Modern Strategies of Learning

Presented By
Sariga S P
Biological Science
1.

Constructivist learning
 Constructivist learning
 Constructivism is basically a theory based on observation and scientific study
about how people learn
 People construct their own understanding and knowledge of the world, through
experiencing things and reflecting on those experiences.
 Constructivism is a learning theory found in psychology which explains how
people might acquire knowledge and learn.
 It has direct application to education.
Characteristics of Constructivist Learning

 The learners are actively involved

 The environment is democratic
 The activities are interactive and student centers.
 The teacher facilitate the process of learning in which
students are encouraged to be responsible and
autonomous.
 Classroom activities of constructivist learning

Research
Experimentation Field trips
projects

Films Class Discussion

Classroom activities of constructivist learning

In constructivist class room student work primarily in groups and learning and
knowledge are interactive and dynamic. Some activities in constructivist
classroom are
 Experimentation:

Student individually perform an experiment and then come together as

a class of discuss results
 Research Projects:

• Student research a topic and can present their findings to the class

 Field Trip

• This allows the student to put the concept and ideas discussed in
class in a real world context. Field trips would often be followed by
class discussion
 Films

• These provide visual context and thus bring another sense into the
learning experience.
 Class Discussion:

• The technique is used in all the methods describe above. It is one of

the most important distinctions of constructivist teaching methods
Problem based Learning
 Problem based Learning

 Problem based learning (PBL) is a student centered pedagogy in which

students learn about a subject through the experience of solving an open
ended problem.
 Student learn both thinking strategies and domain knowledge.

 The goal of PBL are to help students develop flexible knowledge, effective
problem solving skills, self-directed learning, effective collaboration skills
and intrinsic motivation.
Advantages of Problem – based learning

 It focus student centered learning

 Collaborative research work take place instead of lecturing method.

 It fosters in depth learning.

 It helps in self-learning

 It helps for better understanding of the subject learnt.

 It helps to work together.

 It enriches the teacher student relationship.

 Problem based learning is a style of active learning.

 The role instructor is to facilitate learning by supporting, guiding and

monitoring the learning process.

 The constructs for teaching PBL are very different from traditional

classroom teaching.
Limitation of Problem based learning

 It is a time consuming method

 Problem based learning is new to teachers and they find difficult to change their
teaching methods

 Teachers find difficult to adopt new assessment method of evaluate the student’s
achievement.

 Students are not properly guides by the teachers.

 All students are not participating in team work

COLLABORATIVE LEARNING
Collaborative activities are most often
based on four principles
i. The learner or students is the primary focus of instruction

ii. Interaction and doing are of primary importance

iii. Working in groups is an important mode of learning.

iv. Structured approaches to developing solutions to real-world problems

should be incorporated into learning.

Benefits of Collaborative Learning

 Development of higher level thinking oral communication, self-

management and leadership skills.

 Promotion student- faculty interaction

 Increase in student retention, self- esteem and responsibility

 Preparation for real life social and employment situations

• Flipped learning is an approach that allows teachers to implement a
methodology or various methodologies in their classrooms. It means
“school work at home work of school”.

• Flipped classroom inverts traditional teaching methods, delivering

instruction online outside of class and moving “homework ” in to the
classroom.
Frame work of Flipped Learning

• Educational technology and activity learning are two key components

of the flipped classroom model. They both influence the students
learning environments in fundamental ways. Many factors influence
the creation and adoption of the flipped class room model.
FOUR PILLARS OF FLIPPED LEARNING

F- Flexible Environment

L- Learning culture

I - International Content

P- Professional Educators
1. Flexible Environment

• The Flipped learning must allow for a variety of learning models.

Educators will often physically earning their learning space to

accommodate the lesson unit. Additionally flipped educators have to

be comfortable with flexible learning environment in which student

choose what and where they learn outside of the class room.
2.Learning culture

• In the flip learning model, educationists are more cognizant of the

content and they choose to deliver and determine what direct

instruction or traditional lecture can be shifted.

3.International Content

• Educators must continuously think about how they can use the flip
learning models to help the student’s gain conceptual understanding as
well as procedural fluency when needed. Educators must adopt
various methods of instruction such as active learning strategies, peer
instructions, problem based learning.
4.Professional Educators

• The role of the teacher is even more important and it is often more

demanding in flipped classroom than in a traditional one. During

class time, teacher continually observe their students, provide them

with feedback relevant in the movement and assessing their work.

 Advantages
 Student take control of their learning

 Student can develop foundation of factual knowledge

 Student can understand facts and ideas in the context of a conceptual frame work

 They can enrich their knowledge in ways that facilitate retrieval and application

 It save time. Teacher can spend more time with students

 Student learn at varying speed

 Students are actively working with their peers

 Students take ownership of their learning

 It provides adequate learning opportunities for verbal learners and for visual learners.
 BLENDED LEARNING

• Blended learning is about effectively integrating ICTs into course

design to enhance the teaching and learning experiences for student
and teachers by enabling them to engage in ways that would not
normally be available in their usual environment, it is primarily face to
face.
Definition

 The thoughtful integration of classroom face to face learning

experiences with online learning experiences.

 It combines online with face to face learning. The goal of blended

learning is to provide the most efficient and effective instruction

experience by combining delivery modalities.

 Uses

 Blended learning can increases access and flexibility for learners, increase

level of active learning and achieve better student experiences and outcomes

 Enhanced Learning: Students usually receive more feedback and more

frequent feedback, for their instructors. Students can acquire useful skill

from using the internet and computer technology.

 Support for student collaboration: Real – time real – space interactivity asynchronous online

interactions, synchronous online interactions

 Course Accessibility: Students have access to unlimited up to date resources available via web

 Learner Convenience: Students have greater time flexibility, freedom and convenience by working

part of the time online.

 Rich learner Assessment: Automated assessments, live instructor- led assessments, peer assessments

live or via the online classroom.

EXPERIENTIAL LEARNING
• Experiential learning is the process of learning through experience,
and is more specifically defined as “learning through reflection on
doing”. The first concept of experiential learning was first explored by
John Dewey and Jean Piaget.
• Experiential learning is any learning that supports students in applying
their knowledge and conceptual understanding to real world
problems or situations where the instructor directs and faciliitates
learning.
• Experiential learning teaches students the competencies they need
for real world success.
• Experiential learning motivates students
• Experiential learning creates self-directed learners.
Crossover Learning
• Learning in informal settings, such as museums and after school clubs,
can link educational content with issues that matter to learner to
lives.
• Learning in schools and colleges can be enriched by experiences from
every day life; informal learning can be deepened by adding questions
and knowledge from the classroom.
Learning through Argumentation
• Argumentation helps students attend to contrasting ideas, which can
deep their learning.
• Students can advance their understanding of science and
mathematics by arguing in ways similar to professional scientistists
and matheamticians.
Incidental Learning
• Incidental learning is unplanned or unintentional learning
• It may occur while carrying out an activity that is seemingly unrelated
to what is learned.
Context Based Learning
• Context enables us to learn from experience
• Interpreting new information in the context of where and when it
occurs and relating it to what we already know.