TRAINING AS LEARNING PLATFORM: RECENT DEVELOPMENTS

Presented byKanhaiya ChaudharyDeputy Secretary (Edn.)ICAR,Education Division,New Delhi – 110012

AtCAFT Directors’ Workshop26th July,2013 at New Delhi

“I never allow schooling to interfere with my education.”

Mark Twain

PURPOSE OF TRAINING

Desired Level

Actual Level

Performance

FACTORS DETERMINING PERFORMANCE

Performance (P)

Motivation (M)

Environment (E)Knowledge,

Skills, and Attitudes (KSA)P=M X KSA X E

TRAINING AS A SUBSYSTEM WITHIN THE ORGANIZATIONAL SYSTEM

Training’s Organizational Environment Mission Strategy Structure Policies

Procedures Finances ResourcesPeople

Product Technology

Training Subsystem

Input Process Output

Organizational Needs ,Employe

e Needs ,Budget,

Equipment,Staff

Analysis Design

Development

Implementation

Evaluation

Knowledge Skills

Attitudes Motivation

Job Performanc

e

6

Can be said to be a systematic process that is directed at improving performance through organized learning.

TRAINING

7

• A PLANNED PROCESS

• TO MODIFY ATTITUDE, KNOWLEDGE AND SKILL

• THROUGH LEARNING EXPERIENCE

• TO ACHIEVE EFFECTIVE PERFORMANCE

• IN AN ACTIVITY OR RANGE OF ACTIVITIES…..

• TO SATISFY……NEEDS OF ORGANISATION.

Glossary of Training Terms

8RESOURCES

PER

FO

RM

AN

CE

Learning Curve

9RESOURCES

PERFORMANCE Learning Curve

Pre-Course

Course

Post-Course

CONTINUED INPROVEMENT IN PERFORMANCE AFTER COMPELETING THE COURSE

LEARNING Learning means a relatively permanent

change in cognition (i.e., understanding and thinking) that results from experience, reflection, study or instruction and that directly influences behavior.

CLASSIFICATION OF LEARNING OUTCOMES: KSA

Knowledge: The knowledge category of learning refers to these elements:o The information we acquire and place into

memory (declarative)o How information is organized for use into

what we already know (procedural)o Our understanding of how, when, and

why information is used and is useful (strategic)

Skills: Capacities needed to perform a set of tasks that are developed as a result of training and experience.

Attitudes: Attitudes are employee beliefs and opinions that support or inhibit behavior.

CLASSIFICATION OF LEARNING OUTCOMES

Skill-Based Learning•Compilation•Automaticity

Cognitive Knowledge•Declarative Knowledge•Procedural Knowledge•Strategic Knowledge

Attitudinal Learning•Affect/Feelings

Learning

DEVELOPMENT OF THE SCIENCE OF LEARNING

Till early part of 19th century : Philosophy/Theology

Latter part of 19th century: systematic attempt to understand human mind(Human consciousness) through scientific methods, e.g. Leipzig in the Lab of Wilhem Wundt reflecting on thought process through introspection.

20th Century: Behaviorism study of psychology limiting itself to the study of

observable behaviors and the stimulus condition that control them (John B. Watson, 1917).

BEHAVIOURISM

Influenced by empiricism Learning a process of forming connection

between stimuli and responses Motivation to learn

driven by drives, such as hunger, and availability of external forces such as rewards and

punishments (Thorndike, 1913; Skinner, 1950)

LIMITATIONS OF BEHAVIOURISM

Focus on stimulus conditions and the behaviours associated with these conditions,

Study of phenomena as understanding, reasoning and thinking difficult.

Radical Behaviourism (“Behaviourism with capital B”) gives in to moderate form of Behaviourism (behaviourism with a small b”) preserved the scientific rigours of using behaviour as data, also allowed hypotheses about internal “mental "states to explain various phenomena e.g. Hull , 1943; Spence 1942.

1950’s saw emergence of cognitive science.

COGNITIVE SCIENCE APPROACH TO LEARNING

Multi disciplinary perspective--anthropology, linguistics, philosophy, developmental psychology, computer science, neuroscience and several branches of psychology (Norman, 1980, 1993; Newell and Simon, 1972)

Serious study of “mental function "with new experimental tools, methodologies, and ways of postulating theories and testing it.

Introduction of rigorous qualitative research methodology provided a perspective as learning also complement and enrich experimental resource traditions.

Importance of social and cultural context of learning in recent times (e.g. Cole, 1996, Lave 1988; Lave & Wenger, 1991, Rogoff, 1990; Rogoff et al, 1993)

HALLMARKS OF THE NEW SCIENCE OF LEARNING

Learning with Understanding Pre-Existing Knowledge Active Learning Implication for Education An Evolving Science

KEY FINDINGS OF RESEARCH ON LEARNERS AND LEARNING AND ON TEACHERS AND TEACHING

1. Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.

Cont…..

KEY FINDINGS: CONT…

2. To develop competence in an area of inquiry, students must: a)Have a deep foundation of factual knowledge, b)Understand facts and ideas in the context of a

conceptual framework, and c) Organize knowledge in ways that facilitate retrieval

and application.

