methodsfacilitating learning

FACILITATING FACILITATING LEARNINGLEARNING

Mercè Bernaus [email protected]

January 18, February 01, 08, 2014

Teaching vs. Teaching vs. FacilitatingFacilitating


Teaching vs. FacilitatingTeaching vs. Facilitating


• A process whereby a teacher leads a group of students in acquiring new skills, knowledge, or understanding.

• Helping/making it easy for students to learn together in a group, or to achieve something together as a group.

Teaching vs. FacilitatingTeaching vs. Facilitating


• Most subject area teaching involves telling and teaching the students. Measurable outcome at the end.

• Involves helping the students to discover by themselves.

Which is learner-Which is learner-centered?centered?I teach English to my students.


I teach my students English.

Content expert

Presents information

Provides the right answers

Facilitator

Guides process

Provides the right questions


Teacher’s Effective Ways to Teacher’s Effective Ways to FacilitatFacilitate (feedback)e (feedback)

Problem of getting wider understanding that facilitating is learning, despite apparent noise and mess

Motivation for teachers: eg. Need to make daily life enjoyable + rewarding experience for kids and teacher through project based approaches.

Catching up with students knowledge Preventing tendency of thinking you are an expert (do

not be afraid to say I do not know) If you want to learn something new, teach it. Find interesting material. Be a good listener. Do not be afraid to delegate and empower. Be aware of needs, understand need Determine right questions. Be creative – not stick to strict curriculum. Reflect and evaluate your performance.


Teacher’s Effective Ways to Teacher’s Effective Ways to FacilitatFacilitate (feedback)e (feedback)

Be flexible. Be creative and up to date. Use different techniques. Show students you love them. Do not repeat the same things year after year (for example, after 20

years of teaching you teach in the same way as your 1st year of teaching).

Do not allow your students to drink from a bottle, let them go to the river.

Offer skills that lead to learning. Surprise your students. Do not focus on yourself. Respect each one of your students. Each one is different and special. Do not make fun of your students. Listen actively and comprehensively to your students. During the transitional period from a teacher to a facilitator, you need to

be aware of your techniques so as not to go backward into being a teacher.

Unforgettable Teachers Unforgettable Teachers facilitate…facilitate…Value of Learning & Knowledge

◦ Teachers should be enthusiastic about their subject. However, they give more than knowledge. They show how learning enhances creativity. Sparks interest, and uncover talents.

Value of Respect◦ Teachers treat students with honor. They explain

how kind words can prevent hurtful confrontations and turn enemies into friends.

Value of Integrity◦ They demonstrate empathy. Their ethics inspires

students to live with courage, honesty, dignity, and self-worth.


Unforgettable Teachers Unforgettable Teachers facilitate…facilitate…Value of Responsibility

◦ Teachers teach that individuals must be accountable for his/her actions.

Value of Perseverance◦ Teachers teach that education continues

until our last breath. They tell stories about hard times they had faced, and how God had often turned difficulties into blessings.


You will be divided into two You will be divided into two groups. Each group will groups. Each group will choose a classroom scenario choose a classroom scenario and will present ways of and will present ways of how learning could be best how learning could be best facilitated.facilitated.



LearningLearningLEARNING is a mental ability by means

of which knowledge, skills, habits, attitudes, and ideals are acquired, retained, and utilized, resulting in the progressive adaptation and modification of conduct and behavior.

It is any change in the behavior of organism.

It is a continuous process.


PrinciplesPrinciplesL – learning is an experience which occurs

inside the learner; people learn what they what to learn

E – evolutionary and experiential processA – atmosphere where people are free to

exploreR – right to make mistakes ; respectN – needs based and relevant to the learnerE – emotional and intellectual; people must

come before purposeR – richest resource; learner himself/herself


LearningLearning Outcomes

(Ends)List the four

primary colors.Recite the poem ,

“A Tree”Draw the parts of

the nervous system.

Construct Christmas lantern.

Learning Activities (Means)◦Study the four

primary colors.◦Practice the

poem , “A Tree”◦Watch film about

the nervous system.

◦Observe how a Christmas lantern is made.


Conditions for LearningConditions for LearningAcceptanceCooperation, care, concern,

change, communicationTrust oneself/othersIdeasValue for individual differencesEvaluation

Nature of LearningNature of LearningWhen parents ask their children,

“What did you learn in school today, “ the most common replies are “I don’t know” and “Nothing.”

Does this indicate a general weakness of the educational system?

No. it simply indicates that learning often takes place without realizing it.


Essential Aspects of the Essential Aspects of the Learning ProcessLearning Process MOTIVATION GOAL- Behavior is oriented towards a goal. READINESS depends on training, experience, and

heredity. ◦ Physiological factors- maturation of the sense organs ◦ Psychological factors- motives, emotional factors◦ Experiential factors- previously learned skills and concepts.

OBSTACLE, or a hindrance challenges the learner. RESPONSES are actions or behavioral tendencies

according to one’s interpretation of a situation ATTITUDES- are internal states that influence what

students are likely to do. This internal state can ne positive or negative, or favorable or unfavorable reaction toward an object, situation, person or the environment.



What is your attitude What is your attitude toward…toward…

◦ Learning◦ School◦ Math, science, English, and other Subjects◦ Homework◦ Classroom rules◦ Teachers◦ Examination◦ Taking responsibility for one’s acts◦ Relationships◦ Boys/Girls◦ Family◦ Fashion◦ Love◦ Money◦ Sex

Types of LearningTypes of LearningCognitive Learning

◦It is concerned with the development of ideas.

Affective Learning◦Involves assimilation of values,

emotional reactions and acquisition of attitudes.

Psychomotor Learning◦Understanding of the external world

through the senses and muscles.Mercè Bernaus [email protected]


Goals of the learning Goals of the learning processprocessThe successful learner, over time

and with support and instructional guidance, can create meaningful, coherent representations of knowledge.◦To construct useful representations of

knowledge and to acquire the thinking and learning strategies necessary for continued learning success across the life span, students must generate and pursue personally relevant goals.

