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of learning. These domains are known as cognitive, affective and psycho-motor. Think of cognitive as thinking, affective as emotions, and psycho-motor as actions.

      When planning to deliver your subject, you will need to consider which domain you want to reach and how you can progress your learners through the five stages. It’s useful to know this when planning your session’s aim and objectives (covered in Chapter 4).

       Extension activity

       How will these theories affect the way you teach and assess your subject? Do you agree with them, or do you have your own theory of how learning takes place? Choose two of the theories which you feel are relevant and research them further, and/or use the weblinks at the end of this chapter to find out about others.

       Self-assessment checklist

       Do I know about the following?

       If not, re-read this chapter, or research the texts and websites listed at the end.

      □ The different environments in which learning can take place

      □ Different room layouts and the impact they can have upon learning

      □ How to manage the learning environment

      □ Health and safety considerations in the learning environment

      □ The age ranges and varieties of learners

      □ What motivates learners

      □ Different intrinsic and extrinsic motivation factors

      □ Theories of motivation

      □ The challenges a teacher faces

      □ How to deal with disruptions

      □ Learning preferences and styles

      □ Different teaching and learning theories, principles and models

       Summary

      This chapter has explored the different factors which contribute to learning.

      You should now be able to manage your sessions in a meaningful way, taking into account the different age ranges of learners, and the different locations where learning takes place. You should also know the theories of how learning takes place.

      You might like to carry out further research by accessing the books and websites listed at the end of this chapter, particularly if you are working towards a higher level teaching qualification.

      This chapter has covered the following topics:

      • Teaching and learning environments

      • Learner age ranges and modes of attendance

      • Motivation

      • Challenges

      • Learning preferences and styles

      • Teaching and learning theories, principles and models

       References and further information

      Aubrey, K. and Riley, A. (2016) Understanding and Using Educational Theories. London: SAGE.

      Bates, B. (2016) Learning Theories Simplified. London: SAGE.

      Bloom, B.S. (1956) Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: McKay.

      Bruner, J.S. (1960). The Process of Education. Cambridge, MA: Harvard University Press.

      Caviglioli, O. (2004) Thinking Visually: Step-by-step Exercises That Promote Visual, Auditory and Kinaesthetic Learning. Baldock: Pembroke Publishing Ltd.

      Coffield, F. et al. (2004) Learning Preferences and Pedagogy in Post-16 Learning: A Systematic and Critical Review. London: Learning and Skills Research Centre.

      Coffield, F. (2008) Just Suppose Teaching and Learning Became the First Priority. London: Learning and Skills Network.

      Dale, E. (1969) Audio Visual Methods in Teaching (3rd edition). New York: Holt, Rinehart and Winston.

      Dewey, J. (1938) Logic: The Theory of Inquiry. New York: Holt, Rinehart and Winston.

      Dewey, J. (1963) Experience and Education. New York: Collier Books.

      Fleming, N. (2005) Teaching and Learning Preferences: VARK Strategies. Honolulu: Honolulu Community College.

      Fleming, N. and Mills, C. (1992) Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11: 137.

      Gagne, R. (1985) The Conditions of Learning (4th edition). New York: Holt, Rinehart and Winston.

      Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd edition). London: Learning Matters SAGE.

      Herzberg, F. (1991) Herzberg on Motivation. New York: Penton Media Inc.

      Honey, P. and Mumford, A. (1992) The Manual of Learning Preferences (3rd edition). Maidenhead: Peter Honey Associates.

      Illeris, K. (2010) The Fundamentals of Workplace Learning: Understanding How People Learn in Working Life. Abingdon: Routledge.

      Keller, J.M. (1987) Strategies for Stimulating the Motivation to Learn. Performance & Instruction, 26(8): 1–7.

      Kidd, W. and Czerniawski, G. (2010) Successful Teaching 14–19. London: SAGE.

      Knowles, M. (1975) Self-Directed Learning: A Guide for Learners and Teachers. New Jersey: Prentice Hall.

      Knowles, M., Elwood, F.H. and Swanson, A. (2011) The Adult Learner (7th edition). Oxford: Butterworth-Heinemann.

      Laird, D. (1985) Approaches to Training and Development. Harlow: Addison Wesley.

      Maslow, A.H. (1987) (edited by Frager, R.) Motivation and Personality (3rd revised edition). New York: Pearson Education Ltd.

      Pavlov, I.P. (1927) Conditioned Reflexes: An Investigation of the Physiological Activity of the Vertebral Cortex. London: OU Press.

      Peart, S. and Atkins, L. (2011) Teaching 14–19 Students in the Lifelong Learning Sector. Exeter: Learning Matters.

      Peter, L.J. and Hull, R. (1969) The Peter Principle: Why Things Always go Wrong. New York: William Morrow and Company.

      Piaget, J. (1959) The Language and Thought of the Child (Vol. 5). Psychology Press.

      Rogers, C. (1959) A Theory of Therapy, Personality and Interpersonal Relationships as Developed in the Client-centered Framework. In S. Koch (ed.), Psychology: A Study of a Science. Vol. 3: Formulations of the Person and the Social Context. New York: McGraw Hill.

      Rogers, C. (1994) Freedom to Learn. New York: Prentice Hall.

      Rogers, A. and Horrocks, N. (2010) Teaching Adults (4th edition). Maidenhead: Open University Press.

      Senior, L. (2016) A Teacher’s Guide to 14–19 Policy and Practice. Abingdon: Routledge.

      Skinner, B.F. (1953) Science and Human Behavior. New York: Free Press.

      Skinner, B.F. (1974) About Behaviorism. San Francisco, CA: Knopf.

      Vygotsky, L.S. (1962) Thought and Language. Cambridge, MA: MIT Press.

      Vygotsky, L.S. (1978) Mind and Society: The Development of Higher Mental Processes. Cambridge, MA: Harvard University Press.

      Wallace, S. (2017) Motivating Unwilling Learners in Further Education. London: Bloomsbury Education.

      Watson, J.B. (1928) The Ways of Behaviourism. New York: Harper & Brothers.

       Websites

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