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If you teach a person what to
learn, you are preparing that
person the past. if you teach a
person how to learn, you are
preparing for the future.
― Cyril Houle
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three elements of learning
A.)A change in
behavior,
better or worse
C.) Behavior
change must be
relatively
permanent and
last for a fairly
long time.
B.) Change takes
place through
practice or
experience (not
changes due to
through growth
or maturation)
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Types of Learning
- A form of learning to
maintain and go through daily
life activities.
A. MOTOR LEARNING
B. VERBAL LEARNING
C. CONCEPT LEARNING
- A form of learning which requires the use
of higher-order mental processes like
thinking, reasoning, and analysing. It
involves two processes: abstraction and
generalization.
- it involves the use of spoken
language as well as the
communication devices.
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Types of Learning
E. LEARNING PRINCIPLES
- It is learning principles related to science,
mathematics, grammar and the like. Principles
show the relationship between two or more
concepts, some examples of which are formulas,
laws, associations, correlations, and the like.
- It is learning to differentiate between stimuli
and responding appropriately to these
stimuli. An example is being able to
distinguish the sound of horns of different
vehicles like bus, car, and ambulance.
D. DISCRIMINATION LEARNING
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Types of Learning
ATTITUDE LEARNING
- Attitude is a predisposition which
determines and predicts behavior.
Learned attitudes influence one’s
behavior toward people, obj ects,
things, or ideas
F. PROBLEM SOLVING
- This is a higher-order thinking
process. This learning requires the use
of cognitive abilities-such as thinking,
reasoning, observation, imagination,
and generalization.
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Nature of Theories of Learning
-Learning theory is an oranized
set of principles explainign how
individuals acquire and recall
knowledge and explain the
phenomenon of learning
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Learner Centered is a
perspective that focuses on
individual learners- their
hereditary, experiences,
perspectives, backgrounds,
talents, interests, capacities
and needs with focusing on
learning-the best available
knowledge about learning and
how it occurs and about
teaching practices that are
most effective in promoting the
highest level of motivation,
learning and achievement of all
learners.
Learning Point:
Defining "Learner-Centered"
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― Cyril Houle
Learner Centered Principles
a. They pertain to the learner and the learning process.
b. They focus on psychological factors primarily the internal and under the
control of the learner.
c. They deal with external or contextual factors that interact the internal factors.
d. They are seen as an organized set of principles; no principle to be viewed in
isolation.
e. The principles are classified under cognitive, metacognitive, motivational
affective, developmental, social and individual difference factors related to
learning.
f. These principles apply not only to all learners but to everybody involved in the
educational system, as for example, teachers, administrators, parents, staff
and guidance counselors.
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Cognitive and M etacognitive F actors
• Learning for complex subject matter is mostly effective when it is
an international process of constructing meaning from
information and experience.
1. Nature of the
Learning Process
• The successful learner, over time, with support and guidance can
create meaningful, convenient representation of knowledge.
2. Goals of the Learning
Process.
• The learner can relate new information in meaningful ways.
3. Construction of
Knowledge
• The learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex goals.
4. Strategic thinking.
• Higher-order strategies for selecting and and monitoring
mental operations facilitate creative and critical thinking.
5. Thinking about
Thinking
• Learning is influenced by environment factors including
culture, technology and instructional practices.
6. Context of Learning
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M otivational and Affective F actors
Motivational and Emotional Influences in Learning - W
hat and how much is learned is influenced by the
learner' s level of motivation. Motivation to learn is in turn influenced by the learner' s emotional states,
beliefs, interests, goals and habits of thinking.
Intrinsic Motivation to Learn. Learning is stimulated by tasks of optimal novelty and difficulty, relevant to
personal interests, and providing the personal choice and control.
Effects of Motivation on Effort. Acquisition of complex knowledge and skills requires extended learner
effort and guided practice. W
ithout his motivation willingness to exert effort is unlikely, unless coerced.
Developmental influences on Learning. As individuals develop, they encounter different opportunities and
experiences, as well as constraints for learning. Learning is most effective when differential within and
across, physical, intellectual, emotional and social domains is taken account.
Social Influenceson Learning. Learning is influenced by social interactions, interpersonal relations and
communication with others.
Developmental and S ocial F actors
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Individual Differences in Learning. Learners have different strategies, approaches and capabilities for
learning that are a function of prior experience and heredity.
Learning and Diversity. Learning is most effective when differences in learners, linguistics, social and
cultural backgrounds are taken into account.
Standards and Assessment. Setting appropriately high and challenging standards and assessing the
learner and learner progress- including diagnostic and outcome assessment are integral parts of the
learning process.
