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E-Teaching and Learning.Org



Established 5/21/2004

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APPROACHES TO LEARNING



Aaron Givan, Ph.D.
(Copyright. 2002. Aaron Givan.)

[e-teachingandlearning.biz]


Personal Journey

For me, learning is a lifelong journey that connects one’s inner sense of personality structures and preferred behaviors that give expression to that structure with varied approaches to learning. I think one best starts from an inner awareness of connectedness to the cosmos and then follows the journey to places those awarenesses can lead.

This journey, in my life, has led to an emphasis on choices that are presented in a non-directed manner so that each person can choose to give expression in class room work to what he/she loves to do. The syllabus provides a framework within which the process of learning can move creatively. The group in the class room becomes the
functional teaching mechanism for the goals and learning outcome objectives for the learner; I am at once a guide, facilitator, mentor, coach and listener, and mutual learner, as well as instructor. The group members provide support for one another and share viewpoints and experiences appropriate to the learning tasks of the day.


Learning Approaches

Approaches to learning can vary with the specific context and events in a particular setting. Some approaches that can work together include the following perspectives:

1. Culturally relevant experiential learning: the facts/content of old and new knowledge are applied in daily settings using relevant teaching/learning strategies and techniques; theories and principles of learning are connected within social and cultural contexts that show the benefit of relationships among participants (the collective) and the beauty of wisdom within the self (the individual).

2. Human information processing: the changes in processing learning within human environments moves around the process of naming learnings (content and process) and allowing the total context of knowledge to grow at small and extended levels so new artifacts (products and services) result.

3. Structure and behaviors: a person’s individual preferences on how to learn best provide the foundations/structural model in which each one of us can practice learning behaviors that increase knowledge and wisdom and provide meaningful activities through a life time. Learning models can identify starting points for problem solving; for example,

A. Experimenting to find answers (1),
B. Reflecting on ideas (2),
C. Working step-by-step (3),
D. Judging value/importance (4).

Such a model might use 4 “P’s” for describing learning as a recycling process that builds upon itself: Passionate (1), Poised (2), Patient (3), and Pragmatic (4).


[11/2002]


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Philosophy of Education ONLINE Applications



Aaron Givan, Ph.D. [5/10/2004]

1. Pedagogical Considerations Unique to Online Education:

Within the "Approaches to Learning" philosophy of education statement posted above are several facets unique to an ONLINE environment:

A. Personal choices: I encourage personal choices within the required assignments so that learning style preferences can surface and foster individual expression and creative thinking skills. The online environment enhances the ability of learners to make such choices and share the results with others at the same time; therefore, the experiences of the group mature over time within the class term.

B. Graduated assignments: The discussion follows a routine, four-part developmental approach to considering topics germane to each week’s study topic; this model is expanded a the weekly project process which is completed in sequential steps similar to that of a professional journal article. These two processes are interlocked and promote each other over the life of the term successfully due, largely, to the immediate feedback available through the technology used in various e-education platform providers.

2. Course Tools: Within the typical e-education platform there is available a variety of tools, for example,threaded discussion options that include immediate response capabilities, that can enable a lively discussion on a topic; these discussions can be recycled each week to aid in knowledge development. This encourages complex knowledge building.

3. Assessment: Specific content and length of assignments as related to class goal/core learning outcomes are defined within each week’s context and performance rubrics are used to score student postings—see the typical syllabus for points breakdown and the weekly assignmeent instructions for rubric/specific learning activity relationships.

4. Instructor Comments and Feedback: I post questions and comments within the threaded discussions on a regular basis; the emphasis is on allowing individual, internal student style preferences to find a means and forum for immediate, practical applications within the contexts of the assignments being done—for example, 1. Experimenting to find answers, 2. Reflecting on ideas, 3. Working step-by-step, and 4. Judging value/importance.

