The document discusses several learning theories including behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable behaviors and reinforcement, cognitivism emphasizes internal mental processes and knowledge structures, and constructivism involves learners actively constructing knowledge based on their experiences. Different learning theories incorporate instructional strategies like drill and practice, problem-based learning, collaboration, and scaffolding. Theories of cognitive development and elaboration theory are also covered.
The document discusses three major learning theories: behaviorism, cognitivism, and constructivism. It provides details on how each views the learning process and instructional goals. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism sees learning as knowledge acquisition through mental processes. Constructivism emphasizes that learners construct knowledge based on their experiences. The document also examines learning theories and frameworks from theorists such as Piaget, Bruner, Reigeluth, and Schank.
Constructivism Learning Theory: A Paradigm for Teaching and Learningiosrjce
Constructivism represents one of the big ideas in education. Its implications for how teachers teach
and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we
must focus on students. To date, a focus on student-centered learning may well be the most important
contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm
for teaching and learning. Constructivism is a learning theory found in psychology which explains how people
might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that
humans construct knowledge and meaning from their experiences. Conceptual understanding of the theory was
discussed as well as basic characteristics of constructivists learning environment. Seven pedagogical goals of
constructivist learning environments and six benefits of constructivism were outlined in this article. Significant
differences between traditional classroom and constructivist classroom were spelt out in a tabular form.
Furthermore,principles of constructivism and several implications of constructivism for teaching and
learningwere reviewed. The study, therefore, concluded that teachers need to reflect on their practice in order
to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding
Examining constructivism through an online instructional design model when d...carthyf
1) The document discusses constructivism as a learning theory where learners actively construct their own understanding through experiences rather than knowledge being passively transmitted.
2) It links constructivism to Knowles' theory of andragogy which focuses on adult learners being self-directed with a wealth of prior experiences to draw from.
3) The document evaluates how one stage ("Reflect") of an online instructional design model ("IPSARRET") used by the company could incorporate constructivist learning principles for postgraduate adult learners.
This document discusses constructionism and instructionism as approaches to learning. Constructionism, based on constructivism, emphasizes active knowledge construction through building models and artifacts. Instructionism views learning as the passive acquisition of objective knowledge transmitted by instructors. The document explores these approaches in relation to activities along the empirical-to-formal continuum, and argues constructionism is better aligned with activities at the concrete, empirical end while instructionism aligns with the formal end. It also discusses related concepts like bricolage and situated learning that embrace hands-on experimentation outside of just computer-based modeling.
- The document describes a dissertation that designed an e-course in psychology based on the principles of cognitive flexibility theory and evaluated its effects.
- The study found that the e-course was effective in developing students' systems intelligence and reducing their cognitive load compared to a control group. It also found no significant difference in systems intelligence scores one month later, indicating the effects were sustained over time.
- The dissertation contributes to the field by providing a measure of systems intelligence and cognitive load, as well as demonstrating how principles of cognitive flexibility theory can guide effective e-course design.
Cognitive learning and the non-traditional studentdjcarlin
This document discusses cognitive learning theory and its application to non-traditional students. It outlines the challenges non-traditional students face in returning to education after time away from learning. A turning point occurs when students have their first successful learning experience, aided by an educator's guidance and belief in the student. Applying cognitive learning theory, which connects new knowledge to real-world experience, can lead to success for non-traditional students by helping them learn how to learn.
This document discusses learning theory and pedagogical design in e-learning. It summarizes three broad perspectives on learning:
1) The associationist perspective views learning as building associations through experience and feedback.
2) The cognitive perspective sees learning as the outcome of interactions between new experiences and existing knowledge structures.
3) The situative perspective emphasizes that learning is influenced by social and cultural factors and occurs through participation in communities of practice.
The document discusses three major learning theories: behaviorism, cognitivism, and constructivism. It provides details on how each views the learning process and instructional goals. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism sees learning as knowledge acquisition through mental processes. Constructivism emphasizes that learners construct knowledge based on their experiences. The document also examines learning theories and frameworks from theorists such as Piaget, Bruner, Reigeluth, and Schank.
