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Extended Activity 1b - How Learning Works

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  How Learning Works The module is based primarily on the excellent book by Susan Ambrose and colleagues,  How Learning Works: Seven Research-Based Principles for Smart Teaching  (2010). Jossey-Bass: San Francisco. The seven principles are: Students’  prior knowledge  can help or hinder learning. recognize what students may already know and how that impacts on their learning How students  organize knowledge  influences how they learn and apply what they know. recognize how students already organize their learning / understanding of things  Students’  motivation  determines, directs, and sustains what they do to learn. recognize the importance of student motivation in the design of learning To achieve   mastery ,  students must acquire component skills, practice integrating them, and know when to apply what they have learned. design instruction so that it promotes / encourages mastery  Goal-directed  practice  coupled with targeted  feedback  enhances the quality of students’ learning.
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Extended activity 1a - Overview / Objectives of the Module

Overview Why else do we teach but for learning? Yet, there is often a disconnect between conventional, accepted teaching practices and research evidence about what enables learning. In this module, we will explore how we learn and what we can do to ensure learning environments are effective, accessible, intersectional, and equitable. Focus is on  designing significant learning experiences that  are grounded in and informed by research principles that foster student learning in specific contexts. Effective : producing a desired effect. Accessibil e : ensuring that a learning design is available for use by all intended audiences. Intersectional : interconnects social categorizations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage.   defined:  people are often disadvantaged by multiple sources of oppression: their race, class, gender identity, sexual orientation, religion, and other identity marker for examp
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Extend activity 1 - concepts commonly misunderstood by students (EFL?)

Identify a concept that is often misunderstood in my discipline (EFL)  testing as a driver for learning  over testing / assessing language students as a motivator to get students to complete work, yet the excess testing means much less time for students to receive formative feedback; and little time to absorb, understand, practice before still more learning concepts are introduced   a steady stream of assessment is piled onto students results?  students resort to coping strategies to address the constant onslaught of assessment working with others  copying practice exercises done by past students formative assessment is compromised students have little or no time to practice, get feedback, learn from feedback, reflect on feedback, apply their new understanding of concept as presented in feedback to revise their work  little time to review recycling of concepts learned and applied by students students do not learn (educational philosophy) and teachers are challenged to provide learnin
Location: Muscat, Oman
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