PROF ED 6 Facilitating-Learner- centered

FACILITATING LEARNING
FACILITATING LEARNING
Mercè Bernaus mbernaus@uab.es
January 18, February 01, 08, 2014

Teaching vs. Facilitating

• A process whereby a
teacher leads a
group of students in
acquiring new skills,
knowledge, or
understanding.
• Helping/making it easy
for students to learn
together in a group, or
to achieve something
together as a group.

• Most subject area
teaching involves
telling and teaching
the students.
Measurable outcome
at the end.
• Involves helping
the students to
discover by
themselves.

Which is learner-centered?
Which is learner-centered?
 I teach English to my students.
 I teach my students English.

Content expert
Presents information
Provides the right
answers
Facilitator
Guides process
Provides the right
questions

Teacher’s Effective Ways to Facilitat
Teacher’s Effective Ways to Facilitate
e
(feedback)
(feedback)
 Problem of getting wider understanding that facilitating is learning,
despite apparent noise and mess
 Motivation for teachers: eg. Need to make daily life enjoyable +
rewarding experience for kids and teacher through project based
approaches.
 Catching up with students knowledge
 Preventing tendency of thinking you are an expert (do not be afraid
to say I do not know)
 If you want to learn something new, teach it.
 Find interesting material.
 Be a good listener.
 Do not be afraid to delegate and empower.
 Be aware of needs, understand need
 Determine right questions.
 Be creative – not stick to strict curriculum.
 Reflect and evaluate your performance.

Teacher’s Effective Ways to Facilitat
Teacher’s Effective Ways to Facilitate
e
(feedback)
(feedback)
 Be flexible.
 Be creative and up to date.
 Use different techniques.
 Show students you love them.
 Do not repeat the same things year after year (for example, after 20 years of
teaching you teach in the same way as your 1st year of teaching).
 Do not allow your students to drink from a bottle, let them go to the river.
 Offer skills that lead to learning.
 Surprise your students.
 Do not focus on yourself.
 Respect each one of your students. Each one is different and special.
 Do not make fun of your students.
 Listen actively and comprehensively to your students.
 During the transitional period from a teacher to a facilitator, you need to be
aware of your techniques so as not to go backward into being a teacher.

Unforgettable Teachers facilitate…
 Value of Learning & Knowledge
◦ Teachers should be enthusiastic about their subject. However,
they give more than knowledge. They show how learning
enhances creativity. Sparks interest, and uncover talents.
 Value of Respect
◦ Teachers treat students with honor. They explain how kind
words can prevent hurtful confrontations and turn enemies into
friends.
 Value of Integrity
◦ They demonstrate empathy. Their ethics inspires students to
live with courage, honesty, dignity, and self-worth.

 Value of Responsibility
◦ Teachers teach that individuals must be accountable
for his/her actions.
 Value of Perseverance
◦ Teachers teach that education continues until our last
breath. They tell stories about hard times they had faced,
and how God had often turned difficulties into blessings.

You will be divided into two groups.
You will be divided into two groups.
Each group will choose a classroom
Each group will choose a classroom
scenario and will present ways of
scenario and will present ways of
how learning could be best
how learning could be best
facilitated.
facilitated.

Learning
Learning
 LEARNING is a mental ability by means of
which knowledge, skills, habits, attitudes, and
ideals are acquired, retained, and utilized,
resulting in the progressive adaptation and
modification of conduct and behavior.
 It is any change in the behavior of organism.
 It is a continuous process.

Principles
Principles
 L – learning is an experience which occurs inside
the learner; people learn what they what to learn
 E – evolutionary and experiential process
 A – atmosphere where people are free to
explore
 R – right to make mistakes ; respect
 N – needs based and relevant to the learner
 E – emotional and intellectual; people must come
before purpose
 R – richest resource; learner himself/herself

Learning
 Learning Outcomes
(Ends)
 List the four primary
colors.
 Recite the poem , “A
Tree”
 Draw the parts of the
nervous system.
 Construct Christmas
lantern.
 Learning Activities
(Means)
◦ Study the four
primary colors.
◦ Practice the poem ,
“A Tree”
◦ Watch film about
the nervous system.
◦ Observe how a
Christmas lantern is
made.

Conditions for Learning
Conditions for Learning
 Acceptance
 Cooperation, care, concern, change,
communication
 Trust oneself/others
 Ideas
 Value for individual differences
 Evaluation

Nature of Learning
Nature of Learning
 When parents ask their children, “What
did you learn in school today, “ the most
common replies are “I don’t know” and
“Nothing.”
 Does this indicate a general weakness of
the educational system?
 No. it simply indicates that learning often
takes place without realizing it.

Essential Aspects of the Learning
Essential Aspects of the Learning
Process
Process
 MOTIVATION
 GOAL- Behavior is oriented towards a goal.
 READINESS depends on training, experience, and heredity.
◦ Physiological factors- maturation of the sense organs
◦ Psychological factors- motives, emotional factors
◦ Experiential factors- previously learned skills and concepts.
 OBSTACLE, or a hindrance challenges the learner.
 RESPONSES are actions or behavioral tendencies according to
one’s interpretation of a situation
 ATTITUDES- are internal states that influence what students are
likely to do. This internal state can ne positive or negative, or
favorable or unfavorable reaction toward an object, situation,
person or the environment.

What is your attitude toward…
What is your attitude toward…
◦ Learning
◦ School
◦ Math, science, English, and other Subjects
◦ Homework
◦ Classroom rules
◦ Teachers
◦ Examination
◦ Taking responsibility for one’s acts
◦ Relationships
◦ Boys/Girls
◦ Family
◦ Fashion
◦ Love
◦ Money
◦ Sex

Types of Learning
Types of Learning
 Cognitive Learning
◦ It is concerned with the development of
ideas.
 Affective Learning
◦ Involves assimilation of values, emotional
reactions and acquisition of attitudes.
 Psychomotor Learning
◦ Understanding of the external world through
the senses and muscles.

Goals of the learning process
Goals of the learning process
 The successful learner, over time and
with support and instructional guidance,
can create meaningful, coherent
representations of knowledge.
◦ To construct useful representations of
knowledge and to acquire the thinking and
learning strategies necessary for continued
learning success across the life span,
students must generate and pursue
personally relevant goals.

Context of Learning
Context of Learning
 Learning is influenced by environmental
factors, including culture, technology, and
instructional practices.
◦ Learning does not occur in a vacuum. Teachers
play a major interactive role with both the
learner and the learning environment
◦ Technologies and instructional practices must
be appropriate for the learner’s level of prior
knowledge, cognitive abilities, and their learning
and thinking strategies.
◦ The classroom environment has also an impact
on student learning.