Constructivism Learning Theory: A Paradigm for Teaching and Learningiosrjce
Constructivism represents one of the big ideas in education. Its implications for how teachers teach
and learn to teach are enormous. If our efforts in reforming education for all students are to succeed, then we
must focus on students. To date, a focus on student-centered learning may well be the most important
contribution of constructivism. This article, therefore, discusses constructivism learning theory as a paradigm
for teaching and learning. Constructivism is a learning theory found in psychology which explains how people
might acquire knowledge and learn. It therefore has direct application to education. The theory suggests that
humans construct knowledge and meaning from their experiences. Conceptual understanding of the theory was
discussed as well as basic characteristics of constructivists learning environment. Seven pedagogical goals of
constructivist learning environments and six benefits of constructivism were outlined in this article. Significant
differences between traditional classroom and constructivist classroom were spelt out in a tabular form.
Furthermore,principles of constructivism and several implications of constructivism for teaching and
learningwere reviewed. The study, therefore, concluded that teachers need to reflect on their practice in order
to apply these ideas to their work and that constructivist teachers encourage students to constantly assess how
the activity is helping them gain understanding
Examining constructivism through an online instructional design model when d...carthyf
1) The document discusses constructivism as a learning theory where learners actively construct their own understanding through experiences rather than knowledge being passively transmitted.
2) It links constructivism to Knowles' theory of andragogy which focuses on adult learners being self-directed with a wealth of prior experiences to draw from.
3) The document evaluates how one stage ("Reflect") of an online instructional design model ("IPSARRET") used by the company could incorporate constructivist learning principles for postgraduate adult learners.
This document discusses constructionism and instructionism as approaches to learning. Constructionism, based on constructivism, emphasizes active knowledge construction through building models and artifacts. Instructionism views learning as the passive acquisition of objective knowledge transmitted by instructors. The document explores these approaches in relation to activities along the empirical-to-formal continuum, and argues constructionism is better aligned with activities at the concrete, empirical end while instructionism aligns with the formal end. It also discusses related concepts like bricolage and situated learning that embrace hands-on experimentation outside of just computer-based modeling.
- The document describes a dissertation that designed an e-course in psychology based on the principles of cognitive flexibility theory and evaluated its effects.
- The study found that the e-course was effective in developing students' systems intelligence and reducing their cognitive load compared to a control group. It also found no significant difference in systems intelligence scores one month later, indicating the effects were sustained over time.
- The dissertation contributes to the field by providing a measure of systems intelligence and cognitive load, as well as demonstrating how principles of cognitive flexibility theory can guide effective e-course design.
Cognitive learning and the non-traditional studentdjcarlin
This document discusses cognitive learning theory and its application to non-traditional students. It outlines the challenges non-traditional students face in returning to education after time away from learning. A turning point occurs when students have their first successful learning experience, aided by an educator's guidance and belief in the student. Applying cognitive learning theory, which connects new knowledge to real-world experience, can lead to success for non-traditional students by helping them learn how to learn.
This document discusses learning theory and pedagogical design in e-learning. It summarizes three broad perspectives on learning:
1) The associationist perspective views learning as building associations through experience and feedback.
2) The cognitive perspective sees learning as the outcome of interactions between new experiences and existing knowledge structures.
3) The situative perspective emphasizes that learning is influenced by social and cultural factors and occurs through participation in communities of practice.
This document discusses educational technology and conceptual models of learning. It defines educational technology as utilizing methods and resources to facilitate the learning process. Key conceptual models discussed include meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning emphasizes connecting new experiences to prior knowledge, while discovery learning involves students uncovering learning through tasks. Generative learning focuses on what students can do with information. Constructivism posits that students build understanding through learning activities and environment. The document also discusses how these conceptual models are applied through educational technology to support learning.
