Bruner: Introduction
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This document discusses discovery learning and its key aspects. It notes that discovery learning is an active process where the teacher provides problem situations to stimulate students to discover the fundamental ideas, relationships, or patterns of a subject themselves. It is influenced by a student's prior knowledge and abilities. Learning is most meaningful when students grasp the underlying structure of what they are learning.
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ESP Theories of learning last questionnaire
This document discusses various topics relating to behaviorist, cognitive, and affective views of learning, including:
1. How behaviorist drills conflict with cognitive and affective views by not allowing for problem-solving or viewing the learner as a thinking being.
2. The value of structural pattern drills for beginners as they can feel a sense of meaningful accomplishment when completing tasks.
3. The importance of viewing language learning as rule-governed rather than habit-forming, allowing learners to apply prior knowledge to new tasks.
4. Setting principles for a learning-centered methodology incorporating affective factors, problem-solving, cognitive processing, and minimal external motivation.
What is meaningful learning
This document provides an overview of meaningful learning and how technology can facilitate it. It discusses how meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. It argues that technologies should not be used simply to deliver instruction, but rather to support students learning with technologies as tools. When students use technologies to represent their own understanding and knowledge in multiple ways, through problem-solving and collaboration, it can lead to more meaningful learning compared to learning facts from technologies.
Cognitive learning
Cognitive learning theory focuses on how people think and process information. Key aspects include that learning is an active process where learners construct their own understanding, and that mental processes like observing and categorizing are important. Theorists discussed include Piaget, who identified stages of cognitive development, Bruner, who described modes of thinking, and Ausubel, who emphasized meaningful learning by relating new concepts to prior knowledge. The theory emphasizes giving learners opportunities to actively engage with and make sense of new information.
Behaviorism, constructivism, cognitivism
This document discusses different views of learners, learning, teachers, and classrooms from behavioral, cognitive, and constructivist perspectives.
The behavioral view sees the learner as passive and shaped by environmental stimuli without internal reflection. The teacher controls learning through reinforcement. The cognitive view sees the active learner integrating new and existing knowledge through mental processing. The teacher provides tools for organizing information.
The constructivist view is learner-centered, with students constructing their own understanding through hands-on experiences. The teacher acts as a guide, using modeling, coaching and scaffolding to facilitate student-led discussion and interactive, project-based activities.
Learning by insight
Gestalt theory proposes that the brain perceives wholes rather than individual parts. It was founded by Max Wertheimer and further developed by Kurt Koffka and Wolfgang Kohler. According to Gestalt principles, learning involves understanding objects and concepts as unified wholes rather than as isolated pieces. The theory emphasizes that insight occurs suddenly when all relevant information is perceived together in a new way, rather than through gradual accumulation of facts.
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This document provides a brief overview of several learning theories: active learning, problem based learning, inquiry based learning, service learning, and conversation theory. It discusses key aspects of each theory, such as active learning involving student responsibility, problem based learning involving collaborative problem solving, and inquiry based learning being student-driven. It also notes how conversation theory explains how interactions lead to the construction of knowledge.
Mini project 2-- teaching and learning theories spring 2015
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Rote Learning
Curricula Integration lecture Nov 9 2013 ULAB Auditorium. Fall 2013 theme: Theory of Knowledge- What we know, how we know?
Recommended
ESP Theories of learning last questionnaire
This document discusses various topics relating to behaviorist, cognitive, and affective views of learning, including:
1. How behaviorist drills conflict with cognitive and affective views by not allowing for problem-solving or viewing the learner as a thinking being.
2. The value of structural pattern drills for beginners as they can feel a sense of meaningful accomplishment when completing tasks.
3. The importance of viewing language learning as rule-governed rather than habit-forming, allowing learners to apply prior knowledge to new tasks.
4. Setting principles for a learning-centered methodology incorporating affective factors, problem-solving, cognitive processing, and minimal external motivation.
