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Topic Three: Self-directed Learning
Learning Objectives:
At the end of this reading you will be able to:
1. Describe the relationship between emotions and learning
2. Explain the physical changes in the brain when learning occurs
3. Identify why group problem-solving enhances learning
Learning Objectives:
At the end of this reading you will be able to:
1. Describe the relationship between emotions and learning
2. Explain the physical changes in the brain when learning occurs
3. Identify why group problem-solving enhances learning
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Conceptual Framework: The value of self-directed learning
When the brain detects an emotional charged event, the amygdala releases dopamine into the system. Dopamine aids memory and information processing. The hippocampus converts your short-term memories into longer-term forms. The pre-frontal cortex governs “executive functions” (problem-solving, maintaining attention, inhibiting emotional impulses). Learning creates physical changes in the brain. Relationships matter when attempting to teach human beings. The human ability to learn has deep roots in relationships. Therefore, an integral part of any learning activity should be small-group problem-solving. No two peoples brains store the same information in the same way in the same place. Millions of sensory neurons in your brain are firing simultaneously at every moment. Only a few will succeed in breaking through to your awareness. Therefore, optimal learning experiences should include self-assessment activities, active collaborative problem-solving, opportunity for self-reflection, tasks that are relevant to the learners personal life. The human memory is volatile. We need to repeat, within 30 seconds, to remember what we hear. The key is spaced repetition. Is it necessary to have conscious awareness in order to experience a memory?
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
When the brain detects an emotional charged event, the amygdala releases dopamine into the system. Dopamine aids memory and information processing. The hippocampus converts your short-term memories into longer-term forms. The pre-frontal cortex governs “executive functions” (problem-solving, maintaining attention, inhibiting emotional impulses). Learning creates physical changes in the brain. Relationships matter when attempting to teach human beings. The human ability to learn has deep roots in relationships. Therefore, an integral part of any learning activity should be small-group problem-solving. No two peoples brains store the same information in the same way in the same place. Millions of sensory neurons in your brain are firing simultaneously at every moment. Only a few will succeed in breaking through to your awareness. Therefore, optimal learning experiences should include self-assessment activities, active collaborative problem-solving, opportunity for self-reflection, tasks that are relevant to the learners personal life. The human memory is volatile. We need to repeat, within 30 seconds, to remember what we hear. The key is spaced repetition. Is it necessary to have conscious awareness in order to experience a memory?
Doyle, T. (2011). Learner-centered teaching. Sterling, VA: Stylus Publishing.
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Example
An example of how the relationship between the learner and the facilitator of learning can nurture the development of self-directed learning is by the facilitator serving as a role-model for active engagement in the learning process.
An example of how the relationship between the learner and the facilitator of learning can nurture the development of self-directed learning is by the facilitator serving as a role-model for active engagement in the learning process.
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Potential positive prompts that can nurture self-directed learning
When a child gets stuck on a task and is unable to advance without supports, the facilitator (adult learner) can model the follow-through behavior that is conducive to learning acquisition (such as: sustained attention to task).
When a child gets stuck on a task and is unable to advance without supports, the facilitator (adult learner) can model the follow-through behavior that is conducive to learning acquisition (such as: sustained attention to task).
Self-Assessment
1. When you were a child, think of a time and task that was so intrinsically motivating that you self-directedly pursued the task until you were able to achieve the results you were looking for. What was the task?
2. When you are self-directedly pursuing a task and run into a difficulty that you cannot resolve on your own, what do you do, next?
3. As an adult, give an example of a time that you have used self-reflection as a tool for self-assessment after completing a task?
1. When you were a child, think of a time and task that was so intrinsically motivating that you self-directedly pursued the task until you were able to achieve the results you were looking for. What was the task?
2. When you are self-directedly pursuing a task and run into a difficulty that you cannot resolve on your own, what do you do, next?
3. As an adult, give an example of a time that you have used self-reflection as a tool for self-assessment after completing a task?