The problem solving modes (1-4 above) are aligned with specific learning styles; weekly experiences within these style constructs provide a structure/a track to run on while doing work assigned for the term. The emotional and social dynamics that take place within the structural elements (1-4 above) include expressions than can be 1. Passionate, 2. Poised, 3. Patient, and 4. Pragmatic. These four dynamics are also similarly aligned with the learning styles accessed by the problem solving modes (1-4) listed above. The development/growth of the whole person is fostered using these processes.

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RESOURCE REFERENCES



Aaron Givan, Ph.D. [5/13/2004

MY PUBLICATIONS: Root Research Resources with emphasis on transdisciplinary, wide contextual knowledge base for
My ONLINE Philosophy of Education: Approaches To Learning:

Community Resource Inventory. Photocopied. Browning Community Ministries, A 50 agency survey handbook. (Revised and republished by a continuing task force, 1980.)
Community Trust Building Guidelines. Photocopied. Guidelines, general and specific, for establishing problem solving groups in human communities. Browning Community Ministries, 1978.
Community Trust Building: Problems and Prospects among the Blackfeet Indians of Browning, Montana, 1977-1978. Phoenix: Kosmos Business Systems, 1978, 1989.
"How To Have Friends." Phoenix, Az: photocopied, copyrighted 1981 in Single Scene, Issue 230 (Oct. 16-31, 1981, page 5).
An Operational Theory of Wellness: A Diverse Dimensional Perspective with an Integrated/Multi-faceted Model. Phoenix, Az: Kosmos Business Systems, 1984,199pp.
"On Caring: A Cross-Cultural Experience," God's People Learning to Care, American Baptist Women, 1985-86, Valley Forge, PA. A four page devotional guide.
Eye Movement Interest Indicator (EMIl). 1989. Phoenix, AZ: Kosmos Business Systems.
Learning to See Lateral Eye Movements: Developing Consistency in Assessing a Cerebral Hemisphere Indicator. Phoenix, AZ: Kosmos Business Systems, 1989.
Relation of Vertical/Lateral Eye Movements to Work/Vocational InterestPreferences. Phoenix, AZ: Kosmos Business Systems, 1989. 1990.
Life Review System. Phoenix, AZ: Kosmos Business Systems, 1989. 1990.
You and Your Life--Learning To Be Well. 1989. Phoenix, AZ: Kosmos Business Systems,
Survival Skills in the Real World--A Syllabus. Belcourt, N.D.: Aaron Givan, . 1989, 1990. 9pp. For a one hour course at Turtle Mt. Community College, Belcourt, N.D.: DVP 296, DVP 101.
Multicultural Ethics--A Syllabus. Belcourt, N.D.: Aaron Givan, 1989. 12pp. For a three hour course at Turtle Mt. Community College, Belcourt, N.D.: HUM 241.
Fostering Creativity--A Syllabus. N.D.: Aaron Givan, 1990. For a one hour course at Turtle Mt. Community College, Belcourt, N.D.: DVP296. 9pp.
Teaching with Clarity: A Translateral/Superlateral Approach. Belcourt, N.D.Aaron Givan, 1990. For a two hour course at TMCC: HUM 298 (proposed). 7 pp. A Syllabus.
Words Alive: Toward Creativity. Belcourt, N.D.: Aaron Givan, 1990. 7pp. For a 3 hour course at TMCC--HUM 297 (proposed). A Syllabus.
Introduction to Philosophy. Belcourt, N.D.: Aaron Givan, 1990. For a 3 hour class in classical philosophical issues, TMCC--HUM 296, Special Topics (proposed). 9pp. A Syllabus.
Teaching with Clarity--A Syllabus. Belcourt, N.D.: Aaron Givan, 1990. For a 2 hr class to be conducted over a three day period--proposal. 10pp.
