2. 22
Learning objectives
At the end of this session, the learner will able
to
Define learning
Explore the perspectives of learning by
psychologist
Develop skills to analyze how the learning theories
could be interacted in a classroom environment
What methods could be adopted to improves
learning through learning theories
3. 33
Definitions: Learning is:
1. “A persisting change in human performance or
performance potential . . . (brought) about a result of the
learner’s interaction with the environment”
2. “The relatively permanent change in a person’s knowledge
or behavior due to experience”
3. “An enduring change in behavior, or in the capacity to
behave in a given fashion, which results from practice or
other forms of experience”
4. 44
Learning Theory
Q: How do people learn?
A: Nobody really knows.
But there are some theories:
Behaviorism
Cognitivism
Humanism
Constructivism
Multiple Intelligences
Brain-Based Learning
5. 55
What is behaviorism?
Learning is the result of an association between a
stimulus and a response
Learning are measured through changes in the
individual behavior.
Classical conditioning:
Watson 1920
Pavlov 1927
Operant conditioning:
Thorndike 1898
Skinner
6. 66
Classical conditioning -
Watson
According John B. Watson – 1920, learning is not
inborn behavior, rather behaviors are learned from
environment.
He did an experiment with 6 months old boy little
Albert.
Based on his experiments he proved that fear and
worries are learned by surroundings
and not inherited.
7. 77
Little Albert experiment
This experiment led to the following progression of
results:
Introduction of a loud sound resulted in fear, a
natural response.
Introduction of a rat paired with the loud sound
resulted in fear.
Successive introductions of a rat resulted in fear.
Here, learning is demonstrated.
12. 1122
Results:
This theory discovered that the people or
animals could learn to respond in a particular
way if certain conditions exist.
13. 1133
Thorndike's “law of effect”
Law of effect means “responses that produce a
satisfying effect in a particular situation
become more likely to occur again in that
situation, and responses that produce a
discomforting effect become less likely to
occur again in that situation.”
14. 1144
Thorndike's “law of effect”
(S-R)
Puzzle box experiments:
A cat put in a puzzle box and food placed outside.
Random movements of cat eventually opened the
door & cat ate the food before being put back into
box. Over a period of trials his movements became
less random & eventually he was able to open the
door immediately he was placed in the puzzle box
Behavior that results in success or reward is more
likely to be repeated than behavior that does not
18. 1188
How would you apply positive and
negative reinforcement in a classroom
REINFORCEMENT
(It increase the
desired behavior)
PUNISHMENT
(It decreases the
desired behavior)
Positive Negative Positive Negative
•Smile
Providing free
Scolding when
•Nods
marks for the
they commits
•Sounds of
test or
mistakes
approval
assignment
Don’t do that
•Give
compliments
•Praise with
words or action
Sending the
students out of
the class for
breaking the
rules
20. 2200
What is Social Learning or
modeling theory
Learning takes place through
observation and sensorial experiences
Imitating the others action
21. 2211
How learning occurs through
Social learning theory
It occurs under 4 condition:
1. Attention – the person must 1st pay attention
to the model.
2. Retention – the observer must able to
remember the behavior that has been observed.
3. Motor reproduction – ability to replicate the
behavior that the model has just demonstrated
4. Motivation – re demonstration
22. 2222
Learning and teaching
applications relative to
Behaviorist theory in a
classroom
Learning applications Teaching applications
Human beings learn through trial and
error.
Learning develops over time
Positive and negative feedback
influences learning
Provide opportunity for problem
Solving
Provide adequate practice time, plan
retest or repeat demonstrations both
immediately and at later Intervals.
Reward the learner for all correct
behavior, praising positive behavior is
better than punishing mistakes.
23. 2233
Cont…
Learning is strengthened
each time a positive
response is received or a
negative consequences is
avoided
Learning occurs through
linking behavior with an
associated response
Continue praise and
positive reinforcement
throughout the teaching
transaction
Proceed from simple to
complex, do mini closure,
share your experience,
create concept map etc.
Learning remains until
other learning interferes
with original learned
response
Assess prior experience
with subject, some
unlearning may be needed
before new learning can
take place
24. 2244
Exercise
Reflect about some positive and negative
reinforcement which could you received from
your school teachers.
Reflect and compare about your starting stage
of learning occurred in diploma nursing and
degree nursing
Reflect on How you will analyze the learning
response of the learners in a practice teaching?
25. 2255
What is Cognivitism
Learners construct new ideas based on
previous knowledge and experiences.
Cognitive learning takes when learner
linking information that was formerly
(assimilate) learned with the new
information (accommodate) being learned.
26. 2266
Cognivitism
Concerned with thinking, perception,
organisation & insight
Learners actively involved in problem-solving,
seeking out new information &
drawing on past experiences to gain
understanding
28. 2288
Gestalt theory – Kohler’s Experiment
In this experiment, the chimpanzee named Grande was
placed in an enclosure surrounded by wooden boxes.
Initially, the animal jumped to reach the banana but was
unsuccessful. Later, Grande dragged the boxes under the
bananas and stacked the boxes on top of one another. Using
the boxes as a step ladder, the animal got to the bananas.
Interpretation: the chimp was processing the information
around it, and then arriving at a solution.
