PRESENTING THE FACTORS IN LEARNING ACTIVITY

AIM: Basic: Acquisition of information / Modification of Attitude

Specific: To demonstrate factors which enhance or inhibit learning and to examine procedures which will maximise positive and minimise negative effects in the training environment.

PREPARATION:

Presenter: Two pages of nonsense syllables which have been joined to form a list.

A piece of card or paper large enough to cover the list.

For each participant, a copy of Factors in Learning Trials sheet, Graph sheet and handout pp 1-4. A pen or pencil and a spare sheet of paper.

DURATION: This activity will take 60 to 90 minutes depending on participant input to discussion.

CONTENT	PROCEDURE
Step 1: Preparation Instructions Look at a list of words for 30 seconds. Try to remember the words in the order they occur. The presenter will cover up the list. Write the words in the spaces under TRIAL 1. You will have 30 seconds only. Cover up TRIAL 1. Repeat steps 1 to 5. Question: Now! What do you have to do?	for activity 1. Distribute a Trials sheet to each participant and give the instructions. Do not explain the purpose or aim of the activity.             2. Check participants’ understanding of the task.
Step 2:	Practice 1. Display the nonsense syllable list. Say: "Look at the list." 2. After 30 seconds, cover the list and say, "Write the list. TRIAL 1." 3. After 30 seconds say, "Cover your work with the spare sheet." Repeat these procedures for 7 further trials making sure that participants do not look at their earlier attempts. 4. After 8 trials say, "Stop work. Turn over your page. Write down a few words to describe how you are feeling about this work." 5. Allow a minute or so for people to write their responses. 6. Recommence the looking, writing, cover up activities for another 3 or 4 trials.
Step 3:   "Excited, confident, successful etc." "Frustrated, bored, useless, stupid etc."   Mark from the beginning, one point for each correct response until the first error. Mark one point for every correct response in its correct sequence or place irrespective of errors.	Correction 1. List the feelings for each participant on the board, grouping the words in positive and negative (pleasant / unpleasant ) categories. 2. Students mark their work using two criteria.
Step 4: Recording	of Results 1. Trainer using OHP transparency, demonstrates how to graph results from criterion 1. 2. Participant demonstrates how to graph results from criterion 2. 3. Distribute a Graph Sheet to each participant and get them to graph their results.
Step 5:       The Task Feelings The Learning Environment Learning Performance Learning Curves	Discussion 1. Distribute the Factors in Learning Handout. 2. Discuss each of the features with reference to individual feelings, performance and results. Encourage individual interpretation and cross referencing to handouts on:  Basic Lesson Procedures (Aims) Explanation method Lesson introductions Demonstration / Practice method Questioning
Step 6:  e.g. If an activity is meaningless, learning may be inhibited .(Knowing the lesson’s aim is vital to a participant, otherwise subject material won’t be recognised as relevant.)	Consolidation Ask each participant to recall an important factor in the learning process and to indicate a procedural relevance.