This document discusses factors that influence learning, including personal, social, cultural, cognitive, physical, and sensory factors. It examines how learning theories like behaviorism, cognitivism, and social/situational theories relate to these factors and influence educational practice. Specifically, it explores how social and emotional skills impact learning, and how educators can promote their development. It also analyzes how different cognitive, physical and sensory abilities affect learning, and the role of multi-sensory teaching approaches to support diverse learners.
u # 5 Stages in learning ,physical Environment .pptFarida Faraz
Understanding the stages of learning can help you become a better educator. Learning makes the world go around, so be sure to help your members reach their full potential by making them conscious of their level of competence.
When learning how to learn a new skill, there are four basic stages: Unconscious incompetence. Conscious incompetence. Conscious competence. Unconscious competence.
The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child.
u # 5 Stages in learning ,physical Environment .pptFarida Faraz
Understanding the stages of learning can help you become a better educator. Learning makes the world go around, so be sure to help your members reach their full potential by making them conscious of their level of competence.
When learning how to learn a new skill, there are four basic stages: Unconscious incompetence. Conscious incompetence. Conscious competence. Unconscious competence.
The term physical environment refers to the overall design and layout of a given classroom and its learning centers. Teachers should design the environment by organizing its spaces, furnishings, and materials to maximize the learning opportunities and the engagement of every child.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
These slides are for teachers and researchers to know how to address student-centered learning
Inclusive learning
Critical thinking , these three dimensions are addressed in the slides. Please do share your thoughts.
The 14 learner-centered principles are classified into four categories: 1) me...mtkho1909
The 14 learner-centered principles are classified into four categories: 1) metacognitive and cognitive factors, 2) affective and motivational factors, 3) developmental and social factors, and 4) individual difference factors.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
These slides are for teachers and researchers to know how to address student-centered learning
Inclusive learning
Critical thinking , these three dimensions are addressed in the slides. Please do share your thoughts.
The 14 learner-centered principles are classified into four categories: 1) me...mtkho1909
The 14 learner-centered principles are classified into four categories: 1) metacognitive and cognitive factors, 2) affective and motivational factors, 3) developmental and social factors, and 4) individual difference factors.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Introduction
• In this chapter, we will consider how important physical, sensory,
cognitive, social and cultural factors are to learning, particularly in
relation to education. These factors are often underpinned by
learning theories and understanding those theories and their
application to teaching context can help us to appreciate how
individuals learn and the role of the educator within the learning
process, not least within the context of inclusive practice.
3. Learning Outcomes for the Module
Chapter 1: Factors Influencing Learning
• 1.1 Review the impact of personal, social, and cultural factors on
learning.
• 1.2 Review the impact of different cognitive, physical, and sensory
abilities on learning.
Chapter 2: Policy and Regulatory Frameworks
• 2.1 Summarise policy and regulatory frameworks relating to
inclusive practice.
• 2.2 Explain how policy and regulatory frameworks influence
organisational policies relating to inclusive practice.
• 2.3 Explain how policy and regulatory frameworks influence own
inclusive practice
Chapter 3: Roles and Responsibilities
• 3.1 Summarise own role and responsibilities relating to inclusive
practice.
• 3.2 Explain the relationship between own role and the roles of
other professionals involved in inclusive practice.
• 3.3 Identify points of referral available to meet individual learning
needs
Chapter 4: Creating an Inclusive Environment
• 4.1 Review key features and benefits of an inclusive learning
environment.
• 4.2 Analyse ways to promote equality and value diversity.
• 4.3 Analyse ways to promote inclusion.
• 4.4 Review strategies for effective liaison between professionals
involved in inclusive practice.
Chapter 5: Reflecting on your Inclusive Practice
• 5.1 Review the effectiveness of own inclusive practice.
• inclusive practice.
• 5.2 Identify own strengths and areas for improvement in relation
to inclusive practice.
• 5.3 Plan opportunities to improve own skills in inclusive practice.
4. Learning Outcomes: In this chapter you will cover the following
learning outcomes
Factors which Influence Learning:
• 1.1 Review the impact of personal, social, and cultural
factors on learning.
• 1.2 Review the impact of different cognitive, physical, and
sensory abilities on learning.
5. Personal, Social and Cultural Factors on Learning
• Social, cultural and emotional learning forms a key role
within educational settings.
• These are essential life skills that support a child’s ability to
cope with difficulties, build resilience, learn how to manage
feelings, manage friendships and solve problems.
• Some of the important social and emotional skills that might
contribute to children’s learning might include, though not
limited to,:
• Self-awareness
• Developing a sense of social awareness
• Self-management
• Social relationships and communication
• Theory of mind and intentionality (e.g. recognising that
others may have different opinions and thoughts)
• Responsible decision-making
• Question: As a practitioner, how do you promote the
development of social and emotional skills within the your
own curriculum and classroom delivery?
• Watch the following video, produced by an Australian mental
health organisation called ‘Kids Matter’, which outlines 5
social and emotional competencies for learning.
https://www.youtube.com/watch?time_continue=2&v=pWZeR1bB038
6. Personal, Social and Cultural Factors on Learning
• Social and situational learning theories play a key role when
we consider the wider social and cultural importance for
learning and development.