Motivational and Emotional
Motivational and Emotional
Influences on Learning
Influences on Learning
 What and how much is learned is influenced by
the learner’s motivation. Motivation to learn, in
turn, is influenced by the individual’s emotional
states, beliefs, interests and goals, and habits of
thinking.
◦ Positive emotions such as curiosity, generally
enhance motivation and facilitate learning and
performance.
◦ Intense negative emotions such as anxiety, rage,
insecurity, and related thoughts like fearing
punishment, worrying about competence generally
detract from motivation, interfere with learning,
and contribute to low performance.

Intrinsic Motivation to Learn
Intrinsic Motivation to Learn
 The learner’s creativity, higher order
thinking, and natural curiosity all contribute
to motivation to learn. Intrinsic motivation
is stimulated by tasks of optimal novelty and
difficulty, relevant to personal interests, and
providing for personal interests, and
providing for personal choice and control.
◦ Curiosity, flexible and insightful thinking, and
creativity are major indicators of the learner’s
intrinsic motivation to learn.

Effects of Motivation on Effort
Effects of Motivation on Effort
 Acquisition of complex knowledge and
skills requires extended learner effort
and guided practice. Without learner’s
motivation to learn, the willingness to
exert this effort is unlikely without
coercion.
◦ Effort is another major indicator of
motivation to learn.

Developmental Influences on
Developmental Influences on
Learning
Learning
 As individuals develop, there are
different opportunities and constraints
for learning. Learning is most effective
when differential development within
and across physical, intellectual,
emotional, and social domains is taken
into account.
◦ Individuals learn best when material is
appropriate to their developmental level
and is presented in an enjoyable and
interesting way.

Social Influences on Learning
Social Influences on Learning
 Learning is influenced by social
interactions, interpersonal relations, and
communication with others.
◦ Learning can be enhanced when the learner has
an opportunity to interact and to collaborate
with others on instructional tasks.
◦ Quality personal relationships that provide
stability, trust, and caring can increase learner’s
sense of belonging, self-respect and self
acceptance, and provide a positive climate for
learning.

Individual Differences in Learning
Individual Differences in Learning
 Learners have different strategies,
approaches, and capabilities for learning
that are a function of prior experience
and heredity.
◦ Individuals are born with and develop their
own capabilities and talents

Learning and Diversity
Learning and Diversity
 Learning is most effective when
differences in learner’s linguistic,
cultural, and social backgrounds are
taken into account.
◦ When learners perceive that their individual
differences in abilities, backgrounds,
cultures, and experiences are valued,
respected, and accommodated in learning
tasks and contexts, levels of motivation and
achievement are enhanced.

When I have free time I like to
When I have free time I like to
__________.
__________.

I think Mathematics is
I think Mathematics is
__________.
__________.

The subject I like most is
The subject I like most is
__________.
__________.

What I like most about school is
What I like most about school is
__________.
__________.

What I like least about school is
What I like least about school is
__________.
__________.

Today, I don’t want to see
Today, I don’t want to see
__________.
__________.

I think I am __________.
I think I am __________.

I believe __________.
I believe __________.

The LEARNING THEORIES
The LEARNING THEORIES

Dr. Howard
Gardner’s Theory of
Multiple Intelligences

 The Theory of Multiple Intelligences
was created by Dr. Howard Gardner
in 1983.
 Gardner’s theory places an emphasis on the idea that the
traditional understanding of intelligence by means of IQ
testing is far too limited.
 To broaden this notion of intelligence, Gardner introduced
nine different types of intelligences consisting of (and to be
elaborated on later): Logical/Mathematical, Linguistic, Musical,
Spatial, Bodily-Kinesthetic, Naturalist, Interpersonal,
Intrapersonal, and Existentialist
Theory of Multiple Intelligences
Theory of Multiple Intelligences

 Logical-Mathematical (Number/Reasoning Smart):
Sensitivity to, and capacity to discern, logical
or numerical patterns; ability to handle long
chains of reasoning
◦ End States: Scientist, Mathematician
 Linguistic (Word Smart): Sensitivity to the
sounds, rhythms, and meanings of words;
sensitivity to the different functions of
language
◦ End States: Poet, Journalist
The Nine Intelligences

 Musical (Music Smart): Abilities to produce and
appreciate rhythm, pitch, and timbre;
appreciation of the forms of musical
expressiveness
◦ End States: Composer, Violinist
 Spatial (Picture Smart) : Capacities to perceive the
visual-spatial world accurately and to perform
transformations on one’s initial perceptions
◦ End States: Navigator, Sculptor

 Bodily-Kinesthetic (Body Smart): Abilities to
control one’s body movements and to handle
objects skillfully
◦ End States: Dancer, Athlete
 Naturalist (Nature Smart): Abilities to recognize
plants and animals, to make distinctions in the
natural world, to understand systems and
define categories
◦ End States: Botanist, Farmer, Hunter

 Interpersonal (People Smart): Capacities to
discern and respond appropriately to the
moods, temperaments, motivations, and
desires of other people
◦ End States: Therapist, Salesman
 Intrapersonal (Self-Smart): Access to one’s own
feelings and the ability to discriminate among
them and draw on them to guide behavior
◦ End States: Personal with detailed, accurate self-
knowledge

 Existentialist Intelligence (Role Smart)

 Dr. Gardner says that our schools and culture focus most of
their attention on linguistic and logical-mathematical
intelligence, where some unique ways of thinking aren’t
addressed.
 This often leads to kids being labeled as “learning disabled” or
“hyperactive” when they may not be.
 The theory of multiple intelligences proposes a major
transformation in the way our schools are run. It suggests
that teachers be trained to present their lessons in a wide
variety of ways using music, cooperative learning, art
activities, role play, multimedia, field trips, inner reflection,
and much more
Applications
Applications

 An awareness of Gardner’s multiple-intelligence theory has
provided teachers with the knowledge necessary to satisfy
the educational needs of many more students.
 With an understanding of Gardner's theory of multiple
intelligences, teachers, school administrators, and parents can
better understand the different possibilities of each students’
learning preference. The application of of multiple
intelligences in the classroom can stimulate a student’s
learning in new ways.
Conclusion
Conclusion


What motivates my
students?
William Glasser’s
William Glasser’s
Choice Theory
Choice Theory

The Brain Seeks Two Things:
The Brain Seeks Two Things:
 Emotion
This is the “hook” to get
students’ attention
and peak interest.
 Meaning
This how the brain can
make sense of the
information coming
in…and anchor it to
something it already
knows.

 Information stays in short-term memory only
briefly. It moves from short-term to long-term
memory only if there a compelling reason to
remember the information—a WHY.
 More than ninety percent of our reasons for
taking action and remembering –the “whys” –
occur in the unconscious mind.
 The part of the brain that determines what we
remember resides in the same area as emotions.
Therefore, if the “why” to remember something is
linked to emotions, it is more likely to be retained
longer than if it is not. ALL LEARNING IS LINKED
TO EMOTIONS.