Context of LearningContext of LearningLearning is influenced by environmental

factors, including culture, technology, and instructional practices.◦Learning does not occur in a vacuum.

Teachers play a major interactive role with both the learner and the learning environment

◦Technologies and instructional practices must be appropriate for the learner’s level of prior knowledge, cognitive abilities, and their learning and thinking strategies.

◦The classroom environment has also an impact on student learning.

Motivational and Emotional Motivational and Emotional Influences on Learning Influences on Learning What and how much is learned is

influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual’s emotional states, beliefs, interests and goals, and habits of thinking.◦ Positive emotions such as curiosity, generally

enhance motivation and facilitate learning and performance.

◦ Intense negative emotions such as anxiety, rage, insecurity, and related thoughts like fearing punishment, worrying about competence generally detract from motivation, interfere with learning, and contribute to low performance.


Intrinsic Motivation to Intrinsic Motivation to LearnLearnThe learner’s creativity, higher order

thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal interests, and providing for personal choice and control.◦Curiosity, flexible and insightful thinking,

and creativity are major indicators of the learner’s intrinsic motivation to learn.


Effects of Motivation on Effects of Motivation on EffortEffortAcquisition of complex

knowledge and skills requires extended learner effort and guided practice. Without learner’s motivation to learn, the willingness to exert this effort is unlikely without coercion.◦Effort is another major indicator of

motivation to learn.


Developmental Influences Developmental Influences on Learningon LearningAs individuals develop, there are

different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.◦Individuals learn best when material is

appropriate to their developmental level and is presented in an enjoyable and interesting way.


Social Influences on Social Influences on Learning Learning Learning is influenced by social

interactions, interpersonal relations, and communication with others.◦Learning can be enhanced when the

learner has an opportunity to interact and to collaborate with others on instructional tasks.

◦Quality personal relationships that provide stability, trust, and caring can increase learner’s sense of belonging, self-respect and self acceptance, and provide a positive climate for learning.


Individual Differences in Individual Differences in LearningLearningLearners have different

strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.◦Individuals are born with and

develop their own capabilities and talents


Learning and DiversityLearning and DiversityLearning is most effective when

differences in learner’s linguistic, cultural, and social backgrounds are taken into account.◦When learners perceive that their

individual differences in abilities, backgrounds, cultures, and experiences are valued, respected, and accommodated in learning tasks and contexts, levels of motivation and achievement are enhanced.

When I have free time I like When I have free time I like to __________.to __________.


I think Mathematics is I think Mathematics is __________.__________.


The subject I like most is The subject I like most is __________.__________.


What I like most about What I like most about school is __________.school is __________.


What I like least about school What I like least about school is __________.is __________.


Today, I don’t want to see Today, I don’t want to see __________.__________.


I think I am __________.I think I am __________.


I believe __________.I believe __________.


The LEARNING THEORIESThe LEARNING THEORIES



Dr. Howard Gardner’s Theory of Multiple Intelligences


The Theory of Multiple Intelligences was created by Dr. Howard Gardner in 1983.

Gardner’s theory places an emphasis on the idea that the traditional understanding of intelligence by means of IQ testing is far too limited.

To broaden this notion of intelligence, Gardner introduced nine different types of intelligences consisting of (and to be elaborated on later): Logical/Mathematical, Linguistic, Musical, Spatial, Bodily-Kinesthetic, Naturalist, Interpersonal, Intrapersonal, and Existentialist

Theory of Multiple Theory of Multiple IntelligencesIntelligences


Logical-Mathematical (Number/Reasoning Smart): Sensitivity to, and capacity to discern, logical or numerical patterns; ability to handle long chains of reasoning◦End States: Scientist, Mathematician

Linguistic (Word Smart): Sensitivity to the sounds, rhythms, and meanings of words; sensitivity to the different functions of language◦End States: Poet, Journalist

The Nine IntelligencesThe Nine Intelligences


Musical (Music Smart): Abilities to produce and appreciate rhythm, pitch, and timbre; appreciation of the forms of musical expressiveness◦End States: Composer, Violinist

Spatial (Picture Smart) : Capacities to perceive the visual-spatial world accurately and to perform transformations on one’s initial perceptions◦End States: Navigator, Sculptor



Bodily-Kinesthetic (Body Smart): Abilities to control one’s body movements and to handle objects skillfully◦End States: Dancer, Athlete

Naturalist (Nature Smart): Abilities to recognize plants and animals, to make distinctions in the natural world, to understand systems and define categories ◦End States: Botanist, Farmer, Hunter



Interpersonal (People Smart): Capacities to discern and respond appropriately to the moods, temperaments, motivations, and desires of other people◦End States: Therapist, Salesman

Intrapersonal (Self-Smart): Access to one’s own feelings and the ability to discriminate among them and draw on them to guide behavior◦End States: Personal with detailed, accurate

self-knowledge



Existentialist Intelligence (Role Smart)



Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence, where some unique ways of thinking aren’t addressed.

This often leads to kids being labeled as “learning disabled” or “hyperactive” when they may not be.

The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more

ApplicationsApplications


An awareness of Gardner’s multiple-intelligence theory has provided teachers with the knowledge necessary to satisfy the educational needs of many more students.

With an understanding of Gardner's theory of multiple intelligences, teachers, school administrators, and parents can better understand the different possibilities of each students’ learning preference. The application of of multiple intelligences in the classroom can stimulate a student’s learning in new ways.

ConclusionConclusion


What motivates my students?

William Glasser’s William Glasser’s Choice TheoryChoice Theory


The Brain Seeks Two Things:The Brain Seeks Two Things: EmotionThis is the “hook” to

get students’ attention and peak interest.

MeaningThis how the brain can

make sense of the information coming in…and anchor it to something it already knows.


Information stays in short-term memory only briefly. It moves from short-term to long-term memory only if there a compelling reason to remember the information—a WHY.

More than ninety percent of our reasons for taking action and remembering –the “whys” –occur in the unconscious mind.

The part of the brain that determines what we remember resides in the same area as emotions. Therefore, if the “why” to remember something is linked to emotions, it is more likely to be retained longer than if it is not. ALL LEARNING IS LINKED TO EMOTIONS.