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
The document discusses various theories of instructional design and learning. It outlines several key psychological foundations of learning, including behavioral learning theory, cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, and Gagne's theory of instruction. It then discusses how the theories align with the author's philosophical beliefs about learning, noting that constructivism best fits their view that learning occurs through relating new information to prior experiences and applying it in daily life.
This document discusses curriculum theory and the process of theory building. It addresses the importance and functions of theory, including description, prediction, explanation and guidance. It outlines different types of theories like scientific, philosophical and humanistic theories. The key steps in theory building are defined as defining terms, classifying concepts, and relating statements. Curriculum is a complex field and the challenge for theorists is to make sense of it and determine whether to create their own curriculum theories or borrow from other disciplines like psychology and sociology.
The document discusses the inductive model of instruction proposed by Hilda Taba in 1962. Taba's model focuses on developing inductive thinking skills through three teaching strategies - concept formation, interpretation of data, and application of principles. The model is designed to create inductive thinking among learners through nine phases of cooperative classroom activities guided by clear teacher guidelines. Several articles are also summarized that examine the impact of inductive models on curriculum development, interest/identity development, achievement motivation, and grammar learning. Taba's inductive model is highlighted as an innovative approach to curriculum design that begins with instructional strategies rather than a general school plan.
Through Modular Training Increasing the Efficiency of Educationijtsrd
Professional development through modular training in the article the masses of the wider use of its possibilities to make education more effective are described and appropriate conclusions are made, recommendations are given. G. H. Nigmatova "Through Modular Training Increasing the Efficiency of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35794.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/35794/through-modular-training-increasing-the-efficiency-of-education/g-h-nigmatova
This document presents a portfolio from Dr. James Cunha Werner demonstrating his qualifications for a certificate in learning and teaching. It summarizes his experiences teaching C programming laboratories at the University of Manchester and Imperial College. The document outlines Werner's approach to designing learning activities, which involves understanding learning theories and the requirements students will face. It also describes how he carried out support for learning through constructive feedback and assessment. Diagrams and examples are provided as evidence of Werner's abilities in areas like lesson planning, student support, reflection, and using strategies like mind maps to enhance teaching.
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.
This document discusses transdisciplinary research and different perspectives on its definition and goals. It provides definitions and descriptions from several sources:
1) The International Centre for Transdisciplinary Research (CIRET) defines transdisciplinarity as semantically and practically unifying meanings across disciplines and developing open-minded rationality.
2) Transdisciplinarity can be a moral project aimed at changing values to address fragmentation and establish unity amid diversity. It brings together different fields to better understand complex problems.
3) Another view is that transdisciplinarity exists in the space between and across disciplines, beyond what is considered by classical thought. UNESCO defines it as an "intellectual outerspace" requiring an open
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
The document discusses different learning theories and how they relate to instructional design and learning. It analyzes proverbs and metaphors about learning through the lenses of behavioral, cognitive, constructivist, and connectivist learning theories. Different instructional approaches are then connected to each learning theory, such as drill-and-practice for behavioral learning and case studies for social constructivism.
David Ausubel developed the theory of meaningful learning which emphasizes relating new information to existing knowledge through subsumption. He proposed two types of advance organizers - exposition and comparison types - to present overviews before detailed lessons. Meaningful learning occurs through four processes: derivative subsumption relating examples to concepts, correlative subsumption extending concepts, superordinate learning identifying concepts, and combinatorial learning relating ideas analogously. Teachers should present general ideas first then examples, integrate new and old information, and use advance organizers and multiple examples.
Learning theories provide frameworks to explain how people learn. The three major theories are behaviorism, cognitivism, and social learning theory. Behaviorism views learning as changes in observable behavior due to environmental stimuli. Cognitivism sees learning as the acquisition and organization of mental processes, like memory, problem-solving, and language. Social learning theory emphasizes that learning occurs in a social environment through observation and imitation of models.
1. The document describes research using perceptual learning modules (PLMs) to address persistent difficulties in mathematics learning related to pattern recognition, structural intuition, and fluency.
