Understanding Your Students and How They Learn
Academia is teeming with learning theories. Some of them are old, some of them are new. Some are flash-in-the-pan, others stand the test of time and remain applicable to this very day. Some of them are controversial, while others have assumed the aura of conventional wisdom. Some of them are simple, while others are incomprehensible to mere mortals. This taxonomy identifies key theories that apply to workplace learning, categories them according to common properties, and illustrates the relationships among them.
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures, and principles, rather than just remembering facts (rote learning). It is most often used when designing educational, training, and learning processes.
Bloom’s Taxonomy is a classification of the different objectives and skills that educators set for their students (learning objectives). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning objectives, lessons, and assessments of your course.
30 Things We Know For Sure about Adult Learning
A variety of sources provides us with a body of fairly reliable knowledge about adult learning. This knowledge might be divided into three basic divisions: things we know about adult learners and their motivation, things we know about designing curriculum for adults, and things we know about working with adults in the classroom.
Learning Theory and Research/Learning Theories
Learning theory and research have long been the province of education and psychology, but what is now known about how people learn comes from research in many different disciplines. This chapter of the Teaching Guide introduces three central learning theories, as well as relevant research from the fields of neuroscience, anthropology, cognitive science, psychology, and education.
Learning Styles
The term learning styles is widely used to describe how learners gather, sift through, interpret, organize, come to conclusions about, and “store” information for further use. As spelled out in VARK (one of the most popular learning styles inventories), these styles are often categorized by sensory approaches: visual, aural, verbal [reading/writing], and kinesthetic. Many of the models that don’t resemble the VARK’s sensory focus are reminiscent of Felder and Silverman’s Index of Learning Styles, with a continuum of descriptors for how learners process and organize information: active-reflective, sensing-intuitive, verbal-visual, and sequential-global.
Learning Styles