What is meaningful learning
This document provides an overview of meaningful learning and how technology can facilitate it. It discusses how meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. It argues that technologies should not be used simply to deliver instruction, but rather to support students learning with technologies as tools. When students use technologies to represent their own understanding and knowledge in multiple ways, through problem-solving and collaboration, it can lead to more meaningful learning compared to learning facts from technologies.
Cognitive learning
Cognitive learning theory focuses on how people think and process information. Key aspects include that learning is an active process where learners construct their own understanding, and that mental processes like observing and categorizing are important. Theorists discussed include Piaget, who identified stages of cognitive development, Bruner, who described modes of thinking, and Ausubel, who emphasized meaningful learning by relating new concepts to prior knowledge. The theory emphasizes giving learners opportunities to actively engage with and make sense of new information.
Behaviorism, constructivism, cognitivism
This document discusses different views of learners, learning, teachers, and classrooms from behavioral, cognitive, and constructivist perspectives.
The behavioral view sees the learner as passive and shaped by environmental stimuli without internal reflection. The teacher controls learning through reinforcement. The cognitive view sees the active learner integrating new and existing knowledge through mental processing. The teacher provides tools for organizing information.
The constructivist view is learner-centered, with students constructing their own understanding through hands-on experiences. The teacher acts as a guide, using modeling, coaching and scaffolding to facilitate student-led discussion and interactive, project-based activities.
Learning by insight
Gestalt theory proposes that the brain perceives wholes rather than individual parts. It was founded by Max Wertheimer and further developed by Kurt Koffka and Wolfgang Kohler. According to Gestalt principles, learning involves understanding objects and concepts as unified wholes rather than as isolated pieces. The theory emphasizes that insight occurs suddenly when all relevant information is perceived together in a new way, rather than through gradual accumulation of facts.
Learning Theory
This document provides a brief overview of several learning theories: active learning, problem based learning, inquiry based learning, service learning, and conversation theory. It discusses key aspects of each theory, such as active learning involving student responsibility, problem based learning involving collaborative problem solving, and inquiry based learning being student-driven. It also notes how conversation theory explains how interactions lead to the construction of knowledge.
Mini project 2-- teaching and learning theories spring 2015
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Rote Learning
Curricula Integration lecture Nov 9 2013 ULAB Auditorium. Fall 2013 theme: Theory of Knowledge- What we know, how we know?
Cognitive constructivism – Jerome.S. Bruner
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
David ausubel
David Ausubel developed Meaningful Learning Theory which posits that meaningful learning occurs when new information is related to an individual's existing cognitive framework or schema. The theory outlines several processes by which this occurs, including derivative subsumption where new information is an example of an existing concept, and correlative subsumption which enriches a concept. According to Ausubel, meaningful learning is most effective when it progresses from general to specific concepts and integrates new and old ideas through comparisons.
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The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
Mini project 2 --teaching and learning theories
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Jerome Bruner and Constructivism
Jerome Bruner was an American psychologist born in 1915 who received his PhD from Harvard. He is known for developing discovery learning and constructivist learning theories. Some key principles of Bruner's theory include that any subject can be taught effectively in some form to any learner, and that learning should involve active engagement through different modes of representation including enactive, iconic, and symbolic. Bruner believed learning is an active process in which students construct new ideas based upon their current and past knowledge through discovery and interaction.
Subsumption theory by_david_paul_ausubel
- Ausubel proposed that meaningful learning occurs when new information is linked to existing knowledge structures in a hierarchical or categorical manner. This process is known as subsumption.
- There are four types of subsumption: derivative, correlative, superordinate, and combinatorial. Advance organizers are used to relate new concepts to prior knowledge and facilitate subsumption.
- Ausubel's theory focuses on how individuals learn large amounts of meaningful verbal information in educational settings through subsumption processes like those occurring when new material is presented.
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This document discusses several learning theories that can be applied to program design, including reinforcement theory, goal theory, social learning theory, expectancy theory, need theory, information processing theory, and adult learning theory. It also covers learning outcomes, processes, and styles. Program design considerations are outlined, such as site selection and preparation, as well as key components like design documents, templates, course plans, and overviews.
