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1. Chapter II
THEORY INTO APPLICATION

2. INTRODUCTION
 This chapter focuses on the theoretical
foundation for the profession of teaching. There
are three important point that you need to focus.
First, the purpose of teaching is leaning. Second,
the teacher’s primary role in learning is that of
instructional expert. Third, theory informs
practice and help teachers effectively fulfill this
primary role.

3. THE VALUE OF THEORY
 What is the practical value of theory?
The ability to select and use tools and techniques
to devise a solution that meets the demands of a
particular situation. This requires the flexibility and
adaptability that come from understanding at the
deeper level of theoretical principle rather than at
the more superficial level of technique
Theory is not simply a collection of abstractions
that are not relevant to the real world. Theory has
practical value for teacher.

4. CAVEAT
 We haven’t tried to include all of the theory that
inform teaching practice. We focus on learning
theory. We believe learning theory is critical because
the way we teach is governed by what we know about
how people learn
 Our purpose is not to provide a definitive statent of
any theory. We want to outline some key features of
several learning theories, and emphasize how they
inform instructional practice.

5. LEARNING THEORY
 Is an organized set of principles explaining
how individuals learn: that is, how they acquire
new abilities and knowledge.
 We have select three theories perspective :
behavioral , information processing , and
constructivist. These perspective represent
major trends in the way learning is
conceptualized and provide some distinctly
deferent practical guideline for instructional
practice

6. BEHAVIORAL PERSPECTIVE

7. BACKGROUND
Ivan P. Pavlov
John B. Watson
B. F. Skinner**

8. ABC MODEL
 A=Antecedent: The event occurring before a
behavior. This event prompts that behavior.
 B=Behavior: Response to the events that can be
seen or heard.
 C=Consequence: The event(s) that follow(s) the
behavior. This effects whether the behavior will
occur again.

9. Consequence:
- When the behavior is followed by a
pleasant consequence, it is more likely to reoccur.
- When the behavior is followed by an
unpleasant consequence, it is less likely to
reoccur.

10. INFORMATION PROCESSING
PERSPECTIVE

11. INTRODUCTION
SILLY = Chair
[See-ya]

12. 1.1 background
- He argued that most human
behavior is similarly complex and
governed by mental processes.
- Driscall, 1994 the mind takes
inflammation in, organizes it, stores
it for later use, and retrieves it from
memory.
- Cognitive scientists were now able
to quantify mental functions with
much more scientific than before

13. 1.2 THEORY PRINCIPLES; HOW MEMORY WORKS
- As an illustration, try
this exercise

14. TASK :
Write down the names of as many of
the 50 United States as you can. 15
seconds given

15. Attention Encoding Retrieval
- Ex. Library The difference
-Search cue between library and
- Scanning memory???

16. 1.3 PRACTICAL APPLICATIONS
How can we help student??????
1. organized new
information.
2. Carefully link new Information
information to existing
knowledge.
3. Use techniques to
guide.

17. 1.4 REFLECTIVE QUESTION
Keyword

19. Constructivist Perspective
Constructivism is a relatively
recent term used to represent a
collection of theories, including
generative learning, discovery learning,
and situation learning.
This theory is the idea that
individual actively construct knowledge
by working to solve realistic problems,
usually in collaboration with others.

20. The constructivist perspective
describes learning as a change in meaning
constructed from experience.
An analogy will help to illustrate this
critical difference.
In the information processing
perspective, the mind is like a mirror,
accurately reflecting the objects and events
in our experience.

21. Some constructivist theories focus on the
individual learner, suggesting that constructing
knowledge is a matter of individual
interpretation.

22. Behaviorism Information Constructivist
Perspective Processing Perspective
Perspective
What is Changing occur Changing Changing with
learning? behavior knowledge that meaning, know
is in memory about things that
system is going to build
Learning Antecedent -> Attention -> Cooperative in
processing Behavior -> Encoding -> solving problems
Consequence Retrieval
Role of Teacher To manage Present Suggest and
things for learner information guide
Role of Student Waiting for Receive Build knowledge
things that information with excited
teacher given

23. MEMBERS
Areerat Pattawan 5430504787
Tipsuda chaomuangkhong 5430504591
Pattarapirom Ekabud 5430504664
Darinee Manadee 5430504575
Chanon Kusuri
Patjaree Vintachai 5430504656
Chorladda Thapla 5430504876