Managing Difficult People in the Work Place: Caring for Yourself--Coping with Others. Belcourt, N.D.: Aaron Givan, 1990. For a one day seminar for health professionals working in a hospital. Presented to Nursing Services, IHS/PHS Hospital, Belcourt, N.D. on 8/16 & 17) 1990; sponsored by and taught at Turtle Mountain Community College, Belcourt, N.D. A syllabus-10 pages plus brochure.
Teaching with Claifity--A Syllabus. (Revision). Belcourt, N.D.: Aaron Givan, 1990. 7/27/1990. 14pp.
Caring for the Person of the Care Giver/Helper. Belcourt, N.D.: Aaron Givan, 1990. For a five contact hour seminar. 5pp. Sponsored by Turtle Mountain Community College.
Introduction to Philosophy. Belcourt, N.D.: Aaron Givan, 1990. For a fourh our class in classical philosophical issues, TMCC--HUM 296, 297 (Fall, Winter, 1990). 2 hours per quarter. HUM 296 required to take HUM 297. A syllabus (revision--up-grade). Accepted and sponsored by TMCC. 11 pages.
Study Skills for College. Belcourt, N.D.: Aaron Givan, 1990. For a one hour class for high school students. DVP 100. Sponsored by TMCC.
Words Alive--A Syllabus. Belcourt, N.D.: Aaron Givan, 1990. (A Revision.) One hour credit. DVP 296. For high school students; goal=life interest in English Vocab.)
Wholistic Math/Science Teaching Methods and Applications. Belcourt, N.D.: Aaron Givan, 1990. A revision of Teaching with Clarity--A Syllabus. A Syllabus. For a 4 hour class for teachers in the Belcourt school system--sponsored by TMCC.
Teaching with Clarity: Variations on a Theme--Four Syllabi. Belcourt, N.D.: Aaron Givan, 1990. Four syllabi registered with the copyright office for professional seminar use.
General Psychology--A Syllabus. 4 credit hours--Psy 211B. 11 pages. Belcourt, N.D.: Aaron Givan, 1990.
Personal Art Style Assessment. Belcourt, N.D.: Colors for Living, 1991. An assessment tool for determining an individual's personal art style using a four-part model.
The Effects of Therapeutic Touch on Test Anxiety (Includes: Tests: A Questionnaire). Belcourt, N.D.: Aaron Givan, 1991. A Research proposel and pilot inventory on test anxiety. Based on work first completed in 1985 at Arizona State University, Tempe AZ.
Spirituality and Its Behavioral Traits/Markers--A Wholistic Model. Belcourt, N.D.: Aaron Givan, 1991. An assessment of spiritual behaviors usinga wholistic point of view.
Personal Style Analysis Inventory. Belcourt, N.D.: Aaron Givan, 1991. A multi-form inventory of personality style.
A Personal Perspective on Quantitative/Qualitative Research Methods in Education. Derwood, MD: Aaron Givan, 1995.
Contextual Diversity: Assessment and Practice. Derwood, MD: Aaron Givan, 1995.
Computer Applications in Education: A Case Sampling of Epistemological Pluralism. Derwood, MD: Aaron Givan, 1995
Paradigm Diversity and the Integrated Balance of Educational Processes: A Whole-Person Viewpoint. Derwood, MD: Aaron Givan, 1995.
Matriarchal/Anima Dominance as a Balancing Factor in an Androgynous, Whole Person Approach to Teaching/Learning Principles and Strategies/Skills: A Beginning Handbook. Derwood, MD: Aaron Givan, 1995.
Education through Art/Art Principles-Practices as a Meta-Paradigm: Promoting Skill and Maturity in Mental, Ethical/Moral, and Aesthetic Knowledgeand Development. Derwood, MD: Aaron Givan, 1996.
Laterality and Educational Practices: A Wholistic Approach. A. Givan, 1996. Derwood, MD.
The Essence/Essences of the Philosophical Foundations of Education approaching the Year 2000 A.D. Derwood, MD: A. Givan.
The Treatment of Test Anxiety in Children.Derwood, MD: A. Givan, 1996.
Emotional Inventory for Test Anxiety (EITE-LF; EITA-SF). A. Givan, 1996.Derwood, MD.