 Students come to school with their own
“whys”—emotional reasons for being there.
These “whys” are basic needs to survive, to
belong and love, to gain power, to be free, and
to have fun.
 Students possessing negative attitudes toward
learning are limited in their ability to transfer
their knowledge to new learning situations.
 Teachers can aid students’ desire to learn,
affecting their emotions and attitudes, by
addressing students’ basic needs through what
they say and what they do in the classroom.

We all make choices according to
basic needs that come from
within ourselves. The needs
drive our choices and influence
how we behave in those choices.

o Fun
o Freedom
o Power
o Belonging
o Survival

 The need for pleasure
 To play
 To laugh
 Naturally motivating
 No one has to bribe you to do these things
Try to imagine life without fun…

 The need for independence
 For autonomy
 For control over one’s own life
 For choice
Some students have had little experience with
choice…

 Empowerment
 The need to achieve
 To be recognized for achievement/skills
 To have a sense of self-worth
 To contribute
What makes your students feel valued?

 The need for love
 For relationships
 Social connection
 Part of a group
In schools, we must work to make students
(parents, teachers) feel they belong…

 Physiological
 The need for food, shelter, safety
 Safe from bullying
Schools should be a safe environment from bodily
harm, mental or physical intimidation, abuse.

The Ten Axioms of Choice Theory
The Ten Axioms of Choice Theory
 The only person whose behavior we can control is our
own.
 All we can give another person is information.
 All long-lasting psychological problems are relationship
problems.
 The problem relationship is always part of our present
life.
 What happened in the past has everything to do with
what we are today, but we can only satisfy our basic
needs right now and plan to continue satisfying them in
the future.

Cont.
Cont.
We can only satisfy our needs by satisfying the
pictures in our Quality World.
All we do is behave.
All behavior is Total Behavior and is made up of
four components: acting, thinking, feeling and
physiology.
All Total Behavior is chosen, but we only have
direct control over the acting and thinking
components. We can only control our feeling and
physiology indirectly through how we choose to
act and think.
All Total Behavior is designated by verbs and
named by the part that is the most recognizable.

Quality world
Quality world
The pictures in our head that we want to
experience in our life. Three clusters
1.People that are important to us
2.Experiences – places, activities, things that we
want
3.Beliefs and values – what we believe in
If something is not in our quality world it is not
and will not be important to us.

Car analogy
Car analogy
 Wheels – front wheels (acting, thinking – more
control), back wheels (feeling, physiology - less
direct control)
 Steering wheel – quality world
 Engine – needs (drive behaviour)
 Rear view mirror, fuel, passengers,

Applying It to the Classroom
Applying It to the Classroom
 There are two types of teachers, Boss teachers and Lead
Teachers
 Boss Teachers are those who dwell heavily on rules and
consequences. They use rewards and punishment to
recognize good and bad before. Children are to be
motivated by rewards and avoiding punishment.
 Lead Teachers are those who align lessons and
assignments with students’ basic need as the main focus.
A grading system is in place but is only used as a
temporary indicator. They hope students will be engaged,
deeply motivated learners, instead of sitting around and
doing busy work to meet predetermined assignments.

 Human nature is basically good, not
evil
 Normal human development involves
the actualization of this inherent
goodness

 Self-Actualization
 Esteem
 Love
 Safety
 Physiological

Maslow’s Hierarchy of Needs
MOST NEEDS HAVE TO DO WITH
MOST NEEDS HAVE TO DO WITH
SURVIVAL PHYSICALLY AND
SURVIVAL PHYSICALLY AND
PSYCHOLOGICALLY
PSYCHOLOGICALLY
PHYSIOLOGICAL OR SURVIVAL NEEDS

SAFETY NEEDS
ON THE WHOLE AN INDIVIDUAL
ON THE WHOLE AN INDIVIDUAL
CANNOT SATISFY ANY LEVEL
CANNOT SATISFY ANY LEVEL
UNLESS NEEDS BELOW ARE
UNLESS NEEDS BELOW ARE
SATISFIED
SATISFIED

SAFETY NEEDS
LOVE, AFFECTION, AND
BELONGINGNESS NEEDS

SAFETY NEEDS
BELONGINGNESS NEEDS
ESTEEM NEEDS

MASLOW EMPHASIZES NEED
MASLOW EMPHASIZES NEED
FOR SELF
FOR SELF
ACTUALIZATION IS
ACTUALIZATION IS
A HEALTHY INDIVIDUAL’S
A HEALTHY INDIVIDUAL’S
PRIME
PRIME
MOTIVATION
MOTIVATION

SELF-
SELF-
ACTUALIZATION
ACTUALIZATION
NEED
NEED
FOR
FOR
MASLOW EMPHASIZES NEED FOR SELF
MASLOW EMPHASIZES NEED FOR SELF
ACTUALIZATION IS
ACTUALIZATION IS
A HEALTHY INDIVIDUAL’S PRIME
A HEALTHY INDIVIDUAL’S PRIME
MOTIVATION
MOTIVATION
SELF-ACTUALIZATION MEANS
SELF-ACTUALIZATION MEANS
ACTUALIZING
ACTUALIZING
ONE’S POTENTIAL BECOMING ALL ONE IS
ONE’S POTENTIAL BECOMING ALL ONE IS
CAPABLE OF BECOMING
CAPABLE OF BECOMING

SAFETY NEEDS
BELONGINGNESS NEEDS
ESTEEM NEEDS
SELF-
ACTUALIZATION
NEED

but we can nearly all do
but we can nearly all do
more than we think we
more than we think we
can
can
Nobody can do everything,
Nobody can do everything,

 Truth
 Goodness
 Beauty
 Wholeness
 Dichotomy-transcendence
 Aliveness
 Uniqueness
 Perfection
 Necessity

 Completion
 Justice
 Order
 Simplicity
 Richness
 Effortlessness
 Playfulness
 Self-sufficiency

 Has no mental illness
 Satisfied in basic needs
 Fully exploited talents
 Motivated by values

 Taxonomy of Cognitive Objectives
 1950s- developed by Benjamin Bloom
 Means of expressing qualitatively different kinds of thinking
 Adapted for classroom use as a planning tool
 Continues to be one of the most universally applied models
 Provides a way to organize thinking skills into six levels,
from the most basic to the higher order levels of thinking
 1990s- Lorin Anderson (former student of Bloom) revisited
the taxonomy
 As a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

 Evaluation
 Synthesis
 Analysis
 Application
 Comprehension
 Knowledge
•Creating
•Evaluating
•Analysing
•Applying
•Understanding
•Remembering

COGNITIVE DOMAIN
COGNITIVE DOMAIN
 The cognitive domain (Bloom, 1956) involves
knowledge and the development of
intellectual skills. This includes the recall or
recognition of specific facts, procedural
patterns, and concepts that serve in the
development of intellectual abilities and skills.

