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3 Process of Learning

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Sowmyya Thotakura
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16 views33 pages

3 Process of Learning

Uploaded by

Sowmyya Thotakura
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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LEARNING

Features of learning
• Learning always involves experience.
• Behavioral changes that occur due to learning are
relatively permanent.
PERFORMANCE & INFERENCE
SEQUENCE OF EVENTS THAT OCCUR IN LEARNING

• Before learning – No knowledge of contents of learning


• Stimulus material to be learnt – Pages of learning material
you must read
• Acquiring knowledge – Experiencing, encoding and processing of
content
• Learning – New state of knowledge
• After time passes
• Retention or storage – Altered state of knowledge
• Retrieval – learner is required to recall the contents
• Utilization – Learner recalls
Cognitive Learning Theory

 Discovery Learning -
Jerome Bruner

 Meaningful Verbal
Learning - David
Ausubel
Cognitive Learning Theory
 Discovery Learning
1. Bruner said anybody can learn anything at any age, provided it is stated in terms they can understand.
2. Powerful concepts
a. Transfer to many different situations
b. Only possible through Discovery Learning
c. Confront the learner with problems and help them find solutions. Do not present sequenced materials.
Cognitive Learning Theory
 Meaningful Verbal Learning
• New material is presented in a systematic way, and is connected to existing
cognitive structures in a meaningful way.
• When learners have difficulty with new material, go back to the concrete anchors
(Advance Organizers). Provide a Discovery approach, and they’ll learn.
Cognitivism in the Classroom
• Inquiry-oriented projects

• Opportunities for the


testing of hypotheses

• Curiosity encouraged

• Staged scaffolding
Critiques of Cognitivism
• Like Behaviorism, knowledge itself is given and absolute

• Input – Process – Output model is mechanistic and deterministic

• Does not account enough for individuality

• Little emphasis on affective characteristics


Social Learning Theory (SLT)
• Grew out of Cognitivism

• A. Bandura (1973)

• Learning takes place through observation and sensorial


experiences

• Imitation is the sincerest form of flattery

• SLT is the basis of the movement against violence in media &


video games
Social Learning Theory
Learning From Models -
Albert Bandura
1. Attend to pertinent clues
2. Code for memory (store a visual
image)
3. Retain in memory
4. Accurately reproduce the
observed activity
5. Possess sufficient motivation to
apply new learning
SLT in the Classroom
• Collaborative learning
and group work

• Modeling responses
and expectations

• Opportunities to
observe experts in
action
Critiques of Social Learning Theory
• Does not take into account individuality, context,
and experience as mediating factors

• Suggests students learn best as passive receivers


of sensory stimuli, as opposed to being active
learners

• Emotions and motivation not considered


important or connected to learning
Critiques of Social Constructivism
• Suggests that knowledge is neither given nor absolute

• Often seen as less rigorous than traditional approaches to


instruction

• Does not fit well with traditional age grouping and rigid
terms/semesters
Multiple Intelligences (MI)
• Grew out of Constructivism, framed around metacognition

• H. Gardner (1983 to present)

• All people are born with eight intelligences:


• Enables students to leverage their strengths and purposefully
target and develop their weaknesses

1. Verbal-Linguistic 5. Musical
2. Visual-Spatial 6. Naturalist
3. Logical-Mathematical 7. Interpersonal
4. Kinesthetic 8. Intrapersonal
MI in the Classroom
• Delivery of instruction
via multiple mediums

• Student-centered
classroom

• Authentic Assessment

• Self-directed learning
Brain-Based Learning (BBL)
• Grew out of Neuroscience & Constructivism

• D. Souza, N. Caine & G. Caine, E. Jensen (1980’s to


present)
• 12 governing principles

1. Brain is a parallel processor 7. Focused attention & peripheral perception


2. Whole body learning 8. Conscious & unconscious processes
3. A search for meaning 9. Several types of memory
4. Patterning 10. Embedded learning sticks
5. Emotions are critical 11. Challenge & threat
6. Processing of parts and wholes 12. Every brain is unique
TRIAL AND ERROR LEARNING

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