Students come to school with their own “whys”—emotional reasons for being there. These “whys” are basic needs to survive, to belong and love, to gain power, to be free, and to have fun.

Students possessing negative attitudes toward learning are limited in their ability to transfer their knowledge to new learning situations.

Teachers can aid students’ desire to learn, affecting their emotions and attitudes, by addressing students’ basic needs through what they say and what they do in the classroom.


We all make choices according to basic needs that come from within ourselves. The needs drive our choices and influence how we behave in those choices.


oFunoFreedomoPoweroBelongingoSurvival


The need for pleasure To play To laugh Naturally motivating No one has to bribe you to do these things

Try to imagine life without fun…


The need for independence For autonomy For control over one’s own life For choice

Some students have had little experience with choice…


Empowerment The need to achieve To be recognized for achievement/skills To have a sense of self-worth To contribute

What makes your students feel valued?


The need for love For relationships Social connection Part of a group

In schools, we must work to make students (parents, teachers) feel they belong…


Physiological The need for food, shelter, safety Safe from bullying

Schools should be a safe environment from bodily harm, mental or physical intimidation, abuse.


The Ten Axioms of Choice TheoryThe Ten Axioms of Choice TheoryThe only person whose behavior we can

control is our own.All we can give another person is information.All long-lasting psychological problems are

relationship problems.The problem relationship is always part of our

present life.What happened in the past has everything to

do with what we are today, but we can only satisfy our basic needs right now and plan to continue satisfying them in the future.


Cont.Cont.We can only satisfy our needs by satisfying

the pictures in our Quality World.All we do is behave.All behavior is Total Behavior and is made

up of four components: acting, thinking, feeling and physiology.

All Total Behavior is chosen, but we only have direct control over the acting and thinking components. We can only control our feeling and physiology indirectly through how we choose to act and think.

All Total Behavior is designated by verbs and named by the part that is the most recognizable.


Quality worldQuality worldThe pictures in our head that we want to experience in our life. Three clusters1.People that are important to us2.Experiences – places, activities, things that we want3.Beliefs and values – what we believe in If something is not in our quality world it is not and will not be important to us.


Car analogyCar analogy

Wheels – front wheels (acting, thinking – more control), back wheels (feeling, physiology - less direct control)

Steering wheel – quality worldEngine – needs (drive behaviour) Rear view mirror, fuel, passengers,


Applying It to the ClassroomApplying It to the Classroom There are two types of teachers, Boss teachers

and Lead Teachers Boss Teachers are those who dwell heavily on

rules and consequences. They use rewards and punishment to recognize good and bad before. Children are to be motivated by rewards and avoiding punishment.

Lead Teachers are those who align lessons and assignments with students’ basic need as the main focus. A grading system is in place but is only used as a temporary indicator. They hope students will be engaged, deeply motivated learners, instead of sitting around and doing busy work to meet predetermined assignments.


Human nature is basically good, not evil

Normal human development involves the actualization of this inherent goodness


Self-Actualization Esteem Love Safety Physiological


Maslow’s Hierarchy of NeedsMaslow’s Hierarchy of Needs

MOST NEEDS HAVE TO DO WITHMOST NEEDS HAVE TO DO WITHSURVIVAL PHYSICALLY ANDSURVIVAL PHYSICALLY AND

PSYCHOLOGICALLYPSYCHOLOGICALLY

PHYSIOLOGICAL OR SURVIVAL NEEDS




SAFETY NEEDS

ON THE WHOLE AN INDIVIDUALON THE WHOLE AN INDIVIDUALCANNOT SATISFY ANY LEVELCANNOT SATISFY ANY LEVELUNLESS NEEDS BELOW AREUNLESS NEEDS BELOW ARE

SATISFIEDSATISFIED




SAFETY NEEDS

LOVE, AFFECTION, AND BELONGINGNESS NEEDS




SAFETY NEEDS


ESTEEM NEEDS



MASLOW EMPHASIZES NEED MASLOW EMPHASIZES NEED FOR SELFFOR SELF

ACTUALIZATION ISACTUALIZATION ISA HEALTHY INDIVIDUAL’S A HEALTHY INDIVIDUAL’S

PRIMEPRIMEMOTIVATIONMOTIVATION



SELF-SELF-ACTUALIZATIONACTUALIZATION

NEEDNEEDFORFOR

MASLOW EMPHASIZES NEED FOR SELFMASLOW EMPHASIZES NEED FOR SELF ACTUALIZATION ISACTUALIZATION IS

A HEALTHY INDIVIDUAL’S PRIMEA HEALTHY INDIVIDUAL’S PRIMEMOTIVATIONMOTIVATION

SELF-ACTUALIZATION MEANS SELF-ACTUALIZATION MEANS ACTUALIZING ACTUALIZING

ONE’S POTENTIAL BECOMING ALL ONE ISONE’S POTENTIAL BECOMING ALL ONE ISCAPABLE OF BECOMINGCAPABLE OF BECOMING



SAFETY NEEDS


ESTEEM NEEDS

SELF-ACTUALIZATION

NEED


but we can nearly all do but we can nearly all do more than we think we more than we think we can can

Nobody can do everything, Nobody can do everything,


Truth Goodness Beauty Wholeness Dichotomy-transcendence Aliveness Uniqueness Perfection Necessity


Completion Justice Order Simplicity Richness Effortlessness Playfulness Self-sufficiency


Has no mental illness Satisfied in basic needs Fully exploited talents Motivated by values


Taxonomy of Cognitive Objectives 1950s- developed by Benjamin Bloom Means of expressing qualitatively different kinds of

thinking Adapted for classroom use as a planning tool Continues to be one of the most universally applied

models Provides a way to organize thinking skills into six levels,

from the most basic to the higher order levels of thinking 1990s- Lorin Anderson (former student of Bloom)

revisited the taxonomy As a result, a number of changes were made

(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)


Evaluation Synthesis Analysis Application Comprehension Knowledge

•Creating

•Evaluating

•Analysing

•Applying

•Understanding

•Remembering


COGNITIVE DOMAINCOGNITIVE DOMAINThe cognitive domain (Bloom, 1956)

involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills.


