learning styles
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Learning styles refer to different methods of learning and studying that help individuals better assimilate information. There are various learning styles like visual, auditory, verbal, physical, logical, and social. Finding the suitable learning style depends on one's type of intelligence. Learning involves watching, thinking, feeling, and doing. The learning process can be divided into having an experience, reviewing it, concluding from it, and planning next steps. Matching teaching methods to individual learning styles allows people to learn in a more effective and pleasant way.
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This document discusses differences in learning across developmental stages from childhood to adulthood. It notes that factors like age and developmental levels impact learning in different ways as individuals progress through stages of growth. Specifically, it outlines characteristics of young learners, noting they learn best through hands-on interaction, exploration, imagination and short attention spans. The document also summarizes Malcolm Knowles' theory of andragogy, or adult learning, noting adults are more self-directed, draw on life experiences, are problem-centered and motivated internally to immediately apply new learning. Finally, it contrasts adult learners with adolescents and children, stating adults have clearer objectives, need involvement in choosing how to learn, and come to class with diverse backgrounds.
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Concept of pedagogy
Pedagogy refers to the way of teaching students and involves the relationship between learning culture and techniques. The main goal of pedagogy is to build on students' previous learning and develop their skills and attitudes. It enables students to thoroughly understand subjects and apply their learning outside the classroom. Implementing a well-thought pedagogy can drastically improve teaching quality, encourage cooperative learning, help students follow their preferred learning styles, and eliminate monotonous learning by invoking complex thinking processes. A suitable pedagogical approach also makes learning more convenient for all students, including those with special needs, and improves teacher-student communication.
Cognitive view of learning
It is about learning, cognitive learning, information processing model, sensory memory, short term memory, long term memory, metacognition, diversity and principles of cognitive learning.
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Bruner's theory of cognitive development focused on how children construct knowledge through three modes of representation - enactive, iconic, and symbolic - which correspond to developmental stages. The enactive mode for infants relies on motor actions and muscle memory. The iconic mode for ages 1-6 uses visual images and sensory memories. The symbolic mode from age 7 onward encodes information through language and numbers to categorize and manipulate knowledge. Bruner believed education should facilitate discovery learning by guiding children to appropriate levels of complexity based on their cognitive maturity.
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Cognitive theory focuses on how people think and process information. It replaced behaviorism and looks at how the mind works through thinking, knowledge, memory, and problem solving. Key people who developed aspects of cognitive theory include Paivio, Gagne, Gardner, and Bloom. Classroom implications for teachers include using hands-on activities, scaffolding lessons, addressing multiple learning styles, and challenging students' thinking. Technology can also support cognitive theory through educational games, information mapping, research tools, and interactive software.
Humanism
Humanism is a learning theory that focuses on the learner's potential for growth. It views the teacher as a facilitator and believes people construct meaning through experiences. Key figures in humanism include Maslow, who developed the hierarchy of needs, and Rogers, who emphasized student-centered learning and client-centered therapy. The goal of humanism is to develop self-actualized people through a supportive learning environment. When using technology, students can work more independently to seek out information, while teachers can better evaluate individual student growth. However, technology also reduces group work and personal attention from teachers.
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2. Cognitivism views learning as processing and storing symbols in the mind. Approaches include discovery learning and meaningful verbal learning.
3. Social learning theory emphasizes imitation and observational learning from models.
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Recommended
Chapter 2
This document discusses differences in learning across developmental stages from childhood to adulthood. It notes that factors like age and developmental levels impact learning in different ways as individuals progress through stages of growth. Specifically, it outlines characteristics of young learners, noting they learn best through hands-on interaction, exploration, imagination and short attention spans. The document also summarizes Malcolm Knowles' theory of andragogy, or adult learning, noting adults are more self-directed, draw on life experiences, are problem-centered and motivated internally to immediately apply new learning. Finally, it contrasts adult learners with adolescents and children, stating adults have clearer objectives, need involvement in choosing how to learn, and come to class with diverse backgrounds.
Learning Center Model
The document presents the learning center model as a student-centered approach to instruction. It discusses how learning centers engage students' whole brains by providing hands-on, multi-sensory activities that build prior knowledge and allow students to make connections. Learning centers minimize stress, encourage social interaction and metacognition, and give students choice and control over their learning. The model aims to reduce direct instruction time and give students more responsibility for their own learning.
Concept of pedagogy
Pedagogy refers to the way of teaching students and involves the relationship between learning culture and techniques. The main goal of pedagogy is to build on students' previous learning and develop their skills and attitudes. It enables students to thoroughly understand subjects and apply their learning outside the classroom. Implementing a well-thought pedagogy can drastically improve teaching quality, encourage cooperative learning, help students follow their preferred learning styles, and eliminate monotonous learning by invoking complex thinking processes. A suitable pedagogical approach also makes learning more convenient for all students, including those with special needs, and improves teacher-student communication.
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It is about learning, cognitive learning, information processing model, sensory memory, short term memory, long term memory, metacognition, diversity and principles of cognitive learning.
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Cognitive theory focuses on how people think and process information. It replaced behaviorism and looks at how the mind works through thinking, knowledge, memory, and problem solving. Key people who developed aspects of cognitive theory include Paivio, Gagne, Gardner, and Bloom. Classroom implications for teachers include using hands-on activities, scaffolding lessons, addressing multiple learning styles, and challenging students' thinking. Technology can also support cognitive theory through educational games, information mapping, research tools, and interactive software.
