In this course the current implementation of learning theories in the classroom is examined and discussed through various examples, asking active participation from all attending students.
1. Classroom practice and implementation of classical and modern learning theories: behaviorism, cognitive psychology, action-theoretical approach, (social) constructivism, metacognitive theories and current spin-offs.
2. Students’ personal learning process : characteristics of learning (constructivist view) and some methodological consequences
3. Components of skilful learning (knowledge base, search strategies, metacognitive knowledge and skills, affective component), including the concepts of learning assignment, learning activity, learning function, learning style; theories of learning styles: D. Kolb and J. Vermunt; the ILS-tool (Inventary of Learning styles)
4. Methodological models using learning characteristics as a starting point:
- Ladekastmodel (Crasborn & Henissen)
- Developmental education (Van Parreren)
- Metacognitive instruction (Simons)
- VAARDIG-model (Korthagen)
Research tool IDS (Inventaris DoceerStijlen)
4. The connection between learning style and teaching style and some methodological consequences. The basic assumptions concerning the cross-curricular final objectives ‘learning how to learn’. Summary of the cross-curricular final objectives ‘learning to learn’
The constructivist view on learning as a base for the cross-curricular final objectives ‘learning how to learn’
6. The implementation of the cross-curricular final objectives ‘learning how to learn’ at school level: examples of school practice