3. A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

IMPLICATIONS FOR TEACHING

Teachers must draw out and work with the pre-existing understandings that their students bring with them.

Teachers must teach some subject matter in depth, providing many examples in which the same concept is at work and providing a firm foundation of factual knowledge.

The teaching of meta cognitive skills should be integrated into the curriculum in a variety of subject areas.

DEALING WITH PRE-EXISTING UNDERSTANDINGS

Model of the child as an empty vessel be replaced.

Roles for assessment to expand beyond the traditional concept of testing. Use Formative Assessment and feedback to serve the goal of learning with understanding.

Teacher education to provide aspiring teachers with opportunities to learn:a) To recognize predictable preconceptions of students

that make the mastery of particular subject matter challenging.

b) To draw out preconceptions that are not predictable, and

c) To work with preconceptions so that children build on them, challenge them and, when appropriate, replace them.

DEALING WITH SUBJECT MATTER

Superficial coverage of all topics be replaced with in-depth coverage of fewer topics.

Teachers must come to teaching with the experience of in-depth study of each subject area themselves, familiar with progress of inquiry and the terms of discourse in the discipline. Also understand relationship between information and concept.

For developing teaching expertise, courses or course supplements for teachers to be designed.

Assessment for purposes of accountability to test deep understanding rather than surface knowledge. A trade-off between assessing depth and assessing objectively needs attention.

TEACHING OF META-COGNITIVE SKILLS

Importance of internal dialogue, the meta cognitive skill, to be emphasized by teachers, with discipline specific instructions for enhanced student achievement and ability to learn independently.

A conscious effort to incorporate it into curricula across disciplines and age levels.

Developing strong meta cognitive strategies and learning to teach those strategies in a classroom environment a standard feature of teacher education course.

Evidence from research indicates that when these three principles are incorporated into teaching, student achievement improves.

DESIGNING CLASSROOM ENVIRONMENTS

Schools and classrooms must be learner centered.

For a knowledge-centered classroom environment, attention must be given to

a. what is taught (information, subject matter), b. why it is taught (understanding), and c. what competence or master looks like.

Formative assessments –ongoing assessments designed to make students’ thinking visible to both teachers and students essential

i. to grasp the students’ preconceptions, ii. understand where the students are in the “developmental corridor ” from

informal to formal thinking, and iii. design instruction accordingly.

In the assessment-centered classroom environment, formative assessments help both teachers and students monitor progress.

Learning is influenced in fundamental ways by the context in which it takes place. A community-centered approach requires the development of norms for the classroom and school, as well as connections to the outside world, that support core learning values.

ADULT LEARNING BEHAVIOUR

Autonomous and Self Directed Goal Oriented Relevancy Oriented Practical Shown Respect

APPLICATION OF THE DESIGN FRAMEWORK TO ADULT LEARNING

Teaching adults consistently violates principles for optimising learning. For example these Are not learner centred. Instead asking teachers

where they need help they are simply expected to attend prearranged workshops.

Are not knowledge centered. Teachers may simply be introduced to a new technique (like cooperative learning) without being given the opportunity to understand why, when, where, and how it might be valuable to them.

Integration of structure of activities with the content of the curriculum that is taught usually missing.

APPLICATION OF THE DESIGN FRAMEWORK TO ADULT LEARNING: CONTD….

Are not assessment centered. In order for teachers to change their practices, they need opportunities to try things out in their classrooms and then receive feedback. Most professional development opportunities do not provide such feedback. Moreover, they tend to focus on change in teaching practice as the goal, but they neglect to develop in teachers the capacity to judge successful transfer of the technique to the classroom or its effects on student achievement.

Are not community centred. Many professional development opportunities are conducted in isolation. Opportunities for continued contact and support as teachers incorporate new ideas into their teaching are limited, yet the rapid spread of Internet access provides a ready means of maintaining such contact if appropriately designed tools and services are available.

TECHNOLOGY AND LEARNING

“It is possible to teach every branch of human knowledge with the motion picture.”

Thomas Edison, 1913

TECHNOLOGY TO SUPPORT LEARNING

New technologies can be used in five ways:

I. Bringing exciting curricula based on real-world problems into the classroom;

II. Providing scaffolds and tools to enhance learning;

III. Giving students and teachers more opportunities for feedback, reflection, and revision;

IV. Building local and global communities that include teachers, administrators, students, parents, practicing scientists, and other interested people; and

V. Expanding opportunities for teacher learning.

Knowledge of How people

Learn and teaching

techniques

Lecture

Based

Written

OralNarrati

ve videos

Technology-

Enhanced

simulations

Electronic

tools

Assessment

opportunities

Communication

environments

Individual

Vs.Group

Selfstudy

Cooperative

learning Jigsawlearnin

g

SkillsBase

d

IsolatedDrill and practice

Contextualised

practice

modeling

Inquiry

Based

cases

Problems

projectsLearnin

gBy

design

.

Teaching Techniques for Specific Goals

THANKS