Individual Differences F actors
Individual Differences F actors
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S antrock(2011) identifies some learner-centered instructional strategies which address
learners needs. They are;
1. Problem- Based Learning
This strategy emphasizes real-life problem solving. It exposes learners to authentic life problems that they
meet in their daily lives. This approach involves small-group efforts to indentify problems and issues they wish
to tackle and explore, then identify materials and resources to solve the problem. The teacher guides and
monitors the learners problem solving efforts.
2. Essential Questions
Essential Questions are asked of learners which perplex them. This is followed by other questions, which
motivate the students to explore the questions and look for answers.
The questions course the students to think, and provoke their questions are creative. A "dull" question, like "
W
hat is the effect of the People Power Revolution in our political and economic life?" can be translated into
a more thought provoking one like, " Is the People Power Revolution still going on?"
3. Discovery Learning
This approach is in contrast to direct-instruction approach. Teachers creates the situation with the students
explore and figure out things for themselves. The guided discovery learning, where students still construct
their own understanding but with the guidance of teacher.
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B ehaviorism
Ivan Pavlov was a Russian physiologist who is best known for his work
in classical conditioning, which formed the basis of behaviorism.
"Pavlov' s theory of behaviorism is based on the idea that behavior is
learned through the process of classical conditioning.
- He discovered the concept of classical conditioning while studying
the digestion in dogs
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F ollowing are the basic assumptions of behaviorism, which
many behaviorists share (O rmrod, 2015, pp. 52-53).
a. Principles of learning should apply equally to different behaviors and to a variety of animal species.
This is on the assumption that humans and other animals learn in similar ways. Thus behaviorists-
researchers apply to humans what they have derived from the studies of animals.
b. Learning processes can be studied most obj ectively when the focus of study is on the stimuli and
responses. It is argued that stimuli and responses are observable and measurable which contribute
to obj ectivity of studying learning.
C.. Internal processes tend to be excluded or minimized in theoretical explanations. This thinking
stemmed from the argument that these internal behaviors cannot be directly observed. Recently,
however, there has emerged a thinking propounded by neo-behaviorists that learning is better
understood if cognitive processes, be included as a factor, that explains learning.
d. Learning involves a behavior change.
e. Organisms are born as blank slates.
f. Learning is largely the result of environmental events.
g. The most useful theories tend to be parsimonious (or concise).
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Learning Theories
a.Drill/Rote work
b. Repetitive practice
c. Giving bonus points
d. Giving participation
points
e.Verbal reinforcement
f. Establishing rules
g. Giving of rewards
h. Applying punishment
i. Giving feedback
j. Positive reinforcement
k. Token reinforcers
1. Negative reinforcement
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Cognitivism is a learning theory that focuses
on the internal processes surrounding
information and memory. It emphasizes that
learning is an active process of constructing
meaning from information.
Cognitivism
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B ehaviorism
Jean Piaget was a Swiss child psychologist who founded cognitive
psychology and was the most influential exponent of cognitivism. His
theory of cognitive development proposed that children actively
construct their understanding of the world through their experiences.
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E xamples and applications
of the cognitive learning
theory (Kelly, S eptember
2012).
a.Classifying or chunking information
b. Linking concepts (associate new
content with something known)
c. Providing structure (organizing
lectures in efficient and meaningful
ways)
d. Real world examples
e. Discussions
f. Problem-solving
g. Analogies
h. Imagery/providing pictures
i. Mnemonics
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Cognitive
Constructivism
social constructivism
View
ofKnowledge
Knowledge is arepertoire
ofbehavioral responsesto
environmentalstimuli.
Knowledge systems
ofcognitive structures
areactively constructed
bylearners based on
cognitivestructures.
Knowledge isconstructed
withinsocial contextsthrough
interactionswith a
knowledgecommunity.
View ofLearning Passive absorption ofa
predefined body
ofknowledge by
thelearner. Promoted
byrepetition and
positivereinforcement.Extri
nsic, involvingpositive and
negativereinforcement.
Active assimilation
andaccommodation of
newinformation to
existingcognitive
structures.Discovery by
learners.
Integration of studentsinto a
knowledgecommunity.Collaborat
iveassimilation
andaccommodation ofnew
information.
View
ofMotivation
Intrinsic, learners set
their owngoals and
motivate themselvesto
learn.
Intrinsic and extrinsic.Learning
goals andmotives aredetermined
both bylearners and
extrinsicrewards provided bythe
knowledgecommunity.
Implicationsfor
Teaching
Correct
behavioralresponses
aretransmitted by
teachersand absorbed
bystudents.
Teacher facilitates
learning byproviding an
environment
thatpromotes discovery
andassimilation/accom
modation.