Six Major CategoriesSix Major CategoriesKnowledge-Recall data or information. Comprehension-Understand the

meaning, translation, interpolation, and interpretation of instructions and problems. State a problem in one's own words.

Application -Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the work place.


Analysis -Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences.

Synthesis -Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure.

Evaluation -Make judgments about the value of ideas or materials.


KnowledgeKnowledge Examples or Activity:

multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure

Keywords: arrange, define, describe, label, list, memorize, recognize, relate, reproduce, select, state


ComprehensionComprehensionExamples or Activity:

explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors

Keywords:explain, reiterate, reword, critique, classify, summarize, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theorize, paraphrase, reference, example


ApplicationApplicationExamples or Activity:

put a theory into practical effect, demonstrate, solve a problem, manage an activity

Keywords:use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play


AnalysisAnalysisExamples or Activity:

identify constituent parts and functions of a process or concept, or de-construct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs

Keywords:analyze, break down, catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide


SynthesisSynthesisExamples or Activity:

develop plans or procedures, design solutions, integrate methods, resources, ideas, parts; create teams or new approaches, write protocols or contingencies

Keywords:develop, plan, build, create, design, organize, revise, formulate, propose, establish, assemble, integrate, re-arrange, modify


EvaluationEvaluationExamples or Activity:

review strategic options or plans in terms of efficacy, return on investment or cost-effectiveness, practicability; assess sustainability; perform a SWOTanalysis in relation to alternatives; produce a financial justification for a proposition or venture, calculate the effects of a plan or strategy; perform a detailed and costed risk analysis with recommendations and justifications

Keywords:review, justify, assess, present a case for, defend, report on, investigate, direct, appraise, argue, project-manage

http://www.businessballs.com/swotanalysisfreetemplate.htm


AFFECTIVE DOMAINAFFECTIVE DOMAINincludes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes.


Five major CategoriesFive major CategoriesReceiving-Awareness, willingness to hear,

selected attention. Responding- Active participation on the

part of the learners. Attends and reacts to a particular phenomenon. Learning outcomes may emphasize compliance in responding, willingness to respond, or satisfaction in responding (motivation).

Valuing-The worth or value a person attaches to a particular object, phenomenon, or behavior. This ranges from simple acceptance to the more complex state of commitment. Valuing is based on the internalization of a set of specified values, while clues to these values are expressed in the learner's overt behavior and are often identifiable.


Organizing-Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating an unique value system. The emphasis is on comparing, relating, and synthesizing values.

Characterization or Internalizing-Has a value system that controls their behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student's general patterns of adjustment (personal, social, emotional).


ReceivingReceivingExamples: Listen to others with

respect. Listen for and remember the name of newly introduced people.

Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to, selects, sits, erects, replies, uses.


RespondingResponding

Examples: Participates in class discussions. Gives a presentation. Questions new ideals, concepts, models, etc. in order to fully understand them. Know the safety rules and practices them.

Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs, practices, presents, reads, recites, reports, selects, tells, writes.


ValuingValuingExamples: Demonstrates belief in the

democratic process. Is sensitive towards individual and cultural differences (value diversity). Shows the ability to solve problems. Proposes a plan to social improvement and follows through with commitment. Informs management on matters that one feels strongly about.

Key Words: completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies, proposes, reads, reports, selects, shares, studies, works.


OrganizingOrganizingExamples: Recognizes the need for balance

between freedom and responsible behavior. Accepts responsibility for one's behavior. Explains the role of systematic planning in solving problems. Accepts professional ethical standards. Creates a life plan in harmony with abilities, interests, and beliefs. Prioritizes time effectively to meet the needs of the organization, family, and self.

Key Words: adheres, alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes, identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.


InternalizingInternalizingExamples: Shows self-reliance when working

independently. Cooperates in group activities (displays teamwork). Uses an objective approach in problem solving. Displays a professional commitment to ethical practice on a daily basis. Revises judgments and changes behavior in light of new evidence. Values people for what they are, not how they look.

Key Words: acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies.


PSYCHOMOTOR DOMAINPSYCHOMOTOR DOMAIN includes physical movement,

coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution.


Reflex movementsReflex movements are actions elicited without learning

in response to some stimuli. Examples include: flexion,

extension, stretch, postural adjustments


Perceptual Perceptual refers to interpretation of various

stimuli that enable one to make adjustments to the environment. Visual, auditory, kinesthetic, or tactile discrimination. Suggests cognitive as well as psychomotor behavior.

Examples include: coordinated movements such as jumping rope, punting, or catching.


Physical activities Physical activities require endurance, strength, vigor,

and agility which produces a sound, efficiently functioning body.

Examples are: all activities which require a) strenuous effort for long periods of time; b) muscular exertion; c) a quick, wide range of motion at the hip joints; and d) quick, precise movements.


Skilled movementsSkilled movements are the result of the acquisition of a

degree of efficiency when performing a complex task.

Examples are: all skilled activities obvious in sports, recreation, and dance.


Non-discursive Non-discursive communicationcommunication is communication through bodily

movements ranging from facial expressions through sophisticated choreographics.

Examples include: body postures, gestures, and facial expressions efficiently executed in skilled dance movement and choreographics.


Albert Bandura’s (1960s +) Social Learning Theory◦aka Social Cognitive Theory

Put the “person” back into personality


Use strategies to gain the students’ attention.

Ensure that the observation is not too complex.