Six Major Categories
Six Major Categories
 Knowledge-Recall data or information.
 Comprehension-Understand the meaning,
translation, interpolation, and interpretation of
instructions and problems. State a problem in one's
own words.
 Application -Use a concept in a new situation or
unprompted use of an abstraction. Applies what was
learned in the classroom into novel situations in the
work place.

 Analysis -Separates material or concepts into
component parts so that its organizational
structure may be understood. Distinguishes
between facts and inferences.
 Synthesis -Builds a structure or pattern from
diverse elements. Put parts together to form
a whole, with emphasis on creating a new
meaning or structure.
 Evaluation -Make judgments about the value
of ideas or materials.

Knowledge
Knowledge
 Examples or Activity:
multiple-choice test, recount facts or
statistics, recall a process, rules, definitions;
quote law or procedure
 Keywords:
arrange, define, describe, label, list,
memorize, recognize, relate, reproduce,
select, state

Comprehension
Comprehension
explain or interpret meaning from a given scenario
or statement, suggest treatment, reaction or
solution to given problem, create examples or
metaphors
 Keywords:
explain, reiterate, reword, critique, classify,
summarize, illustrate, translate, review, report,
discuss, re-write, estimate, interpret, theorize,
paraphrase, reference, example

Application
Application
put a theory into practical effect,
demonstrate, solve a problem, manage an
activity
 Keywords:
use, apply, discover, manage, execute, solve,
produce, implement, construct, change,
prepare, conduct, perform, react, respond,
role-play

Analysis
Analysis
identify constituent parts and functions of a process
or concept, or de-construct a methodology or
process, making qualitative assessment of elements,
relationships, values and effects; measure
requirements or needs
 Keywords:
analyze, break down, catalogue, compare, quantify,
measure, test, examine, experiment, relate, graph,
diagram, plot, extrapolate, value, divide

Synthesis
Synthesis
develop plans or procedures, design solutions,
integrate methods, resources, ideas, parts; create
teams or new approaches, write protocols or
contingencies
 Keywords:
develop, plan, build, create, design, organize, revise,
formulate, propose, establish, assemble, integrate,
re-arrange, modify

Evaluation
Evaluation
review strategic options or plans in terms of efficacy,
return on investment or cost-effectiveness,
practicability; assess sustainability; perform a SWOT
analysis in relation to alternatives; produce a financial
justification for a proposition or venture, calculate
the effects of a plan or strategy; perform a detailed
and costed risk analysis with recommendations and
justifications
 Keywords:
review, justify, assess, present a case for, defend,
report on, investigate, direct, appraise, argue,
project-manage

AFFECTIVE DOMAIN
AFFECTIVE DOMAIN
 includes the manner in which we deal
with things emotionally, such as feelings,
values, appreciation, enthusiasms,
motivations, and attitudes.

Five major Categories
Five major Categories
 Receiving-Awareness, willingness to hear, selected
attention.
 Responding- Active participation on the part of the
learners. Attends and reacts to a particular
phenomenon. Learning outcomes may emphasize
compliance in responding, willingness to respond, or
satisfaction in responding (motivation).
 Valuing-The worth or value a person attaches to a
particular object, phenomenon, or behavior. This
ranges from simple acceptance to the more complex
state of commitment. Valuing is based on the
internalization of a set of specified values, while clues
to these values are expressed in the learner's overt
behavior and are often identifiable.

 Organizing-Organizes values into priorities by
contrasting different values, resolving conflicts
between them, and creating an unique value system.
The emphasis is on comparing, relating, and
synthesizing values.
 Characterization or Internalizing-Has a value
system that controls their behavior. The behavior is
pervasive, consistent, predictable, and most
importantly, characteristic of the
learner. Instructional objectives are concerned with
the student's general patterns of adjustment
(personal, social, emotional).

Receiving
Receiving
Examples: Listen to others with respect.
Listen for and remember the name of newly
introduced people.
Key Words: asks, chooses, describes, follows,
gives, holds, identifies, locates, names, points
to, selects, sits, erects, replies, uses.

Responding
Responding
 Examples: Participates in class discussions. Gives a
presentation. Questions new ideals, concepts,
models, etc. in order to fully understand them.
Know the safety rules and practices them.
 Key Words: answers, assists, aids, complies,
conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports, selects,
tells, writes.

Valuing
Valuing
Examples: Demonstrates belief in the democratic
process. Is sensitive towards individual and cultural
differences (value diversity). Shows the ability to
solve problems. Proposes a plan to social
improvement and follows through with commitment.
Informs management on matters that one feels
strongly about.
Key Words: completes, demonstrates, differentiates,
explains, follows, forms, initiates, invites, joins,
justifies, proposes, reads, reports, selects, shares,
studies, works.

Organizing
Organizing
 Examples: Recognizes the need for balance between freedom
and responsible behavior. Accepts responsibility for one's
behavior. Explains the role of systematic planning in solving
problems. Accepts professional ethical standards. Creates a
life plan in harmony with abilities, interests, and beliefs.
Prioritizes time effectively to meet the needs of the
organization, family, and self.
 Key Words: adheres, alters, arranges, combines, compares,
completes, defends, explains, formulates, generalizes,
identifies, integrates, modifies, orders, organizes, prepares,
relates, synthesizes.

Internalizing
Internalizing
 Examples: Shows self-reliance when working
independently. Cooperates in group
activities (displays teamwork). Uses an objective
approach in problem solving. Displays a professional
commitment to ethical practice on a daily basis.
Revises judgments and changes behavior in light of
new evidence. Values people for what they are, not
how they look.
 Key Words: acts, discriminates, displays, influences,
listens, modifies, performs, practices, proposes,
qualifies, questions, revises, serves, solves, verifies.

PSYCHOMOTOR DOMAIN
PSYCHOMOTOR DOMAIN
 includes physical movement, coordination,
and use of the motor-skill areas. Development
of these skills requires practice and is
measured in terms of speed, precision,
distance, procedures, or techniques in
execution.

Reflex movements
Reflex movements
 are actions elicited without learning in
response to some stimuli.
 Examples include: flexion, extension, stretch,
postural adjustments

Perceptual
Perceptual
 refers to interpretation of various stimuli that
enable one to make adjustments to the
environment. Visual, auditory, kinesthetic, or
tactile discrimination. Suggests cognitive as
well as psychomotor behavior.
 Examples include: coordinated movements
such as jumping rope, punting, or catching.

Physical activities
Physical activities
 require endurance, strength, vigor, and agility
which produces a sound, efficiently
functioning body.
 Examples are: all activities which require a)
strenuous effort for long periods of time; b)
muscular exertion; c) a quick, wide range of
motion at the hip joints; and d) quick, precise
movements.

Skilled movements
Skilled movements
 are the result of the acquisition of a degree
of efficiency when performing a complex task.
 Examples are: all skilled activities obvious in
sports, recreation, and dance.