Humanism
Humanism is a learning theory that focuses on the learner's potential for growth. It views the teacher as a facilitator and believes people construct meaning through experiences. Key figures in humanism include Maslow, who developed the hierarchy of needs, and Rogers, who emphasized student-centered learning and client-centered therapy. The goal of humanism is to develop self-actualized people through a supportive learning environment. When using technology, students can work more independently to seek out information, while teachers can better evaluate individual student growth. However, technology also reduces group work and personal attention from teachers.
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2. Cognitivism views learning as processing and storing symbols in the mind. Approaches include discovery learning and meaningful verbal learning.
3. Social learning theory emphasizes imitation and observational learning from models.
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- Both discovery learning and mastery learning are important, and effective learning requires balancing these approaches.
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This document outlines key elements that contribute to learning, including the learner, teacher, and learning environment. It discusses the nature of the learner as an embodied spirit with both a soul and body. The fundamental equipment of the learner includes cognitive faculties like the five senses as well as appetitive faculties like feelings and emotions. There are five distinguishing elements that impact learning: ability, aptitude, interests, family/cultural background, and attitudes. The document also covers different learning styles and how sensing-thinking, intuitive-thinking, sensing-feeling, and intuitive-feeling learners prefer to learn.
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AISACT 2015 Colloquium
This document discusses self-determined learning (heutagogy), an evolution in learning theory where learners take control of their own learning. It notes that humans are inherently conservative and irrational, with mental models that can obstruct change. However, humans are also self-determining agents whose unconscious minds control most behaviors. Heutagogy focuses on learner exploration, experience, hypothesis generation, collaboration, and developing research skills to facilitate deep, self-directed learning. The role of educators is to provide resources and flexibility while empowering learners to design their own learning process and content.
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Cognitive and humanistic theories of learning
This presentation discusses about the following topics:
Meaning of learning as defined by cognitive psychologists
Insight learning (Kohlberg)
Modes of cognitive development (Bruner)
Stages of intellectual development (Piaget)
Learning styles (Kolb)
Self-actualization (Maslow)
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Teaching is a reciprocal process that involves gathering information, developing learning strategies, presenting material relevant to students, receiving feedback, and improving methods. The best teachers critically examine their own strategies and actively seek to improve through new technologies and activities. Teaching also allows the instructor to develop their skills while imparting knowledge to a diverse group of students. Assessment can occur informally through focusing on students' nonverbal cues to gauge understanding and using note cards to identify areas of confusion to address. The goal is to help students understand how backgrounds shape perspectives and appreciate diversity for its ability to provide a holistic understanding of the world.
Abram d discussionweek6
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Presentation deals with the factors that impact on the learning process as posited by Piaget, Bloom, Bruner and Ausubel
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Jerome Bruner proposed three stages of cognitive development: the enactive stage from birth to age 3 where children learn through actions; the iconic stage from ages 3 to 8 where children learn through imagery and visual memory; and the symbolic stage where children begin to use symbols and think abstractly. Bruner believed education should build upon these stages using discovery learning, where students explore concepts themselves rather than being directly taught. Some technology uses discovery learning by allowing students to explore simulations and discover rules independently.
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Jerome Bruner developed the discovery learning theory, which posits that learning is an active process where learners construct new ideas based upon their experiences and interactions. Bruner proposed three stages of learning - enactive, iconic, and symbolic. Learners also organize information into categories to aid recall. While criticized as slow, discovery learning challenges traditional pedagogy by emphasizing failure and learner-driven exploration over rote memorization. Current trends incorporate constructivist models like the 5E approach to engage learners at all ages.
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The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
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This document provides an overview of metacognition and learner-centered psychological principles. It begins by defining metacognition as "thinking about thinking" and awareness of one's own learning processes. It then describes three categories of metacognitive knowledge and strategies to develop metacognition in students. The document also outlines 14 learner-centered psychological principles divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Finally, it compares differences between novice and expert learners and their use of metacognitive strategies.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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learning styles
- 2. Learning styles are various ways of learning and studying, that involve educating methods for the individuals to assimilate better the information.
- 3. • - Most of the people prefer a method that they would identify themselves with, that’s why most of them search for individualized learning styles. - Finding and choosing the suitable style of learning is related to the type of intelligence one possesses: musical, logical, physical, inter/intrapersonal, etc.
- 4. Types of learning styles visual; aural; verbal; physical; logical; social; solitary;
- 5. Learning can be defined by 4 verbs: watching; thinking; feeling; doing;
- 6. The process can be divided into 4 stages: - having an experience; - reviewing it; - concluding from the experience; - planning the next steps;
- 7. This way, people learn in an easier, more effective and pleasant way; they reflect upon the information, assimilate it and experiment the theoretical information.
- 8. • Still, very many teachers use the traditional old schooling without applying a big variety of teaching techniques that would enhance their students’ learning skills. • They rely on classroom and book-based teaching, much repetition, and a lot of exams.
- 9. But for better results, we need: - a progressive, student-centered school; - an authentic assessment; - concepts presented as questions to investigate; - in-depth learning;
- 10. The key word is adaptation, both on the teachers and students’ part. For those who possess the visual learning, there can be used visual aids and images to memorize better. For those who possess the auditory or the social learning styles, there can be organized interactive activities, in groups.
- 11. The secret is in making learning fun and appealing, which would be an advantage both for the students and for the teachers.
- 12. “Tell me and I forget. Show me and I remember. Involve me and I understand.” Confucius