for further learning Tends to favor approaches such as case studies, role playing, and, more broadly, content presentations that feature or enable references to significant and concrete learning situations. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 64  EXPERIENTIAL LEARNING John Dewey Learning by Doing Knowledge must be constructed in a significant context if we expect people to mobilize it and eventually transfer it to other life contexts. Experience, democracy, continuity, interaction Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 65  EXPERIENTIAL LEARNING John Dewey Learning by Doing Active, Experiential Learning - underscores the significance of learning through practical engagement; providing learners with authentic tasks cultivates applicable skills essential for employment readiness. Reflection for Enhanced Comprehension - Reflection enables adult learners to critically evaluate their performance, derive lessons from errors, and foster improvement. Group conversations enhance this process. Learning as a Social Process - learning occurs through interaction. Collaborative assignments in TVET promote teamwork and knowledge exchange, competencies highly esteemed in technological environments. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 66  EXPERIENTIAL LEARNING John Dewey Learning by Doing Integration of Theory and Practice - Educators must connect practical activities with theoretical concepts to provide students with a comprehensive comprehension of the subject matter. Progressive Learning - a systematic methodology that incrementally escalates task complexity, enabling learners to cultivate confidence and proficiency over time. Relevance to Real Life - Adult learners exhibit heightened engagement when educational activities reflect real-world difficulties, recognizing the immediate applicability of their knowledge to their personal and professional spheres. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 67  EXPERIENTIAL LEARNING David Kolb Experiential Learning The process whereby knowledge is created through the transformation of experience with knowledge resulting from the combination of grasping and transforming experience Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 68  EXPERIENTIAL LEARNING David Kolb Experiential Learning Stage 1: Concrete Experience (Doing and Engaging Directly in a Task) Students work in small groups while following provided installation diagrams. Learners engage in a hands-on task, which provides real-world experience. This practical engagement is essential for learning technical skills. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 69  EXPERIENTIAL LEARNING David Kolb Experiential Learning Stage 2: Reflective Observation (Reviewing and Reflecting on the Experience) After completing the activity, the instructor asks learners to reflect on their performance by discussing the challenges they faced and how they solved them. Learners review their experiences, discussing both successes and mistakes. This stage encourages them to think about how and why certain approaches worked or failed. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 70  EXPERIENTIAL LEARNING David Kolb Experiential Learning Stage 3: Abstract Conceptualization (Understanding Concepts and Theories) The instructor explains key theoretical concepts behind. Learners are encouraged to relate their practical experience to these concepts. Through this stage, learners develop abstract understanding of principles, which helps them connect theory to practice and understand why certain methods are used. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 71  EXPERIENTIAL LEARNING David Kolb Experiential Learning Stage 4: Active Experimentation (Applying Knowledge in New Situations) Learners are presented with a new scenario. They are asked to apply what they have learned from the previous task without step-by-step instructions. Learners experiment with their newly acquired knowledge by applying it to a different, more complex task, which reinforces learning and promotes skill mastery. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 72  TRANSFORMATIVE LEARNING Learning is not only concerned with seeing more things, but with seeing them differently. Catalyst role of educator Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 73  TRANSFORMATIVE LEARNING Paolo Freire Banking Education It critiques traditional models of education, wherein teachers “deposit” information into passive students, treating them as empty vessels to be filled. Dialogical education should be used to promote critical consciousness where learners and teachers engage in a mutual learning process. Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 74  TRANSFORMATIVE LEARNING Noah Chomsky The goal of society is not to produce goods, but to produce free human beings associated with one another on terms of equality It is a critical approach to education also aligns with ideas about fostering autonomous thinking and questioning authority. It emphasizes education that promotes critical inquiry and intellectual independence, challenging top-down models of instruction similar to Paulo Freire’s critique of “banking education.” Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 75  ADULT LEARNERS CONTROLLING THEIR OWN LEARNING PROCESS Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 77 Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I BTVTE 78  CHALLENGES FOR IMPLICATIONS OF LEARNING THEORIES IN CLASSROOM CONTEXT The instructors may have to change their teaching methods and styles which is very difficult task for an instructor There may be needed to change the environmental conditions according to the learning theories that becomes very difficult at some places A large amount of funds required to impose the connectivism learning theory A strict and friendly environment is needed to implement the learning theories into curriculum which is impossible in some scenario. BTVTE Basic Arts and Sciences Department | PED2-T | Andragogy of Learning Including Principles of Trainers Methodology I  TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES TAGUIG CAMPUS A premier state university with recognized excellence in engineering & technology education at par with leading university in the ASEAN region. PED2: ANDRAGOGY OF LEARNING INCLUDING PRINCIPLES OF TRAINERS METHODOLOGY I PREPARED BY: Dr. Heherson P. Ramos, Ms. Annaline P. Tanto, LPT, & BTVTE Mr. Randolf A. Colegio, LPT