Meaningful learning
The document discusses meaningful learning and how it can be facilitated through various approaches. Meaningful learning refers to fully understanding knowledge and how it relates to other information. It requires active engagement and constructing or reconstructing meanings by integrating new knowledge with prior knowledge. Characteristics of meaningful learning include it being synergetic, interrelated, interactive, and interdependent. Approaches that can foster meaningful learning discussed in the document include active, constructive, intentional, authentic, and cooperative learning. Technology can also facilitate meaningful learning by allowing students to represent their own knowledge and providing rich flexible media for learning.
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This document discusses cognitive and behavioral learning theories. It covers topics like adult learning theory, why learning theory is important, cognitive theory and its key aspects, social learning theory proposed by Albert Bandura which involves modeling, observation and reinforcement. Behavioral theory is also defined, focusing on conditioning, stimuli, and reinforcement. The document compares teaching approaches based on social versus behavioral theories and how the different theories may impact the mode of delivery such as traditional classroom, online, hybrid settings.
Learning theory
The document discusses various theoretical approaches to teaching and learning in clinical settings. It covers behaviorist theories like classical conditioning and operant conditioning, cognitive theories including information processing and schema theory, and social theories like social cognitive theory. For behaviorist theories, it emphasizes stimulus-response relationships and reinforcement. Cognitive theories focus on how learners actively construct meaning and organize information in their minds. Social theories view learning as a social process where people learn from observing and interacting with others. The document also discusses models for adult learning and Benner's stages of clinical competence.
Rotelearning vs meaningful learning
Rote learning can be defined as a memorization technique based on repeating the material again and again till you get through with it and begin to memorize.
The idea behind the rote learning is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.
Rote learning is generally based on only repeating of the topics, and not the clear understanding of the topics. Rote learning methods are generally used when quick memorization is required, such as learning one's lines in a play or memorizing a telephone number, also some students opt for rote learning instead of meaningful learning method with the clear understanding of the subject.
Rote learning is widely used in the mastery of foundational knowledge.
Learning theories
This document discusses several theories of learning:
1) Reinforcement theory proposes that behavior is influenced by its consequences, and positive reinforcement strengthens behaviors while punishment weakens them.
2) Experiential learning theory emphasizes learning through experience and reflection in a cyclical process.
3) Different learning styles, like reflecting, thinking, and doing, affect how individuals learn best. Considering one's own style can improve learning.
4) Action learning links learning to real-world problems through small groups that regularly meet to help members learn from each other's experiences.
Principle of context
The document discusses the principle of context in learning. It states that instruction is most effective when learning takes place through situations and circumstances that provide meaningful context. It outlines 6 levels of context, ranging from just using textbooks to incorporating field experiences. The highest levels of context involve demonstrations from experts, and personal experiences that allow for concrete, firsthand understanding beyond just verbal explanations. Providing proper context can engage learners more and help illustrate ideas clearly.
Unit 3.3 Cognitive Processes
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In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Learning theories in mathematics
The document summarizes several learning theories that can be applied to mathematics teaching, including:
- Behaviorism, which emphasizes stimulus-response and uses rewards/punishments; lessons focus on skills development.
- Cognitive constructivism, based on Piaget's stages of development and how learners build on prior knowledge.
- Social constructivism, based on Vygotsky's social learning theory and the zone of proximal development.
- Perceptual learning styles, which categorize learners as visual, auditory, kinesthetic, or tactile and have implications for lesson design.
The document demonstrates how understanding learning theories can help teachers adapt their instruction to meet learners' developmental levels.
Concept formation strategy
This document discusses concept formation strategy as a teaching method. It defines concept formation as a classification activity where students observe item characteristics to group them. The purpose is for students to carefully examine objects/actions/processes and think of a method to classify them. The process involves dividing students into groups, providing items to classify, having groups organize items and explain their rationale. Examples of concept formation in teaching civic responsibility are also provided. Different instructional strategies for concept formation are outlined, including direct, interactive, and indirect methods.