Reactive/Maladaptive Test Anxiety Inventory (R/MiAI). A. Givan, 1996.
A Circumplex Model of History: An Overview of the Historical Foundations of Education in the USA. Derwood, MD: A. Givan, 1996.
Educational Trait Index (ETI). A. Givan, 1996. 10 item & 30 item versions.Derwood, MD.
A Wholistic/Circumplex Approach to Test Item Writing and Polychotomous Scoring Procedures: A Continuing Education Module. Derwood, MD: A. Givan, 1996.
Selected Comparative Personality Values (Alpha-Delta) with Associated Teaching Styles and Strategies: A Lesson Plan Application Module. Derwood: A. Givan, 1996.
Test Anxiety--A Matter of Style. Derwood, MD: A. Givan, 1996.
A Psychological View of the Seats of Human Learning--An Interpretative Model. Derwood, MD: A. Givan, 1996.
Problems and Prospects in American Higher Education Approaching the Year 2000 A.D. Derwood, MD: A. Givan, 1997.
The Benefits of Using Creativity Insights/Guidelines in Curriculum Development. Derwood, MD: A. Givan, 1997. Three Major Social Problems Influencing Educational Processes in the USA in the 1990's: A Personal Perspective. Derwood, MD: A. Givan, 1997.
Reflections on Issues/Trends in Educational Anthropology Influencing Educational Processes in the USA in the 1990's. Derwood, MD: A. Givan, 1997.
Collecting \Wildflowers/Medicinal Plants in the USA--Montgomery County, Maryland: An Adjunct to Artistic Creativity--A Summary. Derwood, MD: A. Givan, 1997.
Learning Styles-Strategies for Learners: Research Applications--Mentoring, Personal Growth Enhancement, and Lifelong Planning. (A Workbook.) Derwood, MD: A. Givan, 1997.
Learning Styles: The Keys to Creative Teaching--A Syllabus. Rolla, ND: Aaron Givan, 1998. One Credit Hour--Ed. 600 (NDSU, Fargo, ND).
Seeing Yourself in Your Students--A Syllabus. Rolla, ND: Aaron Givan, 1998. One hour credit--T&L 900 (UND, Grand Forks, ND).
Problem-solving Oriented Teaching--A Syllabus. Rolla, ND: Aaron Givan, 1998.
Practical Approaches for Teacher Improvement--A Syllabus. Aaron Givan, 1998.
Problem-Based Teaching/Learning: Reframing/Refining for the 21st Century-A Syllabus. Rolla, ND: Aaron Givan. 1998. Rolla, ND:
Professional- Excellence Program (PEP). Rolla, ND: Aaron Givan, 1999.
Multicultural Education--A Syllabus. Rolla, ND: Aaron Givan, 2001.
Foundations of Education--A Syllabus. Rolla, ND: Aaron Givan, 2001.
Authentic Assessment--A Syllabus. Rolla, ND: Aaron Givan, 2001.
Five Syllabi in Psychology. Syllabi for five progressively higher classes for an undergrad program at TMCC, Belcourt, ND. Rolla, ND: Aaron Givan, Winter, 2002.
Five Syllabi in Sociology. Syllabi for five progressively higher classes for an undergrad program at TMCC, Belcourt, ND. Rolla, ND: Aaron Givan, Spring, 2003.
Training in Applied Ethics--Policies and Procedures: A Training/Curriculum Module. An administrative tool for online training in Applied Ethics at the certification, undergrad, and masters level. Rolla, ND: Aaron Givan, Nov. 2003.
Applied Ethics for Today. A workbook. Rolla, ND: Aaron Givan, 12/2003, 2004.
Values, Ethics, and Character Development--A Syllabus. Rolla, ND: Aaron Givan, 2004.

[END. 5/13/2004]

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SEE ALSO:
e-teachingandlearning.biz
adjunctaarongivan.info
ethicsclasses.com
appliedethics.us
churchman.net
writingsbyaaron.com
bricolagework.com
metavoicesystems.com
professionaldevelopmentinstitue.biz
artbyaaron.com
teachingandlearning.us
e-teachingandlearning.org
colorsforliving.com
bricolageworks.com
dreamanalysis.us
center4.org

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