2. Three experiments tested PLMs focusing on structure extraction and fluency for algebra and fractions. Students using PLMs showed significant and persisting learning gains compared to traditional instruction.
3. PLMs engage students in rapid classification trials using systematic variations of mathematical structures and representations to help students learn to automatically extract relevant patterns and relationships like experts.
This study examined the cognitive processing strategies of good and poor readers in grades 3 and 5. The performance of 20 good and 20 poor readers from each grade was compared on tasks measuring attention, simultaneous processing, successive processing, and planning. The results showed significant differences between grades, with the processes being more developed in higher grades. While simultaneous and successive processing differentiated good and poor readers, good readers only showed superiority in attention and planning for more complex tasks. The findings were interpreted within the PASS model framework, suggesting reading involves hierarchical and cyclical involvement of simultaneous and successive processing.
Learning is a process that modifies individual behavior through acquiring new knowledge or skills. Several major learning theories aim to understand and guide this process. These include operant conditioning, which focuses on behavioral changes in response to environmental stimuli and consequences; Gagne's theory of hierarchical learning categories ranging from simple to complex; and Merrill's component display theory which classifies learning outcomes and emphasizes instructional sequencing and elaboration. Other theories examine cognitive processes like information processing, social interactions, attribution of successes or failures, and motivational factors.
This document provides an overview of key psychological foundations of learning including behaviorism, cognitive processes, constructivism, learning environments, and motivation. It discusses influential theorists such as Pavlov, Skinner, Gardner, and Vygotsky. It also summarizes concepts like the cognitive information processing model, multiple intelligences theory, constructivist learning environments, Keller's ARCS model of motivation, and intrinsic versus extrinsic motivation.
The document discusses several learning theories and instructional design theories. It summarizes the information processing theory which proposes that the human mind processes information similarly to a computer. It also summarizes Dale's Cone of Learning which classifies learning experiences from active to passive. Finally, it provides overviews of Bruner's educational theory, Bandura's social learning theory, Gagne's nine events of instruction, and Vygotsky's social development theory.
This document discusses several learning theories and paradigms that guide educational technology: behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable stimulus-response relationships and uses techniques like programmed instruction. Cognitivism examines internal mental processes and draws from theories like information processing. Constructivism emphasizes that learners construct knowledge through authentic experiences and social interactions. The document also notes that different theories may be more appropriate depending on learners' prior knowledge and the complexity of the task. While technology can deliver instruction, the instructional methods are more important than the media itself in determining learning effectiveness.
This document discusses educational technology and conceptual models of learning. It defines educational technology as utilizing methods and resources to facilitate the learning process. Key conceptual models discussed include meaningful learning, discovery learning, generative learning, and constructivism. Meaningful learning emphasizes connecting new experiences to prior knowledge, while discovery learning involves students uncovering learning through tasks. Generative learning focuses on what students can do with information. Constructivism posits that students build understanding through learning activities and environment. The document also discusses how these conceptual models are applied through educational technology to support learning.
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
The document discusses various theories of instructional design and learning. It outlines several key psychological foundations of learning, including behavioral learning theory, cognitive information processing theory, schema theory and cognitive load theory, situated learning theory, and Gagne's theory of instruction. It then discusses how the theories align with the author's philosophical beliefs about learning, noting that constructivism best fits their view that learning occurs through relating new information to prior experiences and applying it in daily life.
This document discusses curriculum theory and the process of theory building. It addresses the importance and functions of theory, including description, prediction, explanation and guidance. It outlines different types of theories like scientific, philosophical and humanistic theories. The key steps in theory building are defined as defining terms, classifying concepts, and relating statements. Curriculum is a complex field and the challenge for theorists is to make sense of it and determine whether to create their own curriculum theories or borrow from other disciplines like psychology and sociology.
