Modalities of

Learning
Gaspar S. Gayona, Ph.D., CESO III

Paradigm Shift

Ainsley B. Rose

Definition

Constructivism basically means

that a learner actively builds, or
constructs, his or her own
knowledge and continually
rebuilds it to account for new
information that doesn't fit the
old knowledge*
David Dillon, McGill University, December 2000

Ainsley B. Rose

Constructivism..What
is it?
An

educational
theory
that
places emphasis
on the learner

Teachers

Act
as
facilitator

role:
a

Based

on the idea
that All knowledge
is CONSTRUCTED
based on previous
experiences

But what does this

mean?
In

order
to
understand
something, we MUST be able
to relate it to something else

If

at all possible, APPLY this

knowledge during the lesson
to foster concrete connections

Differs

from traditional view;

the mind is a blank tablet

Teaching vs.
Learning

Constructivism is an
explanation of learning
rather than a detailed
approach to teaching.
teaching
Ainsley B. Rose

CONSTRUCTIVISM
Students learn best by interacting with others
rather than working in isolation. Wittrocks
generative learning theory, now popularly
termed constructivism (holds that) people

learn
best
when
together.
Through this

working

collaboration
students are motivated and encouraged to
remain focused on the task.
The resultant

interactivity leads to knowledge

- building which requires articulation,

expression, or representation of what is

learned. (Jonassen, 1999)

 Learning

Why does
Interactivity
Matter?

is a social experience

Increases

level of exploration; students

more likely to engage with content and
not just consume it

Aids

critical thinking, higher order

thinking, problem solving (i.e. deep
learning as opposed to surface
learning)

3 Principles of
Constructivism:
Instruction

must be concerned with

experiences and contexts that make
students willing & able to learn (readiness)

Must

be structured so it is easily grasped

(spiral organization)

Should

be
designed
to
facilitate
extrapolation or fill in the gaps (going
beyond information given)

Four Principles of
Learning
New learning
is shaped
by the learners
prior knowledge

Much learning
occurs
through social
interaction

STUDENTS
Learning is tied
to particular
situations

Successful
learning
involves the
use of
numerous
strategies

Ainsley B. Rose

New learning is shaped

by the learners prior
The knowledge aknowledge.
learner already
holds in permanent memory has
the potential to facilitate learning.
The

teacher should provide the

learners with opportunities to
access that prior knowledge so that
it can be used to facilitate learning.
Ainsley B. Rose

Much learning occurs

through social
interaction.
Learning is largely
a social process.
Teachers

who recognize the social

process of learning treat their
classes, not as a collection of
individuals,
but
as
a
small
community of learners whose
members are learning together.
Ainsley B. Rose

Learning is closely
tied to particular
Learning constructed situations.
in one situation is not
easily adapted for use in another situation.

We

create knowledge as we go, and it is crafted,

adapted to the very situations we are in.

Teachers

need to think through very carefully

what the potential aspects of being competent
outside of school are then try to mimic those
as closely as possible in school in forms that
novice performers can manage.

Ainsley B. Rose

Successful learning
A learning strategy is a-numerous
plan of action without a
guaranteed outcome.
.
Learning strategies canstrategies
and should be explicitly
taught.

Universal

learning strategies, such as comparing

and contrasting, elaborating etc., should be
learned and used.

Learning

strategies facilitate the learners ability

to organize information which enables complex
thinking.
Ainsley B. Rose

Learning is a matter
of the life of the
mind.
It is important that people:
- think about what they are learning
- imagine what they are learning
- make connections to what they
already know
- seek evidence to support what they
know
Ainsley B. Rose

Learning is a matter
of the life of the
Teachers who understand mind.
this can

encourage the active processing of

information.

Teachers

can encourage students to

work
together
cooperatively
and
collaboratively, thereby, helping each
other to articulate their thoughts and
ideas to one another and learn from
one another.
Ainsley B. Rose

Stages of Learning
Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

Ainsley B. Rose

William Arthur Ward

The Mediocre teacher tells;
The Good teacher explains;
The Superior teacher demonstrates;
The Exceptional teacher inspires.
Ainsley B. Rose

Approaches to
Consider
Project

learning

Problem
Inquiry

based learning

method

Multiple

Intelligences

Mission Impossible
Ainsley B. Rose

Educational
Program

NEW

A coherent set or sequence of educational activities

that are designed and organized to achieve predetermined learning objectives or accomplish a specific
set of educational tasks over a sustained period.

OLD

An array or sequence of educational activities which

are organized to accomplish a pre-determined objective
or a specified set of educational tasks.

