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Lesson 6 - Conceptual Model of Learning and Dimension of Meaningful Discovery Learning

The document discusses conceptual models of learning used at St. Peter's College of Education. It describes meaningful learning as focusing on new experiences rather than rote memorization. Discovery learning involves students uncovering what is to be learned through tasks rather than receiving structured instructions. Generative learning refers to students actively generating meaning from experiences. Constructivism posits that learning involves building personal understanding through activities and environment.

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Erica Jambongana
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350 views12 pages

Lesson 6 - Conceptual Model of Learning and Dimension of Meaningful Discovery Learning

The document discusses conceptual models of learning used at St. Peter's College of Education. It describes meaningful learning as focusing on new experiences rather than rote memorization. Discovery learning involves students uncovering what is to be learned through tasks rather than receiving structured instructions. Generative learning refers to students actively generating meaning from experiences. Constructivism posits that learning involves building personal understanding through activities and environment.

Uploaded by

Erica Jambongana
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ST.

PETER’S COLLEGE
COLLEGE OF EDUCATION
Committed to
Excellence
TECHNOLOGY FOR
TEACHING AND
LEARNING 2
CONCEPTUAL MODEL OF LEARNING AND
DIMENSION OF MEANINGFUL AND
DISCOVERY LEARNING

spc | COLLEGE OF EDUCATION


Committed to
CONCEPTUAL MODEL OF
LEARNING
1. MEANINGFUL LEARNING
2. DISCOVERY LEARNING
3. GENERATIVE LEARNING
4. CONSTRUCTIVISM

spc | COLLEGE OF EDUCATION


Committed to
MEANINGFUL LEARNING
If the traditional learning environment gives
stress to rote learning and simple memorization,
meaningful learning gives focus to new experience
that departs from the learning of a sequence of words
but gives attention to meaning.

spc | COLLEGE OF EDUCATION


Committed to
MEANINGFUL LEARNING
It assumes that:
- Students already have prior knowledge that is relevant
to new learning.
- Students are willing to perform class work to find
connection between what they already know and what
they can learn.

spc | COLLEGE OF EDUCATION


Committed to
DISCOVERY LEARNING
This is differentiated from reception (meeting point
of meaningful and discovery learning) in which ideas
are presented to students in a well-organized way, such
as through detailed set of instructions to complete an
experiment.

spc | COLLEGE OF EDUCATION


Committed to
DISCOVERY LEARNING
In discovery learning, students perform tasks to uncover
what is to be learned. New ideas and new decisions are
generated in the learning process, regardless of the need to
move on and depart from the structured lesson previously set.
In here, it is important that the students become personally
engaged and NOT subjected by the teacher.

spc | COLLEGE OF EDUCATION


Committed to
DIMENSIONS OF MEANINGFUL
AND DISCOVERY LEARNING

spc | COLLEGE OF EDUCATION


Committed to
GENERATIVE LEARNING
- Active learners who attend to learning events and
generate meaning from this experience and draw
inferences thereby creating a personal model or
explanation to the new experience in the context of
existing knowledge.

- Generative learning activities such as in writing


paragraph, summarizing, developing answers and
questions,drawing pictures,creating paragraph, tittles,
organizing ideas/ concepts and others.
spc | COLLEGE OF EDUCATION
Committed to
CONSTRUCTIVISM
The learner builds a personal understanding through appropriate
learning activities and a good learning environment.
The most accepted constructivism principles are:
- Learning consists in what a person can actively assemble for
himself and not what he can just ask from someone else.
- Role of learning is to help the individual live to his personal
world.

spc | COLLEGE OF EDUCATION


Committed to
IMPLICATION OF
- CONSTRUCTIVISM
The learner is directly responsible for learning. He creates
personal understanding and transforms information into
knowledge. The teacher plays an indirect role by modeling
effective learning, assisting, facilitating, and encouraging learners.

- The context of meaningful learning consists in the learner


“connecting” his school activity with real life.

- The purpose of education is acquisition of practical and personal


knowledge, not abstract or universal truths.

spc | COLLEGE OF EDUCATION


Committed to
References:
https
://prezi.com/dyrkozvya5u9/lesson-6-it-enters-the-new-learning-
environment
/

spc | COLLEGE OF EDUCATION


Committed to

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