The document discusses the inductive model of instruction proposed by Hilda Taba in 1962. Taba's model focuses on developing inductive thinking skills through three teaching strategies - concept formation, interpretation of data, and application of principles. The model is designed to create inductive thinking among learners through nine phases of cooperative classroom activities guided by clear teacher guidelines. Several articles are also summarized that examine the impact of inductive models on curriculum development, interest/identity development, achievement motivation, and grammar learning. Taba's inductive model is highlighted as an innovative approach to curriculum design that begins with instructional strategies rather than a general school plan.
Through Modular Training Increasing the Efficiency of Educationijtsrd
Professional development through modular training in the article the masses of the wider use of its possibilities to make education more effective are described and appropriate conclusions are made, recommendations are given. G. H. Nigmatova "Through Modular Training Increasing the Efficiency of Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Special Issue | Modern Trends in Scientific Research and Development, Case of Asia , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35794.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/35794/through-modular-training-increasing-the-efficiency-of-education/g-h-nigmatova
This document presents a portfolio from Dr. James Cunha Werner demonstrating his qualifications for a certificate in learning and teaching. It summarizes his experiences teaching C programming laboratories at the University of Manchester and Imperial College. The document outlines Werner's approach to designing learning activities, which involves understanding learning theories and the requirements students will face. It also describes how he carried out support for learning through constructive feedback and assessment. Diagrams and examples are provided as evidence of Werner's abilities in areas like lesson planning, student support, reflection, and using strategies like mind maps to enhance teaching.
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.
This document discusses transdisciplinary research and different perspectives on its definition and goals. It provides definitions and descriptions from several sources:
1) The International Centre for Transdisciplinary Research (CIRET) defines transdisciplinarity as semantically and practically unifying meanings across disciplines and developing open-minded rationality.
2) Transdisciplinarity can be a moral project aimed at changing values to address fragmentation and establish unity amid diversity. It brings together different fields to better understand complex problems.
3) Another view is that transdisciplinarity exists in the space between and across disciplines, beyond what is considered by classical thought. UNESCO defines it as an "intellectual outerspace" requiring an open
The document discusses different theories of learning including behaviorism, cognitivism, constructivism, and connectivism. It explains how each views how learning occurs and how we know learning has taken place. It also discusses instructional theories and their influence on learning theories. Finally, it considers implications for language instruction and potential concerns.
The document discusses different learning theories and how they relate to instructional design and learning. It analyzes proverbs and metaphors about learning through the lenses of behavioral, cognitive, constructivist, and connectivist learning theories. Different instructional approaches are then connected to each learning theory, such as drill-and-practice for behavioral learning and case studies for social constructivism.
David Ausubel developed the theory of meaningful learning which emphasizes relating new information to existing knowledge through subsumption. He proposed two types of advance organizers - exposition and comparison types - to present overviews before detailed lessons. Meaningful learning occurs through four processes: derivative subsumption relating examples to concepts, correlative subsumption extending concepts, superordinate learning identifying concepts, and combinatorial learning relating ideas analogously. Teachers should present general ideas first then examples, integrate new and old information, and use advance organizers and multiple examples.
Learning theories provide frameworks to explain how people learn. The three major theories are behaviorism, cognitivism, and social learning theory. Behaviorism views learning as changes in observable behavior due to environmental stimuli. Cognitivism sees learning as the acquisition and organization of mental processes, like memory, problem-solving, and language. Social learning theory emphasizes that learning occurs in a social environment through observation and imitation of models.
1. The document describes research using perceptual learning modules (PLMs) to address persistent difficulties in mathematics learning related to pattern recognition, structural intuition, and fluency.
2. Three experiments tested PLMs focusing on structure extraction and fluency for algebra and fractions. Students using PLMs showed significant and persisting learning gains compared to traditional instruction.
3. PLMs engage students in rapid classification trials using systematic variations of mathematical structures and representations to help students learn to automatically extract relevant patterns and relationships like experts.