Non-discursive communication
Non-discursive communication
 is communication through bodily movements
ranging from facial expressions through
sophisticated choreographics.
 Examples include: body postures, gestures,
and facial expressions efficiently executed in
skilled dance movement and choreographics.

 Albert Bandura’s (1960s +) Social Learning
Theory
◦ aka Social Cognitive Theory
 Put the “person” back into personality

 Use strategies to gain the students’ attention.
 Ensure that the observation is not too complex.
 Link new skills to the student’s prior knowledge
 Use practice to ensure long-term retention
 Ensure a positive attitude toward a new skill so
that the students will be motivated to reproduce
or use new behavior
Principles of Social Learning
Principles of Social Learning

Environmental
Influences
Personal Factors
(beliefs, expectations,
self-perceptions)
Overt
Behavior

 Bandura’s biggest contribution to learning
theory:
◦ New patterns of behavior can be acquired in the
absence of external reinforcement
◦ We can pay attention to what others do, and
repeat their actions
 i.e., We learn through observation, rather than
through direct reinforcement

 We can exercise control over our behavior
through self-regulation
◦ We are not slaves to environmental influences
◦ We have free will
 Cognition allows us to use previous
experiences, rather than trial-and-error, to
foresee probable consequences of our acts,
and behave accordingly
 Self-regulation allows us to choose behaviors
that help us to avoid punishments and move
towards long-term goals

 We learn much of what we do through
observing and speaking with others
(“models”), rather than through personal
experience
 We form a cognitive image of how to
perform certain behaviors through
modeling, and use this image as a guide for
later behaviors

Observational learning is
also known as imitation or
modeling. In this process,
learning occurs when
individuals observes and
imitate others’ behavior.

Attention
Retention
Motor reproduction
Motivation
There are four component
processes influenced by the
observer’s behavior following
exposure to models.

Attention is the first component of
observational learning. Individuals
cannot learn much by observation
unless they perceive and attend
to the significant features of the
modeled behavior.

Retention is the next
component. In order to
reproduce the modeled
behavior, the individuals must
code the information into long-
term memory.

Motor reproduction is another
process in observational
learning. The observer must be
able to reproduce the model’s
behavior. The observer must
learn and posses the physical
capabilities of the modeled
behavior.

Motivation or
Reinforcements In this
process, the observer
expects to receive positive
reinforcements for the
modeled behavior.

Environmental experience is a
second influence of the social
learning of violence in children.
Albert Bandura reported that
individuals that live in high crime
rates areas are more likely to act
violently than those who dwell in
low-crime areas.

Albert Bandura believed
television was a source of
behavior modeling.
Since aggression is a prominent feature of
many shows, children who have a high
degree of exposure to the media may
exhibit a relatively high incidence of
hostility themselves in imitation of the
aggression they have witnessed.

For example,
David Phillips reported homicide rates
increase tremendously after a heavy
weight championship fight . There
have been a number of deaths linked
to violence on television.

 We acquire, maintain, and modify
behaviors that we see others perform
 We decide which behaviors to keep, and
when to use them, by using:
◦ symbolic thought
◦ emotion
◦ self-regulation (“I really want to stab my prof,
but I need an A, so…”)
 Bandura and other Social Learning
Theorists put the “person” back into
personality by stressing the interplay of
personal factors, environmental factors,
and behavior

Words of Wisdom
Words of Wisdom
A person without a goal,
happenstance is his
destination.

FAST TALK
FAST TALK

Would you choose to be a better
Would you choose to be a better
husband or a better father? Better
husband or a better father? Better
wife or a better mother?
wife or a better mother?

If you would tour PNOY around
If you would tour PNOY around
the country, where would you take
the country, where would you take
him? Why?
him? Why?

If women were to rule the world
If women were to rule the world
by 2020, how different the world
by 2020, how different the world
would be?
would be?

If you could bring one possession
If you could bring one possession
with you on a deserted island,
with you on a deserted island,
what would it be and why?
what would it be and why?

If you could be very famous, in
If you could be very famous, in
what way would you choose?
what way would you choose?

What childhood play do you miss
What childhood play do you miss
most? Why?
most? Why?

How do you consider teaching
How do you consider teaching
profession- a masculine course
profession- a masculine course
or feminine course?
or feminine course?

Does crying make a man less of a
Does crying make a man less of a
woman? Why?
woman? Why?

If you were to be transported to
If you were to be transported to
live in a new planet, who will be
live in a new planet, who will be
the three persons you would
the three persons you would
want to be with you and why?
want to be with you and why?

What are the three things you
What are the three things you
would never do to the person
would never do to the person
you love?
you love?

Motivational Factors in Learning
Motivational Factors in Learning
 MOTIVATION refers to the initiation, direction,
intensity, and persistence of human behavior.
 REWARD vs REINFORCEMENT
 A reward often has the intent of encouraging the
behavior to happen again. It can be external or
internal.
 A reinforcement is intended to create a
measured increase in the rate of a desirable
behavior following the addition of something to
the environment.

Other Factors
Other Factors
 COERCION- a form of motivation where
the avoidance of pain or other negative
consequences has an immediate effect.
 SELF-CONTROL is increasingly
understood as a subset of emotional
intelligence; a person maybe highly
intelligent, yet unmotivated to dedicate
this intelligence to certain tasks.

How do the following motivate
How do the following motivate
you?
you?
 ACHIEVEMENT
 GOAL
 LOVE
 FAMILY
 FRIENDS
 MONEY
 RELATIONSHIPS/AFFILIATIONS
 WORKPLACE
 NEEDS

Students and the Need for
Differentiated Environments
1. When students see that Effort = Success, they
become eager and effective learners
2. When students believe success is due to innate
ability, they are afraid to make mistakes
3. When tasks are too easy or too hard, students learn
to get by or give up
4. When task is appropriate for student readiness, task
becomes satisfying

Students and the Need for Differentiated Environments
Students and the Need for Differentiated Environments
5. When task is too difficult, brain goes into escape (fight or
flight) mode
6. When task is too easy, brain goes into relaxation (sleep-
like) mode
7. Students function best when the task is slightly difficult for
them
8. Matching difficulty level of task to student readiness leads
to feelings of student competence – students select more
challenging tasks in the future

When a teacher tries to teach
something to the entire class at
the same time, “chances are, one-
third of the kids already know it;
one-third will get it; and the
remaining third won’t. So two-
thirds of the children are wasting
their time.”
Lilian Katz

What if you are demotivated?
What if you are demotivated?
See JOHN GARDNER’s PERSONAL
RENEWAL

Motivational Theories
 DRIVE REDUCTION THEORY grows out of the
concept that we have certain biological needs,
such as hunger. As time passes, the strength of
the drive increases as it is not satisfied. Then as
we satisfy the drive by fulfilling its desire, such as
eating, the drive’s strength is reduced.
 David McClelland’s ACHIEVEMENT
MOTIVATION THEORY states that a person
needs for three things but people differ in degree
in which the various needs influence their
behavior: Need for Achievement, Need for
Power, Need for Affiliation

 INTEREST THEORY- if a person has a very strong
interest in something, then obtaining outcomes in
that area will be very strongly reinforcing relative to
obtaining outcomes in areas of interest.
 Frederick Herzberg’s TWO FACTOR THEORY
concludes that factors in the workplace result in job
satisfaction, while others do not, but if absent lead to
dissatisfaction.
◦ Motivators (challenging work, recognition, responsibility)
which give positive satisfaction.
◦ Hygiene Factors (status, job security, salary and benefits)
which do not motivate if present, but if absent will result in
demotivation.