Behaviourism concept and contribution
Behaviorism is a systematic approach to understanding human and animal behavior through observation and measurement of external behaviors. It emerged in the early 20th century through the work of psychologists like Ivan Pavlov and John Watson who sought to study behavior objectively without relying on introspection. Behaviorism influenced education through concepts like segmented instruction, operant conditioning using reinforcement and feedback, and behavior modification to change behaviors. Behaviorist teaching methods focus on shaping behaviors through reinforcement, repetition of skills, and assessment of observable behaviors.
Models of teaching
This document discusses models of teaching and their components. It defines teaching models as instructional designs that specify environmental situations to cause specific changes in student behavior. There are four families of teaching models: information processing, personal, social, and behavioral systems. Each model has four key components - syntax, social system, principles of reaction, and support system. The document provides examples of models within each family and describes the components.
Learning styles and learning theories
This document discusses learning styles and theories. It defines learning styles as the way a person learns and identifies visual, auditory and tactile learners. It explains the importance of identifying learning styles to involve more of the brain and help students learn and recall information better. The document also outlines seven common learning styles and several theories of learning, including sensory stimulation theory, reinforcement theory, and experiential learning theory.
The learning process
This document discusses learning strategies and how to encourage learner independence. It defines learning strategies as specific actions that make learning easier and more effective. Direct strategies like memorizing and indirect strategies like self-evaluation are explained. The document also provides examples of cognitive, interpersonal, linguistic, affective, and creative learning strategies. To encourage learner independence, the document recommends setting goals, self-assessment, and giving learners choices in their learning process.
Fnbe course-outline
The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
Fnbe course outline
This 3-credit module provides an introduction to social psychology. It examines social behavior and interactions through topics like prejudice, attraction, aggression, and group influence. The module aims to increase students' self-awareness and ability to relate to others. It will be delivered over 18 weeks through 3 hours of weekly lectures and 2 hours of self-study. Students will be assessed through assignments, projects, tests, and a portfolio. The assessments are designed to evaluate students' understanding of concepts and theories, as well as their ability to apply learning to real-world situations and communicate effectively.
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Cognitive constructivism – Jerome.S. Bruner
1. Jerome Bruner was an influential American psychologist who developed the theory of cognitive constructivism, which posits that learning is an active process where learners construct new ideas based on their current and background knowledge.
2. Bruner proposed that cognitive development occurs in three stages - enactive (learning by doing), iconic (using mental images and models), and symbolic (using symbols and language) - and that instruction should help students transition between these stages.
3. Key aspects of Bruner's theory included the spiral curriculum, discovery learning, scaffolding, and using concept formation to help students categorize information. His work emphasized how instruction could be tailored to students' developmental levels and prior experiences.
David ausubel
David Ausubel developed Meaningful Learning Theory which posits that meaningful learning occurs when new information is related to an individual's existing cognitive framework or schema. The theory outlines several processes by which this occurs, including derivative subsumption where new information is an example of an existing concept, and correlative subsumption which enriches a concept. According to Ausubel, meaningful learning is most effective when it progresses from general to specific concepts and integrates new and old ideas through comparisons.
Psu3721 cognitive theories_of_learning
The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
Mini project 2 --teaching and learning theories
Directions:
Imagine you are the principal in a school with a large influx of new teachers who have been prepared to use constructivist teaching strategies and to distrust direct instruction. Your older teachers, on the other hand, are the opposite – they distrust the new constructivist approaches and believe strongly in “traditional teaching.”
Prepare a 20 minute (or longer) discussion/presentation about different theories of teaching and learning, including direct instruction. Include a PowerPoint presentation with recorded audio on the strengths and weaknesses of each of the learning perspectives discussed in this chapter –behavioral, cognitive, and constructivist. Be sure to discuss the situations for which the behavioral approach is best. Give at least one example for each approach. Make sure that during your presentation, you:
Consider the pros and cons of direct instruction
Contrast direct instruction with a constructivist approach to teaching
Examine under what situations each approach is appropriate
Propose and defend a balanced approach to teaching.
This is a wonderful information and cite the author if you are using it in your presentation. Thank you for checking it out.
