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What Our Students Need Most
The 7 Fundamental Conditions of Learning
Rob Jenkins, Presenter
• 30-year veteran of higher education
• 20 years as a mid-level administrator
• Columnist and blogger, The Chronicle of Higher Education
• Author of Building a Career in America’s Community Colleges
• Currently associate professor of English at Georgia Perimeter College
•Bloom’s Taxonomy•Gagne’s Learning Theory• The 7 Fundamental
Conditions of Learning
Bloom’s Taxonomy: Cognitive Domain
Comprehension
• Translation• Interpretation• Extrapolation
Knowledge
• Exhibit memory• Knowledge of specifics• Knowledge of conventions,
classifications, etc.• Knowledge of universals and
abstractions: theories, principles, structures, etc.
Application
• Solving problems• Applying acquired
knowledge
Analysis• Elements• Relationships• Organizational principles
Synthesis
• Producing unique communications
• Producing a plan or proposal
• Deriving a set of abstract relations
Evaluation
• Judging internal evidence
• Judging external criteria
Affective Domain
• Has to do with “emotional learning”• Receiving• Responding• Valuing• Organizing• Characterizing
Psychomotor
• “The ability to use sensory clues to guide motor activity”
• Perception• Set (mental, physical, emotional)• Guided response• Mechanism • Complex overt response• Adaption • Origination
Advantages of the Taxonomy
• Defines knowledge• Identified different types of
knowledge• Tells us what to teach• Tells us in what order to teach those
things
Disadvantage
While the Taxonomy does a good job telling us what to teach, it doesn’t
necessarily tell us how to teach it—or, to be more specific, what we as teachers
ought to be doing in the classroom and what conditions are necessary to learning. In other words, Bloom is focused more on
teaching than on learning.
Gagne’s Learning Theory
• Like Bloom, identifies domains• Verbal information• Intellectual skills• Motor skills• Attitude• Cognitive strategy
However, unlike Bloom…
Gagne also identifies specific conditions under which learning in the various domains can best take place. That is, he tells teachers specifically what to DO. Gagne is more learning
focused.
Gagne’s 5 Domains: What students need
• Verbal information• Intellectual skills• Motor skills• Attitude• Cognitive strategy
Verbal information
• Provide a meaningful context• Opportunity for storing and
retrieving information• Stress relationships among content• Provide opportunities for additional
practice over time
Intellectual Skills
• This take us back to Bloom• Recall of specific
prerequisite intellectual skills• That is, reviewing and
re-teaching skills as necessary
Motor Skills
• Observing of model performing skill in correct way• Opportunity to practice performing
skill• Receiving feedback on performance• Making adjustments and trying again
Attitude
• Observing model who makes desired choice
• Seeing that choice is positively reinforced
• Making desired choice
• Receiving positive reinforcement
Cognitive Strategy
• Opportunity to work with novel problems
• Monitoring their cognitions
• Allow them to observe expert problem solvers at work.
Advantages of Gagne
• Builds on Bloom• Goes a step further • Tells us more about what students need
in order to learn• Tells us more about what we ought to be
doing in the classroom
Disadvantages
• For me, still doesn’t go far enough• Good starting point, but doesn’t do enough to
tell me exactly what I need to be doing• What, specifically, do students need in order
to learn?• What can I do to establish those conditions?
The 7 Fundamental Conditions of Learning
• An attempt to build further on Bloom and Gagne
• To take their ideas and apply them directly to the college classroom
• Practical, relevant, modern• Based on my 30 years of college teaching and
attempts to apply Bloom and Gagne• Hands-on “research”• Student-centered, not teacher-centered
The Questions:
• What do conditions must be met if students are to learn?• How can I best create those
conditions?
The 7 Conditions
• Awareness• Interest• Motivation• Relevance• Engagement• Reinforcement• Support
Awareness
• Awareness of subject matter• Recognizing there is
something they need to learn• Students don’t know what
they don’t know• Teacher must open students’
eyes to fact that there’s A LOT they don’t know that might be of use to them.
Interest
• Why should students care?
• Especially difficult with required “core” courses
• Teachers must show them why and how information is meaningful—why they should care
• Otherwise, they’re unlikely to feel motivated
Motivation
• Can be a product of interest• Other types of motivation:
grades, good standing, approbation, academic acceptance
• Best type: professional standards and expectations
• That is, why is it in their best interests to learn this material?
Relevance
• Big complaint: college education is mostly theoretical
• Some theory is necessary for students to understand concepts
• Look for opportunities to connect those concepts to “real world”
• Show them how what they’re doing prepares them for career and life
Engagement
• Students who understand relevance of materials are more likely to be engaged
• Engagement means students are immersed in subject—listening, participating, reading, thinking about topics
Engagement
• Also goes beyond mere listening and thinking to doing
• Easier in some disciplines than others
Reinforcement
• Includes necessary repetition (Gagne’s “re-teaching”)• Includes assessment and subsequent
modifications to teaching• Includes motivational tactics—
positive and negative
Reinforcement
• Mostly, though, it means providing evidence that the material is actually relevant
• Outside materials, guest speakers, etc.
Support
• Not just hand-holding• OK, a certain amount of hand-holding (e.g.,
non-traditionals, first generation)• Making sure students have the tools they
need (intellectual, technical, physical)• Building an environment conducive to learning
In conclusion…
• Our quest is not to figure out how to teach best
• It’s figuring out how to create an environment and a situation where students can learn best
• It’s the quest of a lifetime, full of trial and error, failures and success
• But…
It’s well worth it!
Questions?
Thank you for attending!