Qualifications
The official confirmation, usually in the form of
a
document
certifying
the
successful
completion of an educational program or of a
stage of a program. They may be obtained
through: successful completion of a full
program or a stage of a program (intermediate
qualifications) or by the validation of
knowledge,
skills
and
competencies,
independent of participation in such programs.

Qualifications
Successful completion of an educational program
is normally granted when an individual has
achieved specified learning objectives. Separate
credits awarded for successful completion of
individual courses (e.g. modules or subjects) are
not considered as qualifications within ISCED*. In
such cases, a sufficient number of credits or
subjects equivalent in duration and/or covering the
curriculum of a full program would represent a
qualification
* International Standard Classification of Education (ISCED) 2011

Formal education
NEW

Education that is institutionalized, intentional and

planned
through
public
organizations
and
recognized private bodies and, in their totality,
make up the formal education system. Formal
education program are thus recognized as such by
the relevant national authorities. Formal education
consists mainly of initial education. Vocational
education, special needs education and some
parts of adult education are often recognized as
being part of the formal education system..

Formal education
OLD
Education (that is institutionalized)
that
normally
constitutes
a
continuous ladder of full-time
education beginning at age 5-7
and continuing up to 20 or 25 years
old.

TVET in the 21
Century
st

In terms of the needs and aspirations of individuals, technical and

vocational education should:
(a)

permit the harmonious development of personality and

character, and foster spiritual and human values, the capacity
for understanding, judgment, critical thinking and selfexpression;

(b)

prepare the individual for lifelong learning by developing the

necessary mental tools, technical and entrepreneurial skills and
attitudes;

(c)

develop capacities for decision-making and the qualities

necessary for active and intelligent participation, teamwork
and leadership at work and in the community as a whole;

(d)

enable an individual to cope with the rapid advances in

information and communication technology.
Technical Vocational Education and Training in the
Twenty-First century

TVET in the
Economy
TVET

is

fundamentally
different from academic
education especially as it is
more attached to economic
policy than social policy
(Norton, 2002:19)

TVET in the
Economy

This means giving first priority to the needs of enterprise for

skilled workers and the needs of learners for well-paying
employment or self-employment (Ibid.: executive summary).
Often, however, institutions organize around their internal
processes and needs rather than on the needs of the
economy or of individuals for employment. A market
orientation requires that TVET start with the employers view
and then move backwards into the institution to design
programs and systems so that they respond to employers
needs. Students register in TVET TO GET EMPLOYMENT, NOT
FOR SOCIAL STATUS. So when TVET meets employers needs,
it is also addressing the primary objective of TVET learners
(Ibid.:8)

Two Trends Related to

Learning

1. People are living longer.

2. Frequency in technological,
political,
social,
and
economic changes.
That is . . .

As the life span has increased so has

the frequency of change.
28

Implications of
Trends

Education is no longer an undertaking

our younger years.

in

Learning must be lifelong.

Education no longer consists of a single set
of lessons that
endure over several
generations.
The lessons change continuously over our
individual lifetime.
29

Implications of Trends
Our schools must lead students.
The root of the word educate
is the Latin word for lead.
Schools must lead student into
learning how to learn. This is
not the same as teaching.
30

Implications of
Trends
Our organizations and communities
must be centers of life-long learning.
We must radically rethink the notion of
on-the-job learning.
Organizations
without
systems
continuous learning are doomed
obsolescence.
31

of
to

Learning
Outcomes
Learning Content
(duration,
sequencing)
Learning
Methods
Place of Learning
Teaching Media
and Materials
Assessment
(exams)
Certification

N
A

I
B
O
A
N
L

A
L

MODALITIES OF LEARNING
Virtual Classroom
Distance Education

E-Learning/
Conferencing

Video-

On-Site-Delivery
Mobile Training Van
Farm Schools
Enterprise - based

Benchmarking
Company Visit
Educational Tours

On-the-Job
Application

In-Services
Apprenticeship
OJT
Incubation

Institutional
Network
Partnership

Consortium

exchange

DELIVER
Y
SYSTEM
S

Input
Facilities
Curriculum
Didactic
Materials
Technology
Logistics
Personnel
Systems
and
Processes
Experience
s
Evaluation
Results
etc.

Thruput

Alignment
Outpu
Outcome
Framework
t
Graduates

Mode of
Instruction
Teachers
Develope
d

Contribution to
the National
and Global
Change

Delivery System

Increase
Income

Systems
Enhanced
Teacher
Development

Income

Better Quality
of Life

Complete Feedback Loop

A new systemic focus?