Link new skills to the student’s prior knowledge

Use practice to ensure long-term retentionEnsure a positive attitude toward a new skill

so that the students will be motivated to reproduce or use new behavior

Principles of Social LearningPrinciples of Social Learning


Environmental Influences

Personal Factors(beliefs, expectations,

self-perceptions)

Overt Behavior


Bandura’s biggest contribution to learning theory:◦ New patterns of behavior can be acquired in

the absence of external reinforcement◦ We can pay attention to what others do, and

repeat their actions i.e., We learn through observation, rather than

through direct reinforcement


We can exercise control over our behavior through self-regulation◦ We are not slaves to environmental influences◦ We have free will

Cognition allows us to use previous experiences, rather than trial-and-error, to foresee probable consequences of our acts, and behave accordingly

Self-regulation allows us to choose behaviors that help us to avoid punishments and move towards long-term goals


We learn much of what we do through observing and speaking with others (“models”), rather than through personal experience

We form a cognitive image of how to perform certain behaviors through modeling, and use this image as a guide for later behaviors


Observational learning is also known as imitation or modeling. In this process, learning occurs when individuals observes and imitate others’ behavior.


AttentionRetention Motor reproduction Motivation

There are four component processes influenced by the observer’s behavior following exposure to models.


Attention is the first component of observational learning. Individuals cannot learn much by observation unless they perceive and attend to the significant features of the modeled behavior.


Retention is the next component. In order to reproduce the modeled behavior, the individuals must code the information into long-term memory.


Motor reproduction is another process in observational learning. The observer must be able to reproduce the model’s behavior. The observer must learn and posses the physical capabilities of the modeled behavior.


Motivation or Reinforcements In this process, the observer expects to receive positive reinforcements for the modeled behavior.


Environmental experience is a second influence of the social learning of violence in children. Albert Bandura reported that individuals that live in high crime rates areas are more likely to act violently than those who dwell in low-crime areas.


Albert Bandura believed television was a source of behavior modeling. Since aggression is a prominent feature of many shows, children who have a high degree of exposure to the media may exhibit a relatively high incidence of hostility themselves in imitation of the aggression they have witnessed.


For example,

David Phillips reported homicide rates increase tremendously after a heavy weight championship fight . There have been a number of deaths linked to violence on television.


We acquire, maintain, and modify behaviors that we see others perform

We decide which behaviors to keep, and when to use them, by using: ◦ symbolic thought◦ emotion◦ self-regulation (“I really want to stab my prof,

but I need an A, so…”) Bandura and other Social Learning

Theorists put the “person” back into personality by stressing the interplay of personal factors, environmental factors, and behavior

Words of WisdomWords of Wisdom

A person without a goal, happenstance is his destination.


FAST TALKFAST TALK


Would you choose to be a Would you choose to be a better husband or a better better husband or a better father? Better wife or a father? Better wife or a better mother? better mother?


If you would tour PNOY If you would tour PNOY around the country, where around the country, where would you take him? Why?would you take him? Why?


If women were to rule the If women were to rule the world by 2020, how world by 2020, how different the world would different the world would be?be?


If you could bring one If you could bring one possession with you on a possession with you on a deserted island, what deserted island, what would it be and why?would it be and why?


If you could be very If you could be very famous, in what way famous, in what way would you choose?would you choose?


What childhood play do What childhood play do you miss most? Why?you miss most? Why?


How do you consider How do you consider teaching profession- a teaching profession- a masculine course or masculine course or feminine course?feminine course?


Does crying make a man Does crying make a man less of a woman? Why?less of a woman? Why?


If you were to be If you were to be transported to live in a transported to live in a new planet, who will be new planet, who will be the three persons you the three persons you would want to be with you would want to be with you and why?and why?


What are the three things What are the three things you would never do to the you would never do to the person you love?person you love?


Motivational Factors in Motivational Factors in LearningLearningMOTIVATION refers to the initiation,

direction, intensity, and persistence of human behavior.

REWARD vs REINFORCEMENTA reward often has the intent of

encouraging the behavior to happen again. It can be external or internal.

A reinforcement is intended to create a measured increase in the rate of a desirable behavior following the addition of something to the environment.


Other FactorsOther FactorsCOERCION- a form of motivation

where the avoidance of pain or other negative consequences has an immediate effect.

SELF-CONTROL is increasingly understood as a subset of emotional intelligence; a person maybe highly intelligent, yet unmotivated to dedicate this intelligence to certain tasks.


How do the following How do the following motivate you?motivate you?ACHIEVEMENTGOALLOVEFAMILYFRIENDSMONEYRELATIONSHIPS/AFFILIATIONSWORKPLACENEEDS



Students and the Need for Differentiated Environments

1. When students see that Effort = Success, they become eager and effective learners

2. When students believe success is due to innate ability, they are afraid to make mistakes

3. When tasks are too easy or too hard, students learn to get by or give up

4. When task is appropriate for student readiness, task becomes satisfying


Students and the Need for Differentiated Students and the Need for Differentiated EnvironmentsEnvironments5. When task is too difficult, brain goes into escape

(fight or flight) mode

6. When task is too easy, brain goes into relaxation (sleep-like) mode

7. Students function best when the task is slightly difficult for them

8. Matching difficulty level of task to student readiness leads to feelings of student competence – students select more challenging tasks in the future


When a teacher tries to teach something to the entire class at the same time, “chances are, one-third of the kids already know it; one-third will get it; and the remaining third won’t. So two-thirds of the children are wasting their time.”

Lilian Katz

What if you are What if you are demotivated?demotivated?


See JOHN GARDNER’s PERSONAL RENEWAL

Motivational TheoriesMotivational TheoriesDRIVE REDUCTION THEORY grows out of the

concept that we have certain biological needs, such as hunger. As time passes, the strength of the drive increases as it is not satisfied. Then as we satisfy the drive by fulfilling its desire, such as eating, the drive’s strength is reduced.

David McClelland’s ACHIEVEMENT MOTIVATION THEORY states that a person needs for three things but people differ in degree in which the various needs influence their behavior: Need for Achievement, Need for Power, Need for Affiliation


Motivational TheoriesMotivational TheoriesINTEREST THEORY- if a person has a very

strong interest in something, then obtaining outcomes in that area will be very strongly reinforcing relative to obtaining outcomes in areas of interest.

Frederick Herzberg’s TWO FACTOR THEORY concludes that factors in the workplace result in job satisfaction, while others do not, but if absent lead to dissatisfaction.◦ Motivators (challenging work, recognition,

responsibility) which give positive satisfaction.◦ Hygiene Factors (status, job security, salary and

benefits) which do not motivate if present, but if absent will result in demotivation.