Jerome Bruner and Constructivism
Jerome Bruner was an American psychologist born in 1915 who received his PhD from Harvard. He is known for developing discovery learning and constructivist learning theories. Some key principles of Bruner's theory include that any subject can be taught effectively in some form to any learner, and that learning should involve active engagement through different modes of representation including enactive, iconic, and symbolic. Bruner believed learning is an active process in which students construct new ideas based upon their current and past knowledge through discovery and interaction.
Subsumption theory by_david_paul_ausubel
- Ausubel proposed that meaningful learning occurs when new information is linked to existing knowledge structures in a hierarchical or categorical manner. This process is known as subsumption.
- There are four types of subsumption: derivative, correlative, superordinate, and combinatorial. Advance organizers are used to relate new concepts to prior knowledge and facilitate subsumption.
- Ausubel's theory focuses on how individuals learn large amounts of meaningful verbal information in educational settings through subsumption processes like those occurring when new material is presented.
Learning theories and program design
This document discusses several learning theories that can be applied to program design, including reinforcement theory, goal theory, social learning theory, expectancy theory, need theory, information processing theory, and adult learning theory. It also covers learning outcomes, processes, and styles. Program design considerations are outlined, such as site selection and preparation, as well as key components like design documents, templates, course plans, and overviews.
Meaningful learning
The document discusses meaningful learning and how it can be facilitated through various approaches. Meaningful learning refers to fully understanding knowledge and how it relates to other information. It requires active engagement and constructing or reconstructing meanings by integrating new knowledge with prior knowledge. Characteristics of meaningful learning include it being synergetic, interrelated, interactive, and interdependent. Approaches that can foster meaningful learning discussed in the document include active, constructive, intentional, authentic, and cooperative learning. Technology can also facilitate meaningful learning by allowing students to represent their own knowledge and providing rich flexible media for learning.
Learning Theory
This document discusses cognitive and behavioral learning theories. It covers topics like adult learning theory, why learning theory is important, cognitive theory and its key aspects, social learning theory proposed by Albert Bandura which involves modeling, observation and reinforcement. Behavioral theory is also defined, focusing on conditioning, stimuli, and reinforcement. The document compares teaching approaches based on social versus behavioral theories and how the different theories may impact the mode of delivery such as traditional classroom, online, hybrid settings.
Learning theory
The document discusses various theoretical approaches to teaching and learning in clinical settings. It covers behaviorist theories like classical conditioning and operant conditioning, cognitive theories including information processing and schema theory, and social theories like social cognitive theory. For behaviorist theories, it emphasizes stimulus-response relationships and reinforcement. Cognitive theories focus on how learners actively construct meaning and organize information in their minds. Social theories view learning as a social process where people learn from observing and interacting with others. The document also discusses models for adult learning and Benner's stages of clinical competence.
Rotelearning vs meaningful learning
Rote learning can be defined as a memorization technique based on repeating the material again and again till you get through with it and begin to memorize.
The idea behind the rote learning is that one will be able to quickly recall the meaning of the material the more one repeats it. Some of the alternatives to rote learning include meaningful learning, associative learning, and active learning.
Rote learning is generally based on only repeating of the topics, and not the clear understanding of the topics. Rote learning methods are generally used when quick memorization is required, such as learning one's lines in a play or memorizing a telephone number, also some students opt for rote learning instead of meaningful learning method with the clear understanding of the subject.
Rote learning is widely used in the mastery of foundational knowledge.
Learning theories
This document discusses several theories of learning:
1) Reinforcement theory proposes that behavior is influenced by its consequences, and positive reinforcement strengthens behaviors while punishment weakens them.
2) Experiential learning theory emphasizes learning through experience and reflection in a cyclical process.
3) Different learning styles, like reflecting, thinking, and doing, affect how individuals learn best. Considering one's own style can improve learning.
4) Action learning links learning to real-world problems through small groups that regularly meet to help members learn from each other's experiences.
Principle of context
The document discusses the principle of context in learning. It states that instruction is most effective when learning takes place through situations and circumstances that provide meaningful context. It outlines 6 levels of context, ranging from just using textbooks to incorporating field experiences. The highest levels of context involve demonstrations from experts, and personal experiences that allow for concrete, firsthand understanding beyond just verbal explanations. Providing proper context can engage learners more and help illustrate ideas clearly.