Burrhus F.
Burrhus F.
Skinner’s Operant
Skinner’s Operant
Conditioning
Conditioning
Theory
Theory

 This theory developed by
Burrhus Skinner (1968) refers to
learning facilitated through
reinforcement and learning that is
based upon a pleasure –pain view
of human behavior.
Operant Conditioning Theory
Operant Conditioning Theory

 B. F. Skinner made the law of effect the
cornerstone for his influential theory of
learning, called operant conditioning.
◦ According to Skinner, the organism’s behavior is
“operating” on the environment to achieve some desired
goal.
 Operant conditioning: learning in which
behavior is strengthened if followed by
reinforcement and weakened if followed by
punishment

 Operant Chamber
(“Skinner Box”)
◦ soundproof chamber
with a bar or key that an
animal can manipulate
to obtain a food or water
reinforcer
◦ contains a device to
record responses

 The fundamental principle of behaviorism is
that rewarded behavior is likely to be
repeated.
 This is known as reinforcement in operant
conditioning.
 It also states the positive side of Thorndike’s
Law of Effect.

 Structure and feedback in learning –
immediate reinforcement
 Defined performance goals and
immediate reinforcement at work
 Parenting – reward good behavior, ignore
whining, time-out

 Thorndike was one of the most
important early theorists in animal
learning, educational psychology,
and behavioral psychology.
 Thorndike developed the “law of
effect” in 1898, several years earlier
than Ivan Pavlov proposed his law’s
of reinforcement.
 Although the theories are almost
identical the two individuals were not
aware of each other for many years.

 two main foci in education were 1) the
improvement of classroom instruction
and 2) the measurement of the learner
and the products of learning.
 wrote three books for his own use that
became classics in educational psychology 1)
Educational Psychology (1903), 2) The Theory
of Mental and Social Measurement (1904), and
a three volume Educational Psychology (1913).

 referred to his approach to learning as connectionism,
hypothesized that an organism learned about
connections between situations and types of responses.
 one of the first to hypothesize that “if all of these
(responses & situational variables) could be analyzed”
man could be told what would and would not satisfy him
and annoy him in every conceivable situation.
 The law of effect refers to “stamping in or stamping out”
a response tendency by attaching favorable or
unfavorable consequences.
 the law of effect states “any act which in a given
situation produces satisfaction becomes associated with
that situation, and when the situation reoccurs the act is
more likely to reoccur than before”.

 Ivan Petrovitch Pavlov was born 1849 in
Central Russia.
 son of a village priest and eldest of 11
children.
 initially intended to enter a theological
seminary but after reading about
Darwinian evolution changed his mind
and enrolled at the University of St.
Petersburg to study animal physiology.
 He obtained his degree in 1875 and began
to study medicine in the hopes of
becoming a physiologist.
 In 1890 he received an appointment as
professor of pharmacology at St.
Petersburg Military Academy
Ivan Pavlov

Will the dog learn to associate
the arrival of food with a neutral
stimulus (e.g., a bell)?

Reinforcer
Reinforcer - any event that
increases the frequency of
the preceding event
Positive Reinforcers
Positive Reinforcers
Introduce (+) stimulus
(e.g., food)
Negative Reinforcers
Negative Reinforcers
Remove (-) stimulus
(e.g., electric shock)
Reinforcers ALWAYS strengthen behavior!

 Locke’s reflection on knowing starts with the
problem of theories
◦ Given two explanations the one that is most likely
to be true is the simplest
◦ Is it possible to construct an explanation of
knowledge without using the notion of innate
ideas
 According to Locke, “yes”, is one starts with a
simple concept (model) of the mind

 Imagine the mind like a blank slate on which
nothing is written (without any innate ideas)
◦ “Let us suppose the mind to be, as we say, white
paper, void of all characters, without any ideas:
How comes it to be furnished? To this I answer in
one word, from EXPERIENCE.” (John Locke, EHU)
The mind is like a blank slate
informed only by sense
experience and acts of reflection

 Children show no evidence of innate ideas.
They appear to learn their ideas
◦ Copy from adults
◦ Education
◦ Personal experience
 If a child were kept in a room with no color
would have no idea of color
 So by “degrees” their minds are furnished
with ideas

 The senses play a role in knowing by providing
data from an “external world” - the “to be known.”
 The ‘external world’ (reality) imposes itself on
consciousness. However, what is ‘imposed’
(impressed on the mind) are ideas.
◦ As we have noted there is no means to verify the
correspondence of idea and reality the idea
represents.
 The mind actively relates the data together.
◦ So the mind is ACTIVE in acts of knowing.

Jean Piaget’s
Jean Piaget’s
Constructivism &
Constructivism &
Cognitive
Cognitive
Development
Development
Theory
Theory

 In order to understand something,
we MUST be able to relate it to
something else
 If at all possible, APPLY this
knowledge during the lesson to
foster concrete connections
 Differs from traditional view; the
mind is a blank tablet

 1. Sensory motor stage (birth-2 yrs)
-through physical interaction with
environment, child develops set of
concepts about reality & how it works
-stage where child is unaware that if an
object is not seen it still exists (object
permanence)

 Child needs concrete physical
situations and is unable to
conceptualize in the abstract
-needs to see, hear, feel in order
to understand something

 Child begins to conceptualize based on
physical experiences
-creates logical structures to explain his/her
environment
-abstract problem solving possible
Example: math with #’s, not objects

 Cognitive structures are like an adult and
include conceptual reasoning
-Piaget classified as a “cognitive constructivist”
focusing on processes of the mind and its
effects on learning

 Constructivism is an eclectic
view of learning that emphasizes
four key components: (a)
learners construct their own
understanding rather than
having it delivered; (b) new
learning depends on prior
understandings; (c) learning is
enhanced by social interaction
Constructivism
Constructivism

 An educational
theory that places
emphasis on the
learner
 Teacher’s role: Act as
a facilitator
 Based on the idea
that All knowledge
is CONSTRUCTED
based on previous
experiences

Two Views of
Constructivism

•Individual
Contructivism – it
emphasizes
individual, internal
construction of
knowledge.