This study examined the cognitive processing strategies of good and poor readers in grades 3 and 5. The performance of 20 good and 20 poor readers from each grade was compared on tasks measuring attention, simultaneous processing, successive processing, and planning. The results showed significant differences between grades, with the processes being more developed in higher grades. While simultaneous and successive processing differentiated good and poor readers, good readers only showed superiority in attention and planning for more complex tasks. The findings were interpreted within the PASS model framework, suggesting reading involves hierarchical and cyclical involvement of simultaneous and successive processing.
Learning is a process that modifies individual behavior through acquiring new knowledge or skills. Several major learning theories aim to understand and guide this process. These include operant conditioning, which focuses on behavioral changes in response to environmental stimuli and consequences; Gagne's theory of hierarchical learning categories ranging from simple to complex; and Merrill's component display theory which classifies learning outcomes and emphasizes instructional sequencing and elaboration. Other theories examine cognitive processes like information processing, social interactions, attribution of successes or failures, and motivational factors.
This document provides an overview of key psychological foundations of learning including behaviorism, cognitive processes, constructivism, learning environments, and motivation. It discusses influential theorists such as Pavlov, Skinner, Gardner, and Vygotsky. It also summarizes concepts like the cognitive information processing model, multiple intelligences theory, constructivist learning environments, Keller's ARCS model of motivation, and intrinsic versus extrinsic motivation.
The document discusses several learning theories and instructional design theories. It summarizes the information processing theory which proposes that the human mind processes information similarly to a computer. It also summarizes Dale's Cone of Learning which classifies learning experiences from active to passive. Finally, it provides overviews of Bruner's educational theory, Bandura's social learning theory, Gagne's nine events of instruction, and Vygotsky's social development theory.
This document discusses several learning theories and paradigms that guide educational technology: behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable stimulus-response relationships and uses techniques like programmed instruction. Cognitivism examines internal mental processes and draws from theories like information processing. Constructivism emphasizes that learners construct knowledge through authentic experiences and social interactions. The document also notes that different theories may be more appropriate depending on learners' prior knowledge and the complexity of the task. While technology can deliver instruction, the instructional methods are more important than the media itself in determining learning effectiveness.
1. The document discusses different types of teaching theories including formal, descriptive, and normative theories. Formal theories are syntactic in nature while descriptive theories are based on observations of learner characteristics. Normative theories establish teaching standards based on human teachers and students.
2. Within descriptive theories, theories of instruction are discussed including Gagne's hierarchical theory, Atkinson's decision theory, and Bruner's cognitive theory. Prescriptive theories analyze teaching variables like teacher activities and educational objectives.
3. Normative theories discussed include cognitive theory, teacher behavior theory, and a general teaching theory. The document concludes that teaching theory is prescriptive and focuses on teachers and students, seeking to explain and improve the teaching and learning
Theories of Teaching in Psychology -M.ed Levelfatima roshan
1) The document discusses different types of teaching theories including formal, descriptive, and normative theories. Formal theories are syntactic in nature while descriptive theories are based on observations of learner characteristics. Normative theories establish teaching standards based on human teachers and students.
2) Descriptive theories include theories of instruction like Gagne's hierarchical theory and Bruner's cognitive development theory. Prescriptive theories analyze teaching variables like teacher activities, educational objectives, and components of learning.
3) Normative theories include cognitive theory of teaching, theory of teacher behavior, and general theories of teaching. The cognitive theory addresses teacher roles and objectives. Theory of teacher behavior defines teacher acts that induce learning. General theories assume teaching produces student behavior
Instructional design is the systematic process of translating principles of learning and instruction into plans for instructional materials and activities. It involves determining learning outcomes, selecting appropriate content and methods, and evaluating effectiveness. The instructional design process aims to increase learning through careful planning. Effective instructional design draws on learning theories like behaviorism, cognitivism, and constructivism. It considers characteristics of learners, subject matter, and how people learn to create engaging instruction.
This document provides an overview of week 2 materials for an instructional design course. It includes objectives for the course focused on instructional design terminology and principles. An overview is given for week 2 assignments which involve reviewing a presentation, textbook chapter, and design models. Guidance is provided on learning theories, effective teaching characteristics, and design models to help students develop skills as instructional designers. Students are assigned tasks to identify features of effective teaching and analyze instructional design models.
PowerPoint Presentation 1: Overview of Learning TheoriesCardet1
This document discusses four learning theories relevant to adult learners:
1. Andragogy - Focuses on adults being self-directed, goal-oriented learners who learn best through active participation.
2. Social Learning Theory - Posits that people learn from observing and modeling others' behaviors.
3. Constructivism - Views learning as an active, constructive process where learners link new information to prior knowledge and create their own representations of reality.
4. Multiple Intelligences Theory - Proposes that individuals possess different combinations of linguistic, logical, spatial, bodily, musical, interpersonal, and intrapersonal intelligences.
This document provides an overview of educational technology paradigms and theories from the 1970s to today. It discusses behaviorism and how it influenced early educational technologies like teaching machines, programmed instruction, and computer-assisted instruction. It then covers cognitivism and how it led to a focus on understanding internal mental processes and learning theories like information processing theory and schema theory. Next, it discusses constructivism and social constructivist views of learning as knowledge constructed by learners through experiences and social interactions. It provides examples of how each paradigm influenced educational technology strategies and facilitated learning.
This document provides an overview of different theories of learning and how they relate to curriculum design in higher education. It includes a glossary of terms and then summarizes five main models of learning: behaviourist, humanist, information processing, activity, and situated. For each model, it describes aspects like epistemology, origin of learning goals, motivation, theorists, and implications for higher education. The purpose is to illustrate relationships between learning theories and how they can inform curriculum design.
The document provides an overview of cognitive tools for educational technologies, including their goals, functions, and examples. It discusses how cognitive tools can support learning by reducing cognitive load and helping students externalize and visualize knowledge. Key tools discussed include learning diaries, concept mapping, and simulations. The document emphasizes that cognitive tools should follow constructivist learning theories in providing self-guided, discovery-based learning.
Applying language learning theories to the use of virtual classroom in teaching literature –a pilot study
John Dewey, Jean Piaget, and Audrey Gray are some of the proponents of Constructivism. Constructivism represents a paradigm shift from education based on behaviourism to education based on cognitive theory. Behaviourist model for instructional design develops a set of instructional sequences having predefined outputs which are used for subject development. Cognitive theory concentrates on the conceptualization of students’ learning processes and exploration of the way information is received, organized, retained and used by the brain (Thompson et al, 1996).
Gagnon and Collay (1999) state that in constructivist paradigm, knowledge is constructed by learners during (1) active learning, (2) making their own representation of action, (3) conveying meaning to others, and (4) explaining things they don‘t understand completely. At the minimum, a learning environment contains: the student and a setting or space wherein the student acts, uses tools and devices, collects and interprets information, interacts with others, etc. (Wilson, 1996)
According to constructivists, knowledge is not received from the outside or from someone else; it is the individual student’s interpretation and processing of what is received through the senses that creates knowledge. Students should be allowed to construct knowledge rather than being given knowledge through instruction (Duffy & Cunningham, 1996).
The document discusses theories of teaching. It defines what a theory of teaching is according to several scholars and outlines the need for a theory of teaching. The document then describes three main types of teaching theories: formal/philosophical theories, descriptive theories, and normative theories. For each type, some examples of specific theories are provided and briefly described. The document focuses on explaining different approaches to conceptualizing theories of teaching.
Constructivism is a theory of learning that states that individuals construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. According to constructivism, learning is an active process where students learn by linking new information to previous knowledge and exploring ideas on their own. Key principles of constructivism include students learning through problem solving and incorporating new experiences into their existing understanding. In the classroom, constructivist teaching strategies include hands-on activities, collaborative learning, and using students' multiple intelligences. Constructivism aligns with critical thinking skills as defined in Bloom's Taxonomy, where students analyze, evaluate, and create new understanding.
Robert Gagne developed nine events of instruction based on his theory of conditions of learning. The nine events are gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting the stimulus, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. When these events occur in instruction, they support various internal learning processes that lead to different learning outcomes. The events are not prescriptive but must be deliberately designed for each learning objective.
The document summarizes key instructional design models and theorists including:
- Behaviorist vs constructivist approaches to instructional design
- B.F. Skinner's work on programmed instruction and operant conditioning
- Robert Mager's work on writing objectives that specify desired behaviors, conditions, and standards
- Early instructional design models like Glaser's instructional system and the Dick and Carey model
- The original ADDIE model and its evolution over time
- Constructivism and theorists like Bruner, Piaget, and Vygotsky
- Bloom's taxonomy and its revision
- Papert's constructionism and cognitive apprenticeship models
The document discusses different learning theories that underlie directed and constructivist approaches to technology integration. Directed approaches are based on behaviorist, information processing, and cognitive behavioral theories and aim to clearly define skills and content. Constructivist approaches are based on social activism, social cognitive, scaffolding, child development, discovery, and multiple intelligences theories and focus on abstract concepts through collaboration and alternative demonstrations of competence. The document provides examples of how different technologies can be used based on these theories and when each approach is best suited.
This document summarizes several related research fields that have been used to promote effective teaching practices, including instructional design, learning sciences, learning objects/open educational resources, pedagogical patterns, and professional networks. Instructional design focuses on systematically designing learning interventions using analysis of learning needs. The learning sciences emerged in the 1990s and takes a more constructivist approach. Learning objects/OER aim to reuse and share educational content. Pedagogical patterns provide reusable teaching solutions, and professional networks support collaboration among educators.
Similar to Learning theories Dr Shahram Yazdani (20)
This document discusses strategies for teaching mixed-ability classes. It provides suggestions for extension activities to challenge stronger students and support for weaker students in the areas of reading, listening, writing, and speaking. For each skill, examples are given such as asking early finishers to define new vocabulary or pre-teaching difficult words. The goal is to engage students of all levels by providing differentiation that capitalizes on the strengths of stronger learners while still supporting weaker ones.
This document discusses various aspects of lesson planning, including differences between planning for young learners versus adults. It addresses key questions to consider in planning, such as how the teaching-learning process will be evaluated. Different templates for lesson plans are presented. The document also includes a quiz to test understanding of key concepts. Overall, it emphasizes that a lesson plan provides a framework and roadmap to guide instruction and help ensure lessons are balanced, address learners' needs, and meet intended objectives.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence exists in several different forms rather than just one general cognitive ability. It defines eight types of intelligence - linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic - and provides examples of learning activities that engage each type of intelligence. The document suggests ways teachers can incorporate activities targeting different intelligences into their lessons to reach more types of learners.
This document discusses various aspects of teaching listening skills to language learners. It outlines common listening situations, materials used, and processing approaches like top-down and bottom-up. It also describes listening skills, extensive vs intensive listening, objectives for listening lessons, and the PDP framework for pre-listening, during listening, and post-listening activities. Examples are provided for each stage of activities. The document emphasizes the importance of clear instructions, purposeful listening tasks, and pre-listening preparation to help students be successful.
This document discusses language teaching methods and approaches. It defines an approach as a theory about language and learning, and a method as the practical execution of an approach through specific procedures and techniques. Several key approaches are described, including structural, situational, communicative, and lexical. Common language teaching methods like grammar translation, audiolingualism, direct method, PPP, silent way, and CLT are also outlined. The document explains that methods answer questions about how language should be presented, sequenced, and practiced through various activities and techniques.
This document discusses various approaches, methods, procedures, and techniques for teaching English as a foreign language. It defines key terms and provides examples. Some of the major approaches covered include communicative language teaching, lexical approach, grammar translation method, audiolingualism, direct method, PPP, silent way, and suggestopedia. Common methods include task-based learning and project-based learning. Procedures sequence techniques and activities. Techniques are specific classroom activities like role-playing, games, and dictation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.