Unit 3.3 Cognitive Processes
Unit 3.3 Cognitive Processes
Constructivism: Knowledge Construction/Concept learning
In the quotation above, “filling up the pail” is more linked to rote learning and behaviorism. It connotes that teaching is dominated by the teacher and the learners are passive receivers of knowledge. “Lighting the fire” is related to the cognitive perspective and constructivism.
Two Views of Constructivism
Individual Constructivism. This is also called cognitive constructivism. It emphasizes individual, internal construction of knowledge. It is largely based on Piaget’s theory.
Social Constructivism. This view emphasizes that “knowledge exists in a social context and is initially shared with others instead of being represented solely in the mind of an individual”.
Characteristics of Constructivism
1. Learners construct understanding. As discussed earlier, constructivists do not view learners as just empty vessels waiting to be filled up. They see learners as active thinkers who interpret new information based on what they already know. They construct knowledge in a way that makes sense to them.
2. New learning depends on current understanding. Background information is very important. It is through the present views or scheme that the learner has, that new information will be interpreted.
3. Learning is facilitated by social interaction. Constructivists believe in creating a “community of learners” within classrooms. Learning communities help learners take responsibility for their own learning.
4. Meaningful learning occurs within authentic learning tasks. An authentic task is one that involves a learning activity that involves constructing knowledge and understanding that is so akin to the knowledge and understanding needed when applied in the real world.
Organizing Knowledge
Concepts. A concept is a way of grouping or categorizing objects or events in our mind. A concept of teach, includes a group of tasks such as model, discuss, illustrate, explain, assist, etc.
Concepts as Feature Lists. Learning a concept involves learning specific features that characterize positive instances of the concept. Included here are defining features and correlational feature. A defining feature is a characteristic present in ALL instances.
A correlational feature is one that is present in many positive instances but not essential for concept membership. For example, a mother is loving.
Concepts as Prototypes. A prototype is an idea or a visual image of a “typical example. It is usually formed based on the positive instances that learners encounter most often.
Concepts as Exemplars. Exemplars represent a variety of examples. It allows learners to know that an example under a concept may have variability.
Making Concept-learning Effective. As a future teacher, you can help students learn concepts by doing the following:
• Provide a clear definition of the concept
• Make the defining features very concrete and prominent
• Gi
Learning theories in mathematics
The document summarizes several learning theories that can be applied to mathematics teaching, including:
- Behaviorism, which emphasizes stimulus-response and uses rewards/punishments; lessons focus on skills development.
- Cognitive constructivism, based on Piaget's stages of development and how learners build on prior knowledge.
- Social constructivism, based on Vygotsky's social learning theory and the zone of proximal development.
- Perceptual learning styles, which categorize learners as visual, auditory, kinesthetic, or tactile and have implications for lesson design.
The document demonstrates how understanding learning theories can help teachers adapt their instruction to meet learners' developmental levels.
Concept formation strategy
This document discusses concept formation strategy as a teaching method. It defines concept formation as a classification activity where students observe item characteristics to group them. The purpose is for students to carefully examine objects/actions/processes and think of a method to classify them. The process involves dividing students into groups, providing items to classify, having groups organize items and explain their rationale. Examples of concept formation in teaching civic responsibility are also provided. Different instructional strategies for concept formation are outlined, including direct, interactive, and indirect methods.
Behaviourism concept and contribution
Behaviorism is a systematic approach to understanding human and animal behavior through observation and measurement of external behaviors. It emerged in the early 20th century through the work of psychologists like Ivan Pavlov and John Watson who sought to study behavior objectively without relying on introspection. Behaviorism influenced education through concepts like segmented instruction, operant conditioning using reinforcement and feedback, and behavior modification to change behaviors. Behaviorist teaching methods focus on shaping behaviors through reinforcement, repetition of skills, and assessment of observable behaviors.