31. 3311
The importance of this theory in
teaching are:
Insightful learning occurs when the student analyzes the
available information in relation to the problems and
attempts to create an appropriate responses the solve the
problem.
Here, the students needs supervision, to ensure that the
student does not omit an important aspect or suggest
something which could be harmful, but the teacher is not
controlling the student’s behavior.
32. 3322
Assimilation learning theory
Cognitive learning depends on the adaptation of
previous & existing knowledge &/or experiences
to form new insights.
Ausubel (1978) sees that the way mentors select
& present information is the key to effective
learning. In his ‘assimilation theory of learning’
he states that the most meaning cognitive
learning takes place as a result of interaction
between new information the individual acquires
& the specifically relevant cognitive structures
s/he already possesses.
33. 3333
Responsibility of teacher in CT:
Ask the students regarding pre requisite knowledge before
planning and teaching a lesson.
Present organized lessons.
Teacher should understand a student’s experience and stage
of development and lessons developed are mentally
appropriate.
Students to be prepared for learning to assimilate and
accommodate all information.
Allow space for the students to share their experience.
34. 3344
Learning and teaching applications
Learnriengla atpipvleic attoio ncognitTievaech itnhg eapoplricyation
•Learning is based on a
change in perception.
•Perceptions are influenced
by the senses.
All learning cannot be
observed, information
must be internalized.
Use multi sensory
teaching strategies, adjust
environment to minimize
distractions.
35. Learning and teaching applications
relative to cognitive theory Learning application Teaching application
•Perception are influenced by
both internal and external
variables
•Personal characteristics have an
impact on how a cue is perceived
•Perceptions are selectively
chosen to be focused on by the
individual.
3355
Assess attitude toward learning
Past experiences with similar
situations
Culture
Maturity
Developmental level and physical
ability before designing teaching plan
Identify learning style and target it in
the teaching process, develop a flexible
approach
Focus learner on what is to be
learned, provide support and guidance
36. 3366
Constructivism
It is an active process in which learners
construct the concept or new ideas
based on their current/ past
knowledge.
37. 3377
Discovery learning
The learner selects and transforms information, constructs
hypothesis and make decision.
Encourage students to discover principles.
Why is there
a rainbow Because it just
rained.
38. 3388
Constructivism
But I only
see a rainbow
when it is
sunny
You’re right,
there must be
sun
So we need sun
and rain for a
rainbow!
39. 3399
I am going
to buy 2 ice cream
for my 2 friends.
So total is 4.
Miss shirt has 3
buttons and skirt
has 3 lines,
so total is 6
41. 4411
Application of constructivism
hands on experiences of physical objects (manipulative
learning of objects )
using models and pictures.( make mental images world by
learn with brightly colored pictures )
Use symbol or numbers to teach
42. 4422
3. Humanistic theorist believe that:
The student who is the one should
determine what is to be learned, and that
learning should relate to their own
experiences.
43. 4433
3. Humanism
(Rogers 1983,Knowles 1984)
Rogers (1983) sees the purpose of education as
individual growth, to enable the development of a
fully functioning person. So focus on human
values and concerns.
Here the teacher should act as a facilitator ,
provider of resources for learning and shares
feelings as well as knowledge with their students
44. 4444
How the teachers should approach the
learners through humanistic theory?
The most important factor in learning is the relationship that
exists between facilitator & student. The relationship is based
on few key factors:
o Genuineness: the mentor should come over as a real
person & be able to develop a normal relationship
with the learner
o Trust & acceptance: the mentor should see & accept
the learner as an individual worthy of their care &
respect
o Empathetic understanding: the mentor should be able
to see things from the learners perspective & act
appropriately in response to this
45. 4455
..cont..
o Encourage learners to set their own
goals and work toward them
oAvoid imposing own values and
views on learner
o Expose learners to new, necessary
information
oPose relevant questions to encourage
learner to seek answers.
47. 4477
Multiple intelligence theory
Howard Gardner -1983
All people born with 8 intelligence
1. verbal – linguistic (good in words and languages)
2. visual – spatial ( ability to visualize the mind’s eye)
3. kinesthetic – capacity to handle objects skillfully.
4. logical - mathematical
48. 4488
Multiple intelligence theory
5. musical – sensitivity to sounds, rhythms, tones and
music.
6. interpersonal – extrovert
7. intrapersonal – introvert, self reflective capacity.
8. naturalistic – nurturing and relating information to
one’s natural surroundings.
51. 5511
Application of brain based learning in
classroom
Creating a learning environment
Incorporation of music
Atmosphere consideration
Temperature
Light
Water
Taking a brain break
“settling time” – brain need break in order to incorporate
information learned and connect the neural networks.
REM sleep
53. The Atkinson-Shiffrin model of memory
Sensory
inputs
Short-term
memory
5533 MS.DEBERAL,SEGI K.L
A ‘temporary store’
which allows us
to recall information
we have just
received
Encoding
A process in
which we try
to make sense of
new information
What we don’t
understand
is discarded
Lon-term
memory
A store which allows
us to recall information
a long time
after receiving it
Imitation: Individuals adopt the modeled behavior more readily and completely if the person they are observing is admired by the observer
We more readily model behavior if it results in outcomes we value or approve of