Pre-service Emerging Issues 2nd Year

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Unit 62: Compound LearningPrinciples and PedagogyObjectives: By the end of this unit, you will:• Understand the principles of compound learning• Understand the interaction of the theoretical models so as to better understand howbehaviour change programmes work.Introduction: In this unit we will be looking at how all four of the models go together andit is this combination of areas of learning that creates compound learning: and it iscompound learning that allows for behaviour change – this is the learning we need to bedeveloping in the classroom for all learners.Interaction of the domains:Level 1 We cannot gain knowledge if we are not willing to learn (receiving phenomena).(lowest Knowledge helps us to satisfy our basic needs but at this lowest level, we considerlevel) only ourselves when necessary. For example; if a person is starving they do not careabout learning – they are interested only in satisfying their hunger. When peoplereceive the phenomena willingly we often call this motivation.Level 2 When we are at the level of comprehension – when we understand things we do thisby responding to the things we learn. We view this understanding as a form ofsecurity (“knowledge is power”). At this same stage we begin to understand the rulesof society (because we are at the early form of conventional behaviour) and we obeythe rules to avoid punishment (and so reinforce our security).Level 3 The cognitive level of application is still at the level of receiving phenomena becausewe need to test that we understand as part of our response. At the same time we testthe ‘rules’ of the society because this stage matches the ‘conventional’ level of ethicaldevelopment. We do this to check that we are secure and belong to the group. Weare also moving towards responding to the rules of society for reward (so that peoplethink we are good) as well as to avoid punishment.Level 4 The cognitive level of analysis matches the level of valuing. This is when we “takeapart” information and decide that it is worthwhile (we value it). We can only do thiswhen we have a level of self-esteem (that is we know ourselves and trust ourselves tomake a decision – not just trust what others tin the group may tell us). In this way wetry to match what we are valuing to ourselves and our societyLevel 5 The level of synthesis matches the organisation of values – this is when we bringdifferent parts together to make something new. At this level we understand theprinciple behind the rules and abide by the rules that are ethical but we know whichrules can be modified (this is how we organise different values).Level 6 This pinnacle of the pyramid is where we want to be – the best people that we can be.It is this level we are trying to reach in emerging issues. This is where we live right(whether anybody sees us or not) and we can do this because we truly understandourselves and our place in the world, we judge fairly and objectively (evaluation) andour values are part of how we live and we live according to them consistently (this ishow we act ethically all the time). It is here that we will not just change our behaviourbut where we create constructive behaviour and attitudes in others.Conclusion: Compound learning is the basis for all the learning in this (and other)courses. Without working on the compound learning we cannot expect to be effectiveand to change behaviour. This requires us to think differently, to teach differently and torespond to learning differently. It is a challenge, but one that is well worth it.8
Unit 63: Higher Level QuestionsPrinciples and PedagogyObjectives: By the end of this unit you will:• Understand and be able to use questioning skills to help learn more effectively.• Know and be able to use the most appropriate type of questions to ensure higherlevel learningIntroduction: We have looked at the importance o questioning techniques to teach in anexperiential way (to develop behaviour change) but if we are serious about helping thelearners move through the levels then we need to ask questions at higher levels thanjust knowledge levels (which is what we mostly do).Activity 1: Reviewof Bloom’sTaxonomyEvaluationSynthesisAnalysisApplicationComprehensionKnowledgeKnowledge:Comprehension:Application:Analysis:Synthesis:Evaluation:Activity 2: Levels of Questions: Read the following story and then develop twelvequestions about the story – two questions for each level. All the questions must beabout the story. It is easier to list all the questions that you can think of and then to sortthem into their levels9
Page 1 and 2: Emerging IssuesResource BookPre-ser
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Pre-service Emerging Issues 2nd Year

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