Presentación subida como tarea asignada para el Módulo de Medios y Recursos Didácticos a cargo de la Prof. Mag. Blanca Duarte

1. Ms. Romina Bento
Didactics I
THEORIES OF LEARNING
Versión presentada para el Módulo de
Medios y Recursos Didácticos – Prof. Mag. Blanca Duarte
Curso de Didáctica Universitaria – ISEHF, Julio 2016

2. Most of us take the process of learning for granted since it
is something that we have been doing for all of our lives.
What do we really mean by the word learning?
Most teachers have different ideas about what constitutes
learning and about what happens when learning takes place.
Explanations about what happens when learning takes place
are known as theories of learning, and these theories
provide us with conceptual frameworks for interpreting
examples of learning that we observe in real-life situations.
But what is learning?

3. Learning can be broadly defined as a process that
brings together cognitive, emotional, and
environmental influences for the purpose of
making changes in one’s knowledge, skills, values,
and worldviews.
Learning also refers to a relatively permanent
change in behavior as a result of practise or
experience.

4. Most psychologists today believe that we have at
least two separate modes of learning and memory,
one called declarative and the other procedural.
•Declarative learning and memory are
associated with factual information.
•Procedural learning and memory are
dependent on motoric patterning and conditioning.

5. SELECTED IDEAS FROM
PSYCHOLOGY & EDUCATION
1. Transfer of Learning
2. Modeling
3. Chunking
4. Principles of
Learning

6. One of the goals of education is to take what we learn
in the classroom and transfer that knowledge to
future situations outside of the classroom.
Transfer of learning takes place when one learning task
influences another one.
Transfer can be either positive or negative.
1. TRANSFER OF LEARNING

7. • The Learning Curve
• Learning to Learn
• The Spacing Effect
• Learning from Whole to Parts
SUBCOMPONENTS OF
TRANSFER OF LEARNING

8. In interactions with others, people modify their
behavior based on how others respond.
People learn by imitating or modeling what
primary reinforcers (e.g. parents, teachers, or
peers) do.
2. MODELING

9. • Vicarious learning or indirect modeling: In
some cases it is enough for learners to merely
witness what a teacher does overtime. The
learner’s attention is not drawn to a specific
behavior.
• Direct modeling: The teacher may model the
desired behaviors he/she is looking for by
demonstrating the behaviors with a learner or
modeling the behaviors him/herself.
TYPES OF MODELING

10. New information is easier to remember if…
• it can be presented in manageable chunks and
• if it can be connected to something you already
know.
3. CHUNKING

11. a. Readiness: mental, emotional, and physical readiness.
b. Effect: learning is enhanced when it is accompanied by a pleasant
or satisfying feeling.
c. Exercise: we remember the things that are most often repeated.
d. Primacy: people tend to remember best the information that
comes first.
e. Recency: people remember best the things that they learn most
recently.
f. Intensity: new concepts that are taught intensively are more likely
to be retained.
4. PRINCIPLES OF LEARNING

12. INDIVIDUAL LEARNING
STYLES
How do learners learn best according to their
learning styles?

13. 1. SENSORY LEARNING STYLES
Perceptual
a) Visual
b) Auditory
c) Tactile
d) Kinesthetic
Environmental
a) Physical
b) Sociological

14. 2. COGNITIVE LEARNING
STYLES
a) Field – Dependent vs. Field – Independent
b) Analytic Thinking vs. Global Thinking
c) Impulsiveness vs. Reflectiveness
d) Tolerance of Ambiguity – Intolerance of
Ambiguity

15. 3. MYERS – BRIGG PERSONALITY
TYPE INDICATOR
a) Introversion / Extraversion
b) Feeling / Thinking
c) Intuition / Sensing
d) Perception / Judging

17. 4. KOLB’S EXPERIENTIAL
MODEL
a) Concrete Experience (CE)
b) Abstract Conceptualization (AC)
c) Reflective Observation (RO)
d) Active Experimentation (AE)

19. Source
Murray, Denise E. and MaryAnn Christison. What English
Language Teachers Need to Know. Vol I. ESL & Applied
Linguistics Series. PDF