Models of teaching
This document discusses models of teaching and their components. It defines teaching models as instructional designs that specify environmental situations to cause specific changes in student behavior. There are four families of teaching models: information processing, personal, social, and behavioral systems. Each model has four key components - syntax, social system, principles of reaction, and support system. The document provides examples of models within each family and describes the components.
Learning styles and learning theories
This document discusses learning styles and theories. It defines learning styles as the way a person learns and identifies visual, auditory and tactile learners. It explains the importance of identifying learning styles to involve more of the brain and help students learn and recall information better. The document also outlines seven common learning styles and several theories of learning, including sensory stimulation theory, reinforcement theory, and experiential learning theory.
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The document provides information on a 3 credit hour module called "Social Psychology" taught over 18 weeks. It will use student-centered learning approaches like group discussions and presentations. Students will learn about social behavior, prejudice, attraction, aggression, and how culture affects social behavior. Assessment will include formative assessments during tutorials, summative assessments to check understanding, and a portfolio reflecting learning outcomes. The goal is to help students understand human interaction and relate meaningfully with others.
Fnbe course outline
This 3-credit module provides an introduction to social psychology. It examines social behavior and interactions through topics like prejudice, attraction, aggression, and group influence. The module aims to increase students' self-awareness and ability to relate to others. It will be delivered over 18 weeks through 3 hours of weekly lectures and 2 hours of self-study. Students will be assessed through assignments, projects, tests, and a portfolio. The assessments are designed to evaluate students' understanding of concepts and theories, as well as their ability to apply learning to real-world situations and communicate effectively.
Fnbe course outline
This 3-credit module provides an introduction to social psychology. It will examine social behavior and interactions through topics like prejudice, attraction, aggression, and group influence. The module aims to help students understand how social situations and culture can influence individual thoughts and actions. It will be delivered over 18 weeks through 3 hours of weekly lectures and 2 hours of self-study. Students will be assessed through assignments, projects, tests, and a portfolio. The assessments will evaluate students' understanding of key concepts and their ability to apply knowledge to analyze problems.
SP Course Outline
This 3-credit module on social psychology provides an introduction to the field and examines social behavior and solutions to social problems. The module objectives are to provide a clear introduction to social psychology, increase awareness of human behavior, and enable students to better relate to others. The module will be delivered over 18 weeks through lectures and self-study. Assessment includes formative assessments through discussions and summative assessments to evaluate understanding. A student-centered learning approach will be used with activities like group discussions and presentations.
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This document provides an overview of the Social Psychology module. The 3-credit, 18-week module introduces students to the field of social psychology through lectures and tutorials. It examines social behavior, interactions, and the influence of culture. Assessment includes formative feedback through tutorials and summative assessments to evaluate students' understanding. The module aims to increase students' awareness of human behavior and empower them to address contemporary issues.
Psycho course outline
This 3-credit hour module on social psychology provides a broad introduction to the field. It will examine social behavior and interactions at both the micro and macro levels. Students will learn about self, prejudice, relationships, groups, and the influence of culture. The module uses student-centered learning approaches including discussions, presentations and group work. Students will be assessed through assignments, a project, tests, and a portfolio. The goal is to help students better understand human behavior and enable them to interact meaningfully with others.
Social Psychology Module Outline
This 3-credit hour module on social psychology provides a broad introduction to the field. It will examine social behavior and interactions at both the micro and macro levels. Students will learn about self, prejudice, relationships, groups, and the influence of culture. The module uses student-centered learning approaches including discussions, presentations, and group work. Students will be assessed through assignments, a project, tests, and a portfolio. The goal is to help students better understand human behavior and relate to others.
PSY Module Outline
This 3-credit hour module on social psychology provides a broad introduction to the field. It will examine social behavior and interactions at both the micro and macro levels. Students will learn about self, prejudice, relationships, groups, and the influence of culture. The module uses student-centered learning approaches including discussions, presentations, and group work. Students will be assessed through assignments, a project, tests, and a portfolio. The goal is to help students better understand human behavior and relate to others.