Teaching and
learning
in school

Local and
community
partnerships

Integrated
infrastructure

Workforce
development
Better
learning
outcomes

Learning
beyond
the classroom

Aligning elements of a
whole system

Community and employer

contributions

Teaching and
learning
in school

Local and
community
partnerships

Curriculum,
professional development,
regulation

Workforce
development
Better
learning
outcomes

Role of local
governance and
system design
Integrated
infrastructure

Accreditation,
evaluation,
measurement
Learning
beyond
the classroom

New learning environments

and networks

EMPLOYABILITY
The German Institute of Employment Researchs
(IAB) glossary (Werner et al, 2004) explains that:
'employability

is a broad concept which means

adaptable and updated competencies and labor
market-oriented
behavior
for
every
person
participating in the workforce. Most usually,
employability policies combine* training, further
training, re-training, career advice, placement and
incentives/subsidizing programs.' (Note: TESDAs
response, TVET-to-TESD Shift)

EMPLOYABILITY
In general, employability entails
the following main aspects:
access

to

(permanent)

employment;
advancement
sustainable

within employment;

employment.

Key Employability Competencies

The Development of Meta-Indicators: Teaching,

Encouraging and Evaluating Employability
Competencies
Communication Skills: The ability to communicate clearly and concisely
using a range of verbal and written methods.
Levels of
Competence

Assessment Criterion

Primary Competencies:
Communication Skills
and Abilities.

- Adherence to institutions guidelines in coursework

and assignment writing style and format.
- Evidence of awareness of different styles of written
and verbal communication
indicating which
styles are appropriate within different settings.
- Adoption of a descriptive and detailed writing style
that is both clear and concise.
- Awareness of own difficulties. Able to seek help
and advice where necessary.
- Reflection upon ones own essay and report writing
skills identifying areas of strength and weakness.
Additional Criterion
- Involvement in extra-curricula activities requiring
communication skills and abilities (mentoring,
volunteering, peer representation).

The Development of Meta-Indicators: Teaching,

Encouraging and Evaluating Employability
Competencies
Communication Skills: The ability to communicate clearly and concisely
using a range of verbal and written methods.
Levels of Competence

Assessment Criterion

Secondary
Competencies:
Communication Skills
and Abilities.

- Adherence to institutions guidelines in coursework

and assignment writing style and format with
particular attention paid to correct referencing skills.
- Utilization of different styles of written communication
skills during study (formal report writing, essay
writing, informal note- taking, e-mail composition)
- Adoption of a critical writing style that is both rigorous
and informative whilst being appropriate for the
discipline in which the writing is grounded.
- Adoption of a reflexive approach to learning, reflecting
upon communication skills utilized during coursework
and identifying how improvements may be made.
Additional Criterion
- Development of own communication skills through
involvement in extra-curricula activities.
- Assisting others develop communication skills through
involvement in extra-curricula activities.

The Development of Meta-Indicators: Teaching,

Encouraging and Evaluating Employability
Competencies

Communication Skills: The ability to communicate clearly and concisely using a

range of verbal and written methods.

Levels of
Competence

Assessment Criterion

Advanced
Competencies:
Communication
Skills and
Abilities.

- Adherence to institutions guidelines in coursework and assignment

writing style and format with emphasis on clarity, conciseness, context
and content.
- Adoption of a critical and analytical writing style showing depth of thought
and wide understanding of subject matter.
- Adoption of a reflexive and reflective approach to own communication
skills incorporating a critical analysis of previous coursework and
articulation of how skills may be developed in future.
- Utilization of discipline specific knowledge to enhance and advance writing
skills.
- Adoption of high levels of appropriate discipline-specific style of writing.
- Awareness of different levels of communication skills.
- Adoption of a sensitive approach to others learning and communication
skills and abilities offering advice and guidance were appropriate.
Additional Criterion
- Development of advanced communication skills during a period of workbased learning with particular emphasis on work - related skills and
abilities
(report
writing,
verbal
communication,
electronic
communications).
- Development of communication skills during extra-curricula activities by
using written and verbal abilities to enhance others experiences (during
volunteering, sports administration or mentoring activities).

Comparative table of generic

employability skills by country

Food for the Brain

Three

features of Education according to

Socrates:
An emphasis on critical and consistent
thinking
A unique concept of teacher-less education
The hope that education has the potential
to transform peoples lives for the better

Comparative table of generic

employability skills by country

Recommendations
1.

the family -early child exposure on industry, love of work and

self-reliance

2.

the community

collaborative projects/ initiatives that

engender socialization
3.

the education and training providers

- engaging

employers
and
communities
in
collaborative
curriculum
development and delivery (covering Content, Process and Support)
4. the employers - promote training of existing workers and
providing market signals to government and training provider5. the
government - creating a policy environment that promotes learning
and productivity
6. the learner - planning for self-development, self-reliance and
responsible citizenship

Ancient Chinese
Proverb
I

hear and I forget.

see and I remember.

do and I understand.

Ainsley B. Rose