Burrhus F. Burrhus F. Skinner’s Skinner’s Operant Operant Conditioning Conditioning TheoryTheory


This theory developed by Burrhus Skinner (1968) refers to learning facilitated through reinforcement and learning that is based upon a pleasure –pain view of human behavior.

Operant Conditioning TheoryOperant Conditioning Theory


B. F. Skinner made the law of effect the cornerstone for his influential theory of learning, called operant conditioning.

◦ According to Skinner, the organism’s behavior is “operating” on the environment to achieve some desired goal.

Operant conditioning: learning in which behavior is strengthened if followed by reinforcement and weakened if followed by punishment


Operant Chamber (“Skinner Box”)◦ soundproof chamber

with a bar or key that an animal can manipulate to obtain a food or water reinforcer

◦ contains a device to record responses


The fundamental principle of behaviorism is that rewarded behavior is likely to be repeated.

This is known as reinforcement in operant conditioning.

It also states the positive side of Thorndike’s Law of Effect.


Structure and feedback in learning – immediate reinforcement

Defined performance goals and immediate reinforcement at work

Parenting – reward good behavior, ignore whining, time-out


Thorndike was one of the most important early theorists in animal learning, educational psychology, and behavioral psychology.

Thorndike developed the “law of effect” in 1898, several years earlier than Ivan Pavlov proposed his law’s of reinforcement.

Although the theories are almost identical the two individuals were not aware of each other for many years.


two main foci in education were 1) the improvement of classroom instruction and 2) the measurement of the learner and the products of learning.

wrote three books for his own use that became classics in educational psychology 1) Educational Psychology (1903), 2) The Theory of Mental and Social Measurement (1904), and a three volume Educational Psychology (1913).


referred to his approach to learning as connectionism, hypothesized that an organism learned about connections between situations and types of responses.

one of the first to hypothesize that “if all of these (responses & situational variables) could be analyzed” man could be told what would and would not satisfy him and annoy him in every conceivable situation.

The law of effect refers to “stamping in or stamping out” a response tendency by attaching favorable or unfavorable consequences.

the law of effect states “any act which in a given situation produces satisfaction becomes associated with that situation, and when the situation reoccurs the act is more likely to reoccur than before”.


Ivan Petrovitch Pavlov was born 1849 in Central Russia.

son of a village priest and eldest of 11 children.

initially intended to enter a theological seminary but after reading about Darwinian evolution changed his mind and enrolled at the University of St. Petersburg to study animal physiology.

He obtained his degree in 1875 and began to study medicine in the hopes of becoming a physiologist.

In 1890 he received an appointment as professor of pharmacology at St. Petersburg Military Academy

Ivan Pavlov


Will the dog learn to associatethe arrival of food with a neutral

stimulus (e.g., a bell)?


ReinforcerReinforcer - any event that increases the frequency of the preceding event

Positive ReinforcersPositive ReinforcersIntroduce (+) stimulus

(e.g., food)

Negative ReinforcersNegative ReinforcersRemove (-) stimulus(e.g., electric shock)

Reinforcers ALWAYS strengthen behavior!


Locke’s reflection on knowing starts with the problem of theories◦ Given two explanations the one that is most

likely to be true is the simplest◦ Is it possible to construct an explanation of

knowledge without using the notion of innate ideas

According to Locke, “yes”, is one starts with a simple concept (model) of the mind


Imagine the mind like a blank slate on which nothing is written (without any innate ideas)◦ “Let us suppose the mind to be, as we say,

white paper, void of all characters, without any ideas: How comes it to be furnished? To this I answer in one word, from EXPERIENCE.” (John Locke, EHU)

The mind is like a blank slate informed only by sense experience and acts of reflection


Children show no evidence of innate ideas. They appear to learn their ideas◦ Copy from adults◦ Education◦ Personal experience

If a child were kept in a room with no color would have no idea of color

So by “degrees” their minds are furnished with ideas


The senses play a role in knowing by providing data from an “external world” - the “to be known.”

The ‘external world’ (reality) imposes itself on consciousness. However, what is ‘imposed’ (impressed on the mind) are ideas.◦ As we have noted there is no means to verify

the correspondence of idea and reality the idea represents.

The mind actively relates the data together.◦ So the mind is ACTIVE in acts of knowing.


Jean Piaget’s Jean Piaget’s Constructivism Constructivism & Cognitive & Cognitive Development Development TheoryTheory


In order to understand something, we MUST be able to relate it to something else

If at all possible, APPLY this knowledge during the lesson to foster concrete connections

Differs from traditional view; the mind is a blank tablet


1. Sensory motor stage (birth-2 yrs)-through physical interaction with environment, child develops set of concepts about reality & how it works

-stage where child is unaware that if an object is not seen it still exists (object permanence)


Child needs concrete physical situations and is unable to conceptualize in the abstract

-needs to see, hear, feel in order to understand something


Child begins to conceptualize based on physical experiences

-creates logical structures to explain his/her environment

-abstract problem solving possibleExample: math with #’s, not objects


Cognitive structures are like an adult and include conceptual reasoning

-Piaget classified as a “cognitive constructivist” focusing on processes of the mind and its effects on learning


Constructivism is an eclectic view of learning that emphasizes four key components: (a) learners construct their own understanding rather than having it delivered; (b) new learning depends on prior understandings; (c) learning is enhanced by social interaction

ConstructivismConstructivism


An educational theory that places emphasis on the learner

Teacher’s role: Act as a facilitator

Based on the idea that All knowledge is CONSTRUCTED based on previous experiences


Two Views of Constructivism


•Individual Contructivism – it emphasizes individual, internal construction of knowledge.


•Social Constructivism – it emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual.”


Characteristics of

Constructivism


•Learners construct understanding.•New learning depends on current understanding.•Learning is facilitated by social interaction.•Meaningful learning occurs within authentic learning tasks.