Fnbe course outline (cts) july 2013 revision 170713
This document provides information about the Creative Thinking Skills module offered at Taylor's University. The 3-credit hour module aims to equip students with critical and creative thinking skills through techniques like mind mapping, brainstorming, and the application of divergent and convergent thinking methods. Assessment includes individual and group projects, an idea journal, and an e-portfolio. Students will be evaluated based on their ability to apply practical thinking skills, recognize characteristics of different thinking types, and effectively communicate ideas. The module will be delivered over 18 weeks through lectures, tutorials, and self-study to help students develop lifelong learning and problem-solving capabilities.
Fnbe course outline CTS July 2013 revision 170713
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Philosophies of Instructional Strategies for Effective Learning
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Guided theory
Constructivism and social constructivism are theories of learning that focus on students actively constructing their own knowledge through hands-on problem solving and social interaction. According to constructivist theory, students should be actively engaged in their learning by exploring topics, asking questions, and discovering solutions, rather than passively receiving information from teachers. Social constructivism additionally emphasizes that learning occurs through social interactions and cultural influences. The document outlines key principles of constructivism and social constructivism, including the roles of teachers in facilitating student-led learning and the roles of students in taking responsibility for their own learning through inquiry, collaboration, and reflection.
Project based learning
Project-based learning is an instructional approach where students learn by actively exploring real-world problems and challenges. It emphasizes student-centered, hands-on learning where students work in groups to solve a problem or answer a driving question. Benefits include greater conceptual understanding, improved collaboration skills, and enhanced creativity. Teachers play a facilitator role in project-based learning by guiding student work within the curriculum standards.
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social psycho course outline
This 3-credit module provides an introduction to social psychology over 18 weeks. It will examine social behavior, processes, problems, and solutions through lectures, group work, and self-study. Students will develop awareness of human interaction and how social situations influence thoughts and actions. Assessment includes individual journal assignments, a group comic strip project, and a semester-long group research project presented at the end of the term. The goal is for students to gain knowledge of social psychology and how to apply it to relate effectively with others.
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This document outlines a teaching methodology course that prepares students to become effective teachers. It covers key concepts like learning objectives, principles of learning, learning processes and theories, curriculum development, teaching methods, lesson planning, teaching aids, and student assessment. The course introduces important definitions and principles, examines factors that influence teaching and learning, and includes a microteaching presentation from each student. Key topics include traditional and modern teaching methods, characteristics of learning, principles of adult learning, and psychological theories of learning including behavioral, cognitive, constructivist, and humanistic approaches.
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The memory level focuses on rote memorization of facts with little student thinking. Understanding level goes beyond memorization to help students comprehend relationships between facts and principles. Students can generalize rules and apply knowledge.
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The document introduces three pedagogical theories: cognitive-behaviorist, social-constructivist, and connectivist. The cognitive-behaviorist theory views the learner as passive and focuses on memorization, while social-constructivism sees learning as an active social process of constructing knowledge. The connectivist model assumes learners have access to infinite information through networks and focuses on their ability to find and apply knowledge as needed.
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Bruner: Introduction
- 1. Bruner Jammu University 2 Year B.Ed. Paper 202/3 Sem: II This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
- 2. Structure Structure, Pattern, Form and Whole Structure similar to Gestalt Psychologists Structure of a discipline varies from stage to stage Elementary level rudimentary character- simple and uncomplicated Teacher must be able to reduce complexity for the level of students Learning is meaningful only when learners grasp structure Similar to Piaget’s Schema= cognitive structure
- 3. Discovery Learning Learning is active process of discovery Influenced by prior knowledge and ability of learner Teacher should provide problem situations that stimulate students to discover for themselves the structure of the subject matter structure= fundamental ides, relationships or patterns of the subject matter Specific facts and details are part of the basic structure
- 4. Concepts and coding System Learning should be inductive- e.g. rule Concept of student refers to all learners irrespective of their age and place of learning subject or skill of learning Concepts are abstracts Placing the term into coding system helps understanding More specific concepts are arranged under the general topic
- 5. transfer
- 10. Advantages of Discovery Learning
- 11. Disadvantages of Discovery learning