Learning
Process,
Principles,
Rate of Retention,
Learning Motivation
LEARNING
Learning as perception
Learning as behaviour
Learning as Development
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LEARNING
Learning is an active process in which the Learner uses sensory
input and constructs meaning out of it.
People learn to learn as they learn.
The crucial action of constructing meaning is mental.
Learning involves language.
Learning is a social activity.
Learning is contextual.
One needs knowledge to learn.
It takes time to learn.
Motivation is the key component in learning.
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PRINCIPLES LEARNING
People are born learners.
People seek to understand new information and experiences by connecting
them to what they already know.
People learn in different ways.
Thinking about one’s own thinking improves performance and the ability to
work independently.
Individuals’ stages of development effect learning.
Although people may naturally make connections as they learn, they often need
help to transfer knowledge to different contexts.
A repertoire of strategies enhances learning.
Certain dispositions, attitudes, and habits of mind facilitate learning.
Working with others of different styles and perspectives enhances learning.
Those who do the work do the learning.
A resource-rich environment facilitates learning. 4
Developing shared understandings about what constitutes quality work fosters
learning.
FACTORS WHICH AFFECT LEARNING
(i) The nature of the learner
(ii) The nature of the knowledge
(iii) The nature of the learning process
(iv) The student’s role
(v) The teacher
(vi) Limitations in the learning environment
- limited time
- limited resources
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THE LEARNING PROCESS
1. Motivation and reception of stimuli.
2. Apprehending (the subject perceives the material and
distinguishes it from the other stimuli competing for his or her
attention).
3. Acquisition (the subject codes the knowledge).
4. Retention (stores the knowledge in short or long term memory).
5. Recall (retrieves the material from memory).
6. Generalization (the material is transferred to new situations,
thus allowing the subject to develop strategies for dealing with
them).
7. Performance (strategies are put into practice).
8. Feedback (obtains knowledge of results).
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MOTIVATION IN LEARNING
Motivation is an internal process that activates, guides,
and maintains behavior over time. There are different
kinds, intensities, aims, and directions of motivation.
Motivation
to learn is critically important to students and teachers.
o Motivation is a consequence of reinforcement.
o People satisfy their lower level needs to be
motivated.
o Attribute good things and success(or failure) to
your own abilities and efforts.
o Person’s motivation depends on estimation of
chance of success or the value one places on
success.
MASLOW NEED THEORY
WAYS TO MOTIVATE TO
LEARN
An incentive is a reinforcer that people can expect to
receive if they perform a specific behavior.
Intrinsic incentives are aspects of certain tasks that in
themselves have enough value to motivate students to
do the tasks on their own.
Extrinsic incentives include grades, gold stars, and other
rewards.
Teachers can enhance intrinsic motivation by arousing
students' interest, maintaining curiosity, using a variety
of presention modes, and letting students set their own
goals.
Ways to offer extrinsic incentives include stating clear
expectations; giving clear, immediate, and frequent
feedback; and increasing the value and availability of
rewards.
REWARDING PERFORMANCE, EFFORT
AND IMPROVEMENT
Classroom rewards include praise, which is most
effective when it is contingent, specific and credible.
Feed back grades can serve as incentives.
A general method of rewarding effort is to recognize
students' improvement over their own past records.
Teachers can use cooperative learning methods that
emphasize cooperative goal structures over
competitive goals structures and reward effort and
improvement.