Bruner’s Main Concepts


•Representation

1. Enactive Representation


2. Iconic Representation


3. Symbolic Representation


•Discovery Learning

-Discovery learning refers to obtaining knowledge for oneself.


The five E’s: Engage- do this! Engage the students and

get them interested in learning

Ex: ask a question, define a problem, surprise them, use problematic situations


Get the students directly involved in the material

Have them work in teams Act as a facilitator Use their inquiry to drive the

process


Explanations come from:-Students working together-Teacher introducing concepts and vocabulary

for experiences Example: magnets-attracting force This is also the time for the teacher to

determine levels of understanding and clarify misconceptions

Drawing, writing and video are great tools to help the teacher assess development and growth


Students expand on concepts learned Make connections Apply understandings to own environment

& world around them These connections lead to further inquiry &

new understandings


On-going diagnostic process Can occur at all points of the instructional

process-Examples: rubrics, teacher observation, student

interviews, portfolios, project & problem based learning products, etc.

Used to guide teacher in further planning of lessons

May also be utilized by the students; Ex: Feedback Fridays


Learning is active Engage the students on their own

cognitive level Make it interesting! Work in groups Act as a facilitator, not a record player Make learning cyclical. They should have

more questions when the lesson is over!


Learning experiences should be as pleasant and satisfying as possible.

Whenever possible, lessons should take into account the interests and students of students.

The attention of learners can be gained and held longer by using different sensory channels and movement.

Learners can attend for only so long, and they differ in their ability to attend.

Distractions interfere with attentionLearners can attend only to so much info at any one

time.

Cognitivist Guiding Principles to Cognitivist Guiding Principles to Gain and Hold LearningGain and Hold Learning


Psychosocial development theory is based on eight stages of development

Erikson’s theory is based on the idea that development through life is a series of stages which are each defined by a crisis or challenge

The early stages provide the foundations for later stages so Erikson says that if a child does not resolve a crisis in a particular stage, they will have problems in later stages

For example, if an adolescent does not establish his own identity, he will have difficulty in relationships as an adult


Stage 1 – Oral Sensory Stage 2 – Muscular-Anal Stage 3 – Locomotor Stage 4 – Latency Stage 5 – Adolescence Stage 6 – Young Adulthood Stage 7 – Middle Adulthood Stage 8 – Maturity


birth to 1 year (infancy) basic conflict is trust vs. mistrust the important event is feeding and the

important relationship is with the mother the infant must develop a loving,

trusting relationship with the mother/caregiver through feeding, teething and comforting

failure to resolve this conflict can lead to sensory distortion, and withdrawal


age 1 to 3 years (toddler) Basic conflict is autonomy vs.

shame/doubt The important event is toilet training

and the important relationship is with the parents

The child’s energy is directed towards mastering physical skills such as walking, grasping and muscular control

The child learns self control but may develop shame, doubt, impulsivity or compulsion if not handled well


age 3 to 6 years (preschool) basic conflict is initiative vs. guilt the important event is independence

and the important relationship is family the child continues to become more

assertive in exploration, discovery, adventure and play

the child may show too much force in this stage causing feelings of guilt

failure to resolve this conflict can lead to ruthlessness and inhibition


age 6 to 12 years (school age) the basic conflict in this stage is

industry vs. inferiority the important event is school and

the important relationships are teachers, friends and neighbourhood

the child must learn to deal with new skills and develop a sense of achievement and accomplishment

failure to do so can create a sense of inferiority, failure and incompetence


age 12 to 20 years (adolescent) the basic conflict is identity vs. role

confusion the important event is development of peer

relationships and the important relationships are peers, groups and social influences

The teenager must achieve a sense of identity in occupation, sex roles, politics and religion. In addition, they must resolve their identity and direction.

Failure to make these resolutions can lead to the repression of aspects of the individual for the sake of others (fanaticism)


age 20 to 40 years the basic conflict in young adulthood is

intimacy vs. isolation the important event is parenting and the

important relationships are lovers, friends and work connections

in this stage, the individual must develop intimate relationships through work and social life

failure to make such connections can lead to promiscuity, exclusivity and isolation


age 40 to 65 years the basic conflict is generativity vs.

stagnation the important event is parenting and the

important relationships are with children and the community

this stage is based on the idea that each adult must find a way to satisfy, support and contribute to the next generation; it is often thought of as giving back

failure to resolve this stage can lead to overextension or rejectivity


age 65 to death the basic conflict is ego integrity vs.

despair the important event is reflection on

and acceptance of the individual’s life the individual is creating meaning and

purpose of one’s life and reflecting on life achievements

failure to resolve this conflict can create feelings of disdain


This is a Lawrence Kohlberg’s theory based on the assumption that the rate of moral development varies among individuals, with some individuals having a relatively high level of moral reasoning early in life.

Moral Development TheoryMoral Development Theory


Assessed moral reasoning by posing hypothetical moral dilemmas and examining the reasoning behind people’s answers

Proposed three distinct levels of moral reasoning: preconventional, conventional, and postconventional

Each level is based on the degree to which a person conforms to conventional standards of society

Each level has two stages that represent different degrees of sophistication in moral reasoning.


Preconventional—moral reasoning is based on external rewards and punishments

Conventional—laws and rules are upheld simply because they are laws and rules

Postconventional—reasoning based on personal moral standards


Characterized by the desire to avoid punishment or gain reward

Typically children under the age of 10


Primary concern is to fit in and play the role of a good citizen

People have a strong desire to follow the rules and laws.

Typical of most adults


Characterized by references to universal ethical principles that represent protecting the rights or of all people

Most adults do not reach this level.


Stages 1 & 2


A focus on direct consequencesNegative actions will result in punishments

EXAMPLE: Heinz shouldn’t steal the drug because he’d go to jail if he got caught.


Getting what one wants often requires giving something up in return

“Right” is a fair exchange. Morals guided by what is “fair”


Stages 3 & 4


An attempt to live up to the expectations of important others

Follow rules or do what others would want so that you win their approval

Negative actions will harm those relationships


To maintain social order, people must resist personal pressures and follow the laws of the larger society

Respect the laws & authority


Stages 5 & 6


Must protect the basic rights of all people by upholding the legal principles of fairness, justice, equality & democracy.

