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Learning theories - a review of the teaching role
- 1. Learning Theories A reviewfor the teaching role Behaviourism Cognitivism Humanism
- 2. Please consider thefollowing: Learning Activity and Reflection: What can you learn from the behaviourists to assist you in teaching in clinical practice? Learning Activity and Reflection: What can you learn from the cognitivists to assist you in teaching in clinical practice? Learning Activity and Reflection: What can you learn from the humanists to assist you in teaching in clinical practice?
- 3. Behaviourism Classical conditioning –Pavlov and Watson showed us how to change an unconditional response to a conditional response. What value is this to us?
- 4. Operant Conditioning Skinner’s Box. Randombehaviour becomes focused dependent on the provision of a positive re-inforcement which increases probability of recurrence. Ornegativere-inforcement which increases the probability of the behaviour that precedes the negative re-inforcement.
- 5. So what thendo you understand by the terms Punishment Omission of re-inforcement
- 6. And the correctanswers are... Punishment is where an unpleasant stimulus occurs after the response. Punishment decreases the probability of occurrence of the response that precedes it. Omission of re-inforcement is where the absence of re-inforcement will lead to extinction of the response.
- 7. Implications for Teachingand Learning Behavioural objectives Linear teaching programmes (chaining) Branching teaching programmes (computer assisted learning) Mastery Learning
- 8. Behaviourism – some pointsfor reflection Sub skill 1 Sub skill 2 Sub skill 3 Sub skills are chained together in Linear fashion
- 9. Classical vs operant Classicalconditioning – limited usefulness Operant conditioning – quite influential in teaching. Variable response re-inforcement most useful Ignoring negative behaviour leads to extinction of that behaviour
- 10. Social or ObservationalLearning Also called Vicarious Learning – learning by observing others. (ie Modelling) Wide range of applications, perhaps most especially for the 1st year student Giving senior students responsibility will enhance their desire to act as a role model to juniors
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- 12. 2 Types ofMemory Short term memory (working memory) Long term memory
- 13. Short term memory Lastsseconds – minutes To encode, we must ATTEND to it. This is a selective process. How do you remember a new phone number? Visually Acoustically Semantically
- 14. Try to rememberthis... RLBKSJ
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- 17. How did youencode this info? SPT, OARE Visually O AIR TEK Acoustically Storage is best when we need to remember 7 +/- 2.
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- 19. Displacement occurs when… Tryingto learn too much. We usually forget the first numbers but remember the last numbers. So, how can we boost our STM retention? By re-grouping (also called Chunking) sequences of letters/digits into units that can be found in LTM
- 20. What interferes withretention? Decay Theory – lost due to lack of rehearsal Repression Theory – Forgotten your dental appointment?! Wonder why?? Interference Theory – info becomes confused
- 21. Long Term Memory FromSTM, info is either displaced or rehearsed before transfer to LTM LTM–lasts for minutes and up to a lifetime Encoding in LTM - neither visual or acoustic. Requires meaning. More striking when used in sentences
- 22. Making meaningful connections Oftenthe items we have to remember are meaningful, but the connections are not. Here, memory can be improved by creating links between items. EGBDF On old Olympus....
- 23. Storage and Retrieval InLTM, these 2 aspects are considered together. We need to Pay attention Take in meaning Be responsive to cues in the environment
- 24. Organisation of infois aided by sleep! Exam Material New Material Exam Exam Material ExamSleep Z Z Z ✔ ✗
- 25. Forgetting! Pro-active inhibition – oldinfo interferes with new info Retro-active inhibition – new info interferes with old info Other means of forgetting - Emotional; Loss in STM; Decay in LTM; Repression; Altered conditions of recall; Physical damage
- 26. Improving Memory! Use ofmental imagery Self recitation during study Over learning Organisational schemes
- 27. Important Factors associated withSuccessful Learning Methods of presentation of material Knowledge of progress and results Distribution of practice Study and Learning methods used by the learner
- 28. Implications for theTeacher Relevance of info Don’t give too much unfamiliar info Motivation Boredom/fatigue Overlearning Rehearsal and repetition Organisation and content
- 29. Humanism – somethoughts for reflection This perspective involves looking at the whole person in terms of their feelings, attitudes and values Self direction, empowerment and autonomy are strong concepts Maslow (1971) – self actualisation; Rogers (1983) – Freedom to Learn Facilitator vs Teacher
- 30. Implications for teaching/ learning Rogers’ 10 principles of learning Arouse curiosity; present problems or challenges; Learning contracts Psychologically safe learning environment Mutual respect; participation expected Expression of feelings and values crucial Self evaluation rather than external feedback
- 31. The 3 Approachesto Teaching & Learning Find out what is right for your student Find out what works for you Pick up on cues from the student Be conscious of your environment Be alert to uncontrollable variables Consider your presentation style Get feedback as well as self evaluation