Task #5. REPORT on a Learning Theory
1. Preparatory Phase. At the start of this course, you have been assigned a specific Learning Theory to study and share with the others. Consider yourself an ambassador of that learning theory. Your aim is to advocate for that learning theory. So read up on it and prepare a 15-20 minute explanation of your assigned Learning Theory complete with handouts and visual aids. Get ready to participate in Class Discussion on the assigned week.
2. Collaboration Phase. As a class you need to decide on some matters of organization and sequencing of the delivery of the reports.
a. The platform: The actual reporting may be during a synchronous session or uploaded to a google drive or a google site as per class agreement. A google site will allow for more creativity and interactivity but would require a bit more technological know how.
b. Organization and Sequence of reports. You may band yourselves together according to what learning approach your theories fall under. You can have a moderator/narrator linking all the reports together.
3. Actual Reporting. Specifics will depend on the choices you made in collaboration with classmates. To be discussed with professor for finalization of plans.
As you can see, this is as much a collaborative as well as an individual work. Each one will have 10-15 minutes to talk about their learning theory and to try to convince the others of its benefits and uses. The whole exchange should take from 1.5 - 2 hours.
4. Assessment. After the synchronous session, please fill up a Self-Assessment Google Form. Assessment is a learning activity in itself, so this is not optional. This is for formative purpose only, but it will give you an idea on the assessment criteria.
5. Submission: Please submit any handouts or infographic that you made for the Report om Learning Theories in the appropriate submission portal in our course site. Submissions should be in MSWord or PDF format with file name: HP201_[surname/first name]_]_Activity Name_Learning Theory
Example: HP201A_SALVACION, MARIA LOURDES_Learning Theory Report_Gestalt Theory
Assessment Guide:
Assessment rubric for individual presentation on assigned Learning Theory
|
Learning Outcomes |
Exemplary
(4) |
Very Good
(3) |
Satisfactory
(2) |
Needs Improvement (1) |
Unsatisfactory
(0) |
|
Discuss the basic psychological concepts, principles and theories on teaching and learning |
Scope of Content, as well as Organization and development of discussion was excellent, exceeding expectations. |
Gave a clear and comprehensive coverage of the learning theory. Development of the discourse was interesting. |
Coverage as well as organization of the report was adequate. It gave a satisfactory understanding of the topic. |
Selection, organization and development of the discourse was incomplete, or disorganized, leading to some confusion |
Selection, organization and development of the discourse was very incomplete, disorganized leading to general confusion. |
|
Describe the various strengths and weaknesses of each philosophy or learning theory as applied in teaching and learning in the health sciences |
Presenter gave a thorough review of related references on topic assigned; discussion of strengths and weaknesses of each philosophy or theory was clear and direct |
Oral presentation featured well researched related literature in terms of strengths and weaknesses of the philosophy or theory |
Very few, outdated number of related literature citing the strengths and weaknesses in the oral presentation was observed |
Presentation was inconsistent; hardly cited the updated and appropriate literature |
Presentation did not cite any contributions of other authors on the assigned strengths and weaknesses |
|
Presentation Skills: Concepts, principles, and theories applied in HPEd were presented with excellent articulation, language used, pacing, rapport with class
|
Oral facilitation was most thorough, cohesive, and comprehensive Presentation visuals used were effectively used and managed |
Facilitation was thorough, interactive, and conducive for adult learners Presentation resources used and overall flow of presentations matched the class’ level of preparation
|
Standards for effective facilitation were met at the minimum level |
Presentation was inconsistent in the use of correct terms, articulation, discussion of concepts not adequate and clear, not effective rapport |
Presentation failed to meet minimum standards of effective presentation |
|
Written output meets appropriate minimum academic standards |
Written output exceeds expectation; correct grammar usage, articulation is explicit and strong |
Written presentation meeting standard academic format; correct grammar usage, and main messages expressed clearly |
Written output meets minimum standards of academic work, acceptable level of articulation and grammar usage |
Written work contains major communication and formatting errors, has many mistakes in both grammar usage and articulation |
Written work unable to meet standard requirement
|
Total = 16 points