Laws that fail to promote general welfare or that violate ethical principles can be changed, reinterpreted, or abandoned


Self-chosen ethical principles Profound respect for sanctity of

human life, nonviolence, equality & human dignity

Moral principles take precedence over laws that might conflict with them,

Conscientious objectors – refuses to be drafted because they are morally opposed to war.


This theory is based on the early works of Lev Vygotsky (1978). This is a cognitive view of learning that emphasizes student participation in communities of learning. To the sociocultural theorists, learners are novices under the supervision of one or more mentors.

Sociocultural TheorySociocultural Theory


Russian psychologist & philosopher in 1930’s usually associated with Social Constructivism

Social Constructivism emphasized the effects of one’s environment (family, friends, culture & background) have on learning

Today, Co-Constructivism Seems to prevail, incorporating Cognitive and Social aspects


This is a cognitive view of knowledge elucidating that that the information people store in memory consists of a network of organized and interconnected ideas. According to this theory, the organized structured and abstract bodies or info or schemata that a learner brings to fore in learning new content determine how the learning tasks are interpreted and what the learner understands from the study. This theory expounds that each subset of knowledge is stored in a schema, an outline or organized network of knowledge about a single concept or subject.

Schema TheorySchema Theory


David Ausubel’s David Ausubel’s Meaningful Verbal Meaningful Verbal Learning/Subsumption Learning/Subsumption TheoryTheory


Ausubel, instead of Ausubel, instead of criticizing the manner of criticizing the manner of teaching, proposed ways of teaching, proposed ways of improving it. He suggested improving it. He suggested the use of advance the use of advance organizers. organizers.


The most important factor influencing learning is the quantity, clarity, and organization of the learner’s present knowledge which consists of facts, concepts, propositions, theories, etc.

The way to strengthen the student’s cognitive structure is by using advance organizers that allow students to already have a bird’s eye view or to see the big picture of the topic to be learned even before going to the details.

Focus of Ausubel’s TheoryFocus of Ausubel’s Theory


Ausubel’s theory is concerned with how individuals learn large amounts of meaningful material from verbal/ textual (lecture/ books) presentations in a school setting as opposed to theories developed based on experimental settings.Therefore, learning is based upon the kinds of superordinate, representational, and combinatorial processes that occur during the presentation of information.


FORCE FIELD FORCE FIELD THEORY & Change THEORY & Change

ThEORYThEORY

Kurt Lewin


Kurt Lewin (1890-1947)◦was a famous, charismatic psychologist who is now viewed as the father of social psychology. Born in Germany.

◦was well known for his terms “life space” and “field theory”.

◦A Gestalt psychologist

Kurt Lewin’s Change theory

Unfreeze – “ready to change” When a structure has been in place for a while, habits and

routine have naturally settled in. The organization as a whole is going in the right direction, but – as shown on the illustration – people or processes may have strayed off course. For example, tasks that are not relevant or useful anymore are still being performed by force of habit, without anyone questioning their legitimacy. Similarly, people might have learned to do things one way, without considering other, more efficient methods. Unfreezing means getting people to gain perspective on their day-to-day activities, unlearn their bad habits, and open up to new ways of reaching their objectives. Basically, the current practices and processes have to be reassessed in order for the wheels of change to be set in motion.



Change – “implementation”Once team members have opened up their minds,

change can start. The change process can be a very dynamic one and, if it is to be effective, it will probably take some time and involve a transition period. In order to gain efficiency, people will have to take on new tasks and responsibilities, which entails a learning curve that will at first slow the organization down. A change process has to be viewed as an investment, both in terms of time and the allocation of resources: after the new organization and processes have been rolled out, a certain chaos might ensue, but that is the price to pay in order to attain enhanced effectiveness within the structure.



Freeze (sometimes called refreeze)- “making it stick”

Change will only reach its full effect if it’s made permanent. Once the organizational changes have been made and the structure has regained its effectiveness, every effort must be made to cement them and make sure the new organization becomes the standard. Further changes will be made down the line, but once the structure has found a way to improve the way it conducts its operations, “re-freezing” will give the people the opportunity to thrive in the new organization and take full advantage of the change. Many quote the model as saying the third step of this approach is to re-freeze, when in Lewins original work it was “freeze”.



Field Theory◦is a psychological theory which examines patterns of interaction between the individual and the total field, or environment.


Force Field Analysis• is an influential development in the field of social science.

• is a management technique for diagnosing situations.

• a framework for looking at the factors ("forces") that influence a situation, originally social situations.

Restraining Forces (hindering forces)

Driving Forces (helping forces)Equilibrium


Driving Forces - are those forces affecting situations that are pushing in a particular direction; they tend to initiate a change and keep it going.

Restraining Forces - are forces acting to restrain or decrease the driving forces.

Equilibrium - is reached when the sum of the driving forces equals the sum of the restraining forces.


ExampleExample


The first step is to draw a box within which you The first step is to draw a box within which you write the decision. Then you list all the helping and write the decision. Then you list all the helping and hindering forces. For example hindering forces. For example you want to buy a new you want to buy a new car.car.


Having spent some time trying to think of all the forces Having spent some time trying to think of all the forces in play you then assign a strength to each force between in play you then assign a strength to each force between 1 and 5 where 1 and 5 where 11 isis weak weak and and 55 isis strong: strong:

We can then add up the strengths of the forces to give a helping: hindering ratio. In this case it is 7:11 so initially it looks like the decision to buy a new car will not be made because the hindering forces outweigh the helping forces.


If we do want the decision to go ahead we can now look for If we do want the decision to go ahead we can now look for ways to increase the helping forces and decrease the ways to increase the helping forces and decrease the hindering forces.hindering forces.

Looking at the hindering forces:Cost: If I leased a car then I could change this from 4 to 2.Time: As I don't have much time to look at other models I could always just buy the same model which would change this score from 4 to 1.Which model: Would therefore also decrease from 3 to 1.---So by decreasing the hindering forces the analysis now gives 7:4, much more promising.

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