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What Is Learning Chares

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15 views9 pages

What Is Learning Chares

Uploaded by

odenentero
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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WHAT IS LEARNING?

- Learning is not just memorizing information. It involves understanding,


making connections, and applying knowledge in different contexts.
- Key Aspects of Learning:
 Deep and long-lasting
 Involves both cognitive development and behavioral learning
 Requires relating ideas and prior knowledge to new information
 Encourages independent and critical thinking
LEARNING IS AN ACTIVE PROCESS
Learning is a multi-step process that requires:
 Encountering new information
 Paying attention to it
 Coordinating it with prior knowledge
 Storing it in memory
 Applying it in practice
Example:
 Fixing a running toilet by searching for a tutorial, watching it, and
following the instructions to make the repair.
 Looking up the meaning of an unfamiliar word while reading. (DON’T
PUT THIS AS AN EXAMPLE.

Active Learning vs. Passive Learning:


 Active Learning: Involves hands-on experiences like experiments
to understand concepts.
 Passive Learning: Involves activities such as reading, watching, or
listening. It can still be effective for gaining knowledge.
LEARNING LEADS TO LASTING CHANGE:
- Learning means retaining and applying knowledge over time.
- Example: Recognizing a new word or remembering a repair method
even after some time.

LEARNING AS A RESULT OF EXPERIENCE:


 Learning often begins with new experiences, like trying different
solutions to a problem or adopting new methods.
 Example: Experimenting with different cooking techniques.

LEARNING CAN AFFECT ATTITUDES, KNOWLEDGE, OR BEHAVIOR


 Learning can change not just knowledge but also attitudes and
behaviors.
 It can have both positive and negative effects on well-being and lifestyle.
 Learning is a natural ongoing part of life that takes place continually, both
for better and for worse.

B. APPROACHES TO LEARNING
BEHAVIORAL APPROACH
• Behavioral Learning theory is a branch of psychology that focuses on how
people learn through their interactions with the environment. It is based
on the idea that all behaviors are acquired through conditioning, which is a
process of reinforcement and punishment.
Example:
A teacher uses a behavior chart in the classroom. When students stay on task
and follow classroom rules, they move up on the chart. If they misbehave or
disrupt the class, they move down. Students who reach the top of the chart by
the end of the week receive a reward, like a “Student of the Week” certificate.

ROBERT GAGNÉ- THEORY OF INSTRUCTION


• Gagné suggest that learning takes place in a hierarchical way. The model
provides a framework for designing effective instruction by outlining a
sequence of events that enhance learning and promote the acquisition of
knowledge and skills.

GAGNÉ EIGHT TYPES OF LEARNING


1. Signal Learning/Recognition (recognising that something is happening).
2. Stimulus/Response Learning (leaming the response to the stimulus).
3. Motor Chain Learning (learning the sequence of actions necessary).
4. Verbal Chain Learning (associating words in sequence).
5. Multiple (choosing relevant responses to particular stimuli).
6. Concept Learning (making a common response to a class of stimuli).
7. Acquisition of Rules (concepts joining together to guide behaviour)
8. Problem Solving (combining rules to form a new capability)

SOCIAL COGNITIVE APPROACH


• Social Cognitive theories are concerned with the role of the active mind in
processing learning opportunities and developing.
• Social-cognitive theory is grounded by several basic assumptions. One is
that people can learn by observing others. Learners can acquire new
behaviors and knowledge by simply observing a model.

Example:
Imagine a student in a classroom who is learning how to solve a math
problem. The teacher demonstrates the steps on the board, solving a similar
problem. The student observes the teacher’s actions, noting each step, and
then imitates the process. Through this observational learning, the student
understands the steps involved and can apply them to solve similar problems
independently

JOHN DEWEY
• Dewey (1938) believes leaming involves ‘learning to think’. He says the
process of learning is more than doing a task or activity; it also requires
reflection and learning from this.
• For leaming to take place it must be meaningful to each individual, with
students critically reflecting on information presented; they have to be able to
‘experience’ the information and the way to facilitate this is to draw on past
experience.

Example:
Planning sessions that encourage interaction with the material presented and
reflective thinking, as well as creating a climate students or trainees can
structure their own learning.
B. S. BLOOM
— Bloom, considered learning occurred in both the ‘cognitive domain’, that
associated with memory and understanding, and the ‘affective domain’, how
feelings or emotions change as a result of learning.
INFORMATION PROCESSING

The information processing theory is based on the idea that humans actively
process the information they receive from their senses, like a computer does.
Learning is what is happening when our brains receive information, record it,
mold it and store it.

In information processing theory, as the student takes in information, that


information is first briefly stored as sensory storage; then moved to the short
term or working memory; and then either forgotten or transferred to the long-
term memory, as:

-Semantic memories (concepts and general Information)


-procedural memories (processes)
-Images
For learning to occur, it’s critical that information is transferred from the short-
term memory to the long term memory, because if we have more than seven
pieces of information in our short-term memory at one time, we get an
overload (referred to as cognitive overload).

So how to we avoid cognitive overload with students? If teachers prioritizing


the information they give students, they help students to work ourthe critical.

COGNITIVE CONSTRUCTIVIST

Cognitive constructivist teaching methods aim to assist students in


assimilating new information to existing knowledge, as well as enabling them
to make the appropriate modifications to their existing intellectual framework
to accommodate that information.

View of Knowledge

While behaviorists maintain that knowledge is a passively absorbed


behavioral repertoire, cognitive constructivists argue instead that knowledge
is actively constructed by learners and that any account of knowledge makes
essential references to cognitive structures. Knowledge comprises active
systems of intentional mental representations derived from past leaming
experiences. Each learner interprets experiences and information in the light
of their extant knowledge, their stage of cognitive development, their cultural
background, their personal history, and so forth.
View of Learning

Because knowledge is actively constructed, learning is presented as a


process of active discovery. The role of the instructor is not to drill knowledge
into students through consistent repetition, or to goad them into learning
through carefully employed rewards and punishments. Rather, the role of the
teacher is to facilitate discovery by providing the necessary resources and by
guiding learners as they attempt to assimilate new knowledge to old and to
modify the old to accommodate the new.

View of Motivation

Unlike behaviorist learning theory, where learners are thought to be motivated


by extrinsic factors such as rewards and punishment, cognitive learning
theory sees motivation as largely intrinsic Because it involves significant
restructuring of existing cognitive structures, successful leaming requires a
major personal investment on the part of the learner (Perry. 1999, 54).

Implications for Teaching

Cognitivist teaching methods aim to assist students in assimilating new


information to existing knowledge, and enabling them to make the appropriate
modifications to their existing intellectual framework to accommodate that
information. Thus, while cognitivists allow for the use of “skill and drill”
exercises in the memorization of facts, formulae, and lists, they place greater
importance on strategies that help students to actively assimilate and
accommodate new material.

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