Collaborative learningis
facilitated andguided by the
teacher.Group work.
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S O CIAL LE AR NING TH E O R Y
- this theory was espoused by Albert Bandura who works
with both cognitive and behaviorist frameworks that
embrace attention, memory, and motivation.
- He was a Canadian - American Psychologist
- He was born on December 4, 2925 in Alberta Canada.
- He known for his Bobo Doll Experiments
- Bandura became known among academics as the father of
Cognitive Theory (Nobavi 2012)
- In the 1960s, Bandura became known for his social learning
theory (SLT).
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S O CIO CO NS TR U CTIV IS M
- a social learning theory developed by Russian Psychologist
Lev Vygotsky
- He was a Soviet Psychologist
- Born on December 17, 1896 at Orsha Belarus
- He was a prolific writer, publishing six books in 10 years.
- He developed several important theories about the way
children learn and grow within culture & society
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W hat is S ocio Constructivism?
- focuses on the collaborative nature of learning.
- believes that knowledge begins with the selection of ideas from every day experiences.
- emphasize the importance of culture and context in understanding what occurs in
society and constructing knowledge based on this understanding.
- Learning by engaging in real life situation.
- uses language as a way for social coordination and adaptation.
Some educations scholar believe that holding a constructivist view of
knowledge enables a teacher to explore and form new ideas about
teaching and learning.
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E X PE R IE NTIAL LE AR NING
-Experiential learning theories build on social and constructivist
theories of learning but situate experience at the core of the
learning process.
- They aim to understand the manner in which experiences,
whether first secondhand motivate learners and promote their
learning. Therefore, learning is about meaningful experiences in
everyday life that lead to a change in individual' s knowledge
and behaviors.
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E X PE R IE NTIAL LE AR NING
- Carl Rogers is an influential proponent of these theories
suggesting that experiential "learning is self" learning as
people have a natural inclination to learn and they learn if
they are fully involved in the learning process.
- He was born on January 8, 1902 at Oak Park, Illinois United
States
- He is also one of the founders of humanistic psychology.
- He believed that humans were capable of becoming whole
persons through self discovery.
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a. learning can only be facilitated; we cannot
teach another person directly
b. learners become more rigid under threat
c. significant learning occurs in an
environment where threat to the learner is
reduced to a minimum
d. learning is most likely to occur and to last if
it is self initiated.
R ogers put forward
the following insights.
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E X PE R IE NTIAL LE AR NING
The four stage Learning Cycle by David Kolb
• Concrete Experience (CE)
• Reflective Observation (RO)
• Abstract Conceptualization (AC)
• Active Experimentation (AE)
David Kolb
- He is a psychologist and educational theorist
- Best known for his theory of experiential learning.
- Born on December 12, 1939 at Motine, Illinois United States
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M ultiple
Intelligences
• The concept of multiple intelligences is a theory
proposed by Harvard psychologist Howard Gardner
• W
hen you hear the word intelligences, the concept of
IQtesting may immediately come to mind. Intelligence
is often defined as our intellectual potential,
something we are born with, something that can be
measured, and a capacity that is difficult to change.
In recent years, however other views of intelligence
have emerged, including Gardener' s suggestion that
multiple different types of intelligence may exist
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S ituated Learning Theory and Community of Practice
- Thes concepts were developed by Jean Lave and Etienne
W
enger
W
hat is Situated Learning Theory
- Situated Learning recognizes that there is no learning that is
not situated.
- it emphasizes the relational and negotiated character of
knowledge and learning as well as the engaged nature of
learning activity for the individuals involved.
- Sergiovanni reinforces the idea that learning is most effective
when it takes place in communities.
- Communities of practice is not confined only to schools but to
cover other settings like workplaces and organizations. It seeks
to understand both the structure of communities and how
learning occurs in them ("Education," n. d).
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According to McCarthy (1981, 1987) the concept of practice is
based on the following assumptions:
a. Learning is fundamentally a social phenomenon
b. Knowledge is integrated in the life of communities that share
values, beliefs, language and ways of doing things.
c. The process of learning and membership in a community of
practice are inseparable.
d. Knowledge is inseparable from practice
e. Empowerment or the ability to contribute to a community creates
the potential for learning
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21st Century S kills
- The study or explanation of 21st century learning or skills emerged
from the concerns about transforming the goals and daily practice
of learning to meet the new demands of the 21st century
characterized as knowledge and technology driven.
The twelve 21st Century Skills are:
1. Critical Thinking
2. Creativity
3. Collaboration
4. Communication
5. Information Literacy
6. Media Literacy
7. Technology Literacy
8. Flexibility
9. Leadership
10. Initiative
11. Productivity
12. Social Skills
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