• From your training and professional practice you will have
encountered a range of learning theories, for example:
• Learning theories which emphasise the social and cultural
contexts affect learning emphasises social interactions among
children. Purpose of education, in this context, would be to
encourage full, active participation in learning activities
which fosters social and cultural relationships.
• Social and emotional learning seeks to improve pupils’
interaction with others and self-management of emotions,
rather than focusing directly on the academic or cognitive
elements of learning. Educational interventions might focus
on the ways in which students work with (and alongside)
their peers, teachers, family or community.
• From an educational perspective, teachers need to work to
establish communities of practice in which conversation and
participation can occur. This can be achieved by:
• Considering the impact of different cultures, environments
and belief systems on learning
• Accommodating different abilities and/or needs (including
one-to-one, paired work, small group teaching, whole group
teaching)
• Promote collaborative learning through peer learning,
discursive assessments and online discussion activities
• Incorporate culturally diverse topics and issues
• Recognising and identifying ways to minimise potential
institutional/social/cultural/personal barriers to learning
• Fostering collaborative learning approaches to create social
working relationships in the classroom.
7. Cognitive, Physical and Sensory Abilities on Learning
• Cognitive abilities are brain-based skills we need to carry out any
task from the simplest to the most complex. They have more to
do with the mechanisms of how we learn, remember, problem-
solve, and pay attention, rather than with any actual knowledge.
• For instance, responding to a phone call involves perception
(hearing the ring tone), decision taking (answering or not), motor
skill (lifting the receiver), language skills (talking and
understanding language), social skills (interpreting tone of voice
and interacting properly with another human being).
• Cognitive skills also, to a large extent, determine learning ability.
For example,
• Motor skills
• Language,
• Visual and spatial processing
• Concentration
• Perception
• Thinking and Memory
• Logical thinking
• Reasoning
• Executive functions
• There will be physical and cognitive processes involved in all
aspects of learning and these will definitely differ from one
individual to another.
• However, physical skills or cognitive skills should not be seen
in complete isolation. These physical, sensory and internal
cognitive processes are affected by, and are in a dynamic
relationship with, wider social and environmental factors.
• Therefore, social relationships, and different cultural factors,
can impact on how and why information is learned and
where this learning takes place.
8. Cognitive, Physical and Sensory Abilities on Learning
• You have already considered some of the key learning
theories in your first module. Let us consider how those
theories relate to include practice and education.
• Learning theories (andragogy, cognitivism), for example, play
a key role in emphasising, to varying degrees, the extent to
internal cognitive abilities, like thinking, speaking, reasoning
and understanding .
• Cognitive teaching and learning models help learners to
process information, build concepts and rules, generate and
test hypotheses and think creatively.
• With cognitivism, the locus of learning is the Internal
cognitive structuring and how students internalise and store
new information. With regards to education, this concerns
how they develop the capacity and skills to learn better
• From an educators role, the focus should be on how to
structure the content of learning activity and the kinds of
information that needs to be developed.
• From an educational perspective, teachers need to establish
the kinds of teaching content that needs to be delivered and
how students may learn new information. This can be
achieved by:
• Adopting a multi-sensory approach to teaching practice to
support a whole institutional inclusive
• Structuring information in a way that can be understood,
remember and articulated
• Accommodating different learning preferences and learning
styles.
• Adopt physical approaches to learning by incorporating
materials and objects
• Tailoring teaching strategies to accommodate students'
sensory learning styles (e.g., visual, auditory, kinesthetic)
• Considering the physical environment of school and
classroom, and potential barriers this may place on learning
9. Application of Learning Theories to Education
Learning theories Behaviorist, e.g. Pavlov,
Watson, Skinner
Cognitivist, e.g. Piaget, Bruner Humanist, e.g. Maslow,
Rogers
Social and Situational, e.g. Bandura
View of the
learning process
Change in behaviour Internal mental process (including
insight, information processing,
memory, perception)
A personal act to fulfil
potential
Interaction / observation in social contexts.
Movement from the periphery to the centre of a
community of
Practice
Locus of learning Stimuli in external
environment
Internal cognitive
structuring
Affective and cognitive
needs
Learning is in relationship between people and
environment.
Purpose in
education
Produce behavioural change
in desired direction
Develop capacity
and skills to learn
better
Become self-actualized,
autonomous
Full participation in communities of practice and
utilisation of
resources
Educator's role Arranges environment to
elicit desired response
Structures content
of learning activity
Facilitates development of
the whole person
Works to establish communities of practice in
which conversation and
participation can occur.
Manifestations in
adult learning
Behavioural objectives
Competency-based
education
Skill development/training
Cognitive development
Intelligence, learning and memory
as a function of age
Learning how to learn
Andragogy
Self-directed learning
Social participation
Socialisation
Conversation
Questions:
What theories of learning influence your professional practice? Are there any theories of learning or ideas relating to
education in general, which we can draw on to help us develop understanding about our own teaching practices and
attitudes?
Taken from: http://www.incurriculum.org.uk/files/1281472677/inclusive_learning_in_practice_v1.pdf