•Social
Constructivism – it
emphasizes that
“knowledge exists in
a social context and
is initially shared
with others instead
of being represented
solely in the mind of
an individual.”

Characteristics
of
Constructivism

•Learners construct
understanding.
•New learning depends on
current understanding.
•Learning is facilitated by social
interaction.
•Meaningful learning occurs
within authentic learning tasks.

Bruner’s Main
Concepts

•Representation
1. Enactive
Representation

2. Iconic
Representation

3. Symbolic
Representation

•Discovery
Learning
-Discovery
learning refers to
obtaining
knowledge for
oneself.

The five E’s:
 Engage- do this! Engage the students and get
them interested in learning
Ex: ask a question, define a problem, surprise
them, use problematic situations

 Get the students directly involved in
the material
 Have them work in teams
 Act as a facilitator
 Use their inquiry to drive the
process

 Explanations come from:
-Students working together
-Teacher introducing concepts and vocabulary for
experiences Example: magnets-attracting force
 This is also the time for the teacher to determine
levels of understanding and clarify misconceptions
 Drawing, writing and video are great tools to help
the teacher assess development and growth

 Students expand on concepts learned
 Make connections
 Apply understandings to own environment &
world around them
 These connections lead to further inquiry &
new understandings

 On-going diagnostic process
 Can occur at all points of the instructional
process
-Examples: rubrics, teacher observation, student
interviews, portfolios, project & problem based
learning products, etc.
 Used to guide teacher in further planning of
lessons
 May also be utilized by the students; Ex:
Feedback Fridays

 Learning is active
 Engage the students on their own cognitive
level
 Make it interesting!
 Work in groups
 Act as a facilitator, not a record player
 Make learning cyclical. They should have
more questions when the lesson is over!

 Learning experiences should be as pleasant and satisfying as
possible.
 Whenever possible, lessons should take into account the
interests and students of students.
 The attention of learners can be gained and held longer by
using different sensory channels and movement.
 Learners can attend for only so long, and they differ in their
ability to attend.
 Distractions interfere with attention
 Learners can attend only to so much info at any one time.
Cognitivist Guiding Principles to Gain and
Cognitivist Guiding Principles to Gain and
Hold Learning
Hold Learning

 Psychosocial development theory is based on
eight stages of development
 Erikson’s theory is based on the idea that
development through life is a series of stages
which are each defined by a crisis or challenge
 The early stages provide the foundations for later
stages so Erikson says that if a child does not
resolve a crisis in a particular stage, they will have
problems in later stages
 For example, if an adolescent does not establish
his own identity, he will have difficulty in
relationships as an adult

 Stage 1 – Oral Sensory
 Stage 2 – Muscular-Anal
 Stage 3 – Locomotor
 Stage 4 – Latency
 Stage 5 – Adolescence
 Stage 6 – Young Adulthood
 Stage 7 – Middle Adulthood
 Stage 8 – Maturity

 birth to 1 year (infancy)
 basic conflict is trust vs. mistrust
 the important event is feeding and the
important relationship is with the
mother
 the infant must develop a loving,
trusting relationship with the
mother/caregiver through feeding,
teething and comforting
 failure to resolve this conflict can lead to
sensory distortion, and withdrawal

 age 1 to 3 years (toddler)
 Basic conflict is autonomy vs. shame/doubt
 The important event is toilet training and
the important relationship is with the
parents
 The child’s energy is directed towards
mastering physical skills such as walking,
grasping and muscular control
 The child learns self control but may
develop shame, doubt, impulsivity or
compulsion if not handled well

 age 3 to 6 years (preschool)
 basic conflict is initiative vs. guilt
 the important event is independence and
the important relationship is family
 the child continues to become more
assertive in exploration, discovery,
adventure and play
 the child may show too much force in this
stage causing feelings of guilt
 failure to resolve this conflict can lead to
ruthlessness and inhibition

 age 6 to 12 years (school age)
 the basic conflict in this stage is
industry vs. inferiority
 the important event is school and the
important relationships are teachers,
friends and neighbourhood
 the child must learn to deal with new
skills and develop a sense of
achievement and accomplishment
 failure to do so can create a sense of
inferiority, failure and incompetence

 age 12 to 20 years (adolescent)
 the basic conflict is identity vs. role confusion
 the important event is development of peer
relationships and the important relationships
are peers, groups and social influences
 The teenager must achieve a sense of identity
in occupation, sex roles, politics and religion.
In addition, they must resolve their identity
and direction.
 Failure to make these resolutions can lead to
the repression of aspects of the individual for
the sake of others (fanaticism)

 age 20 to 40 years
 the basic conflict in young adulthood is
intimacy vs. isolation
 the important event is parenting and the
important relationships are lovers, friends
and work connections
 in this stage, the individual must develop
intimate relationships through work and
social life
 failure to make such connections can lead
to promiscuity, exclusivity and isolation

 age 40 to 65 years
 the basic conflict is generativity vs. stagnation
 the important event is parenting and the
important relationships are with children and
the community
 this stage is based on the idea that each adult
must find a way to satisfy, support and
contribute to the next generation; it is often
thought of as giving back
 failure to resolve this stage can lead to
overextension or rejectivity

 age 65 to death
 the basic conflict is ego integrity vs.
despair
 the important event is reflection on and
acceptance of the individual’s life
 the individual is creating meaning and
purpose of one’s life and reflecting on life
achievements
 failure to resolve this conflict can create
feelings of disdain

 This is a Lawrence
Kohlberg’s theory based
on the assumption that the
rate of moral development
varies among individuals,
with some individuals
having a relatively high
level of moral reasoning
early in life.
Moral Development Theory
Moral Development Theory

 Assessed moral reasoning by posing hypothetical
moral dilemmas and examining the reasoning
behind people’s answers
 Proposed three distinct levels of moral reasoning:
preconventional, conventional, and postconventional
 Each level is based on the degree to which a person
conforms to conventional standards of society
 Each level has two stages that represent different
degrees of sophistication in moral reasoning.

 Preconventional—moral reasoning is
based on external rewards and
punishments
 Conventional—laws and rules are
upheld simply because they are laws and
rules
 Postconventional—reasoning based on
personal moral standards

 Characterized by the desire to
avoid punishment or gain
reward
 Typically children under the age
of 10

 Primary concern is to fit in and
play the role of a good citizen
 People have a strong desire to
follow the rules and laws.
 Typical of most adults

 Characterized by references to
universal ethical principles that
represent protecting the rights
or of all people
 Most adults do not reach this
level.

 Stages 1 & 2

 A focus on direct consequences
 Negative actions will result in
punishments
 EXAMPLE: Heinz shouldn’t steal the
drug because he’d go to jail if he
got caught.

 Getting what one wants often
requires giving something up in
return
 “Right” is a fair exchange.
 Morals guided by what is “fair”

 Stages 3 & 4

 An attempt to live up to the
expectations of important others
 Follow rules or do what others would
want so that you win their approval
 Negative actions will harm those
relationships

 To maintain social order, people
must resist personal pressures
and follow the laws of the larger
society
 Respect the laws & authority

 Stages 5 & 6

 Must protect the basic rights of all
people by upholding the legal
principles of fairness, justice, equality &
democracy.
 Laws that fail to promote general
welfare or that violate ethical principles
can be changed, reinterpreted, or
abandoned

 Self-chosen ethical principles
 Profound respect for sanctity of human
life, nonviolence, equality & human
dignity
 Moral principles take precedence over
laws that might conflict with them,
 Conscientious objectors – refuses to be
drafted because they are morally
opposed to war.

 This theory is based on the early
works of Lev Vygotsky (1978).
This is a cognitive view of
learning that emphasizes student
participation in communities of
learning. To the sociocultural
theorists, learners are novices
under the supervision of one or
more mentors.
Sociocultural Theory
Sociocultural Theory

 Russian psychologist & philosopher in
1930’s usually associated with Social
Constructivism
 Social Constructivism emphasized the
effects of one’s environment (family,
friends, culture & background) have on
learning
 Today, Co-Constructivism Seems to
prevail, incorporating Cognitive and
Social aspects

 This is a cognitive view of knowledge elucidating that that
the information people store in memory consists of a
network of organized and interconnected ideas.
According to this theory, the organized structured and
abstract bodies or info or schemata that a learner brings
to fore in learning new content determine how the
learning tasks are interpreted and what the learner
understands from the study. This theory expounds that
each subset of knowledge is stored in a schema, an
outline or organized network of knowledge about a
single concept or subject.
Schema Theory
Schema Theory

David Ausubel’s Meaningful
David Ausubel’s Meaningful
Verbal Learning/Subsumption
Verbal Learning/Subsumption
Theory
Theory

Ausubel, instead of criticizing the
Ausubel, instead of criticizing the
manner of teaching, proposed ways
manner of teaching, proposed ways
of improving it. He suggested the
of improving it. He suggested the
use of advance organizers.
use of advance organizers.

 The most important factor influencing learning
is the quantity, clarity, and organization of the
learner’s present knowledge which consists of
facts, concepts, propositions, theories, etc.
 The way to strengthen the student’s cognitive
structure is by using advance organizers that
allow students to already have a bird’s eye view
or to see the big picture of the topic to be
learned even before going to the details.
Focus of Ausubel’s Theory
Focus of Ausubel’s Theory

Ausubel’s theory is concerned with how individuals
learn large amounts of meaningful material from
verbal/ textual (lecture/ books) presentations in a
school setting as opposed to theories developed
based on experimental settings.
Therefore, learning is based upon the kinds of
superordinate, representational, and combinatorial
processes that occur during the presentation of
information.

FORCE FIELD
FORCE FIELD
THEORY & Change
THEORY & Change
ThEORY
ThEORY
Kurt Lewin

Kurt Lewin (1890-1947)
◦was a famous, charismatic psychologist
who is now viewed as the father of
social psychology. Born in Germany.
◦was well known for his terms “life
space” and “field theory”.
◦A Gestalt psychologist

Kurt Lewin’s Change theory
 Unfreeze – “ready to change”
 When a structure has been in place for a while, habits and routine have
naturally settled in. The organization as a whole is going in the right
direction, but – as shown on the illustration – people or processes may
have strayed off course. For example, tasks that are not relevant or
useful anymore are still being performed by force of habit, without
anyone questioning their legitimacy. Similarly, people might have learned
to do things one way, without considering other, more efficient
methods. Unfreezing means getting people to gain perspective on their
day-to-day activities, unlearn their bad habits, and open up to new ways
of reaching their objectives. Basically, the current practices and
processes have to be reassessed in order for the wheels of change to be
set in motion.

 Change – “implementation”
 Once team members have opened up their minds, change
can start. The change process can be a very dynamic one
and, if it is to be effective, it will probably take some time
and involve a transition period. In order to gain efficiency,
people will have to take on new tasks and responsibilities,
which entails a learning curve that will at first slow the
organization down. A change process has to be viewed as an
investment, both in terms of time and the allocation of
resources: after the new organization and processes have
been rolled out, a certain chaos might ensue, but that is the
price to pay in order to attain enhanced effectiveness within
the structure.

 Freeze (sometimes called refreeze)- “making
it stick”
 Change will only reach its full effect if it’s made permanent.
Once the organizational changes have been made and the
structure has regained its effectiveness, every effort must be
made to cement them and make sure the new organization
becomes the standard. Further changes will be made down
the line, but once the structure has found a way to improve
the way it conducts its operations, “re-freezing” will give the
people the opportunity to thrive in the new organization and
take full advantage of the change. Many quote the model as
saying the third step of this approach is to re-freeze, when in
Lewins original work it was “freeze”.

Field Theory
◦is a psychological theory which
examines patterns of
interaction between the
individual and the total field,
or environment.

Force Field Analysis
• is an influential development in the field of
social science.
• is a management technique for diagnosing
situations.
• a framework for looking at the factors ("forces")
that influence a situation, originally social
situations.
Restraining Forces (hindering forces)
Driving Forces (helping forces)
Equilibrium

Driving Forces - are those forces
affecting situations that are pushing in a
particular direction; they tend to initiate
a change and keep it going.
Restraining Forces - are forces acting to
restrain or decrease the driving forces.
Equilibrium - is reached when the sum
of the driving forces equals the sum of
the restraining forces.

Example
Example

The first step is to draw a box within which
The first step is to draw a box within which
you write the decision. Then you list all the
you write the decision. Then you list all the
helping and hindering forces. For example
helping and hindering forces. For example you
you
want to buy a new car.
want to buy a new car.

Having spent some time trying to think of all the
Having spent some time trying to think of all the
forces in play you then assign a strength to each
forces in play you then assign a strength to each
force between 1 and 5 where
force between 1 and 5 where 1
1 is
is weak
weak and
and 5
5 is
is
strong:
strong:
We can then add up
the strengths of the
forces to give a
helping: hindering
ratio. In this case it is
7:11 so initially it
looks like the decision
to buy a new car will
not be made because
the hindering forces
outweigh the helping
forces.

If we do want the decision to go ahead we can now
If we do want the decision to go ahead we can now
look for ways to increase the helping forces and
look for ways to increase the helping forces and
decrease the hindering forces.
decrease the hindering forces.
Looking at the hindering
forces:
Cost: If I leased a car then I
could change this from 4 to 2.
Time: As I don't have much
time to look at other models I
could always just buy the
same model which would
change this score from 4 to 1.
Which model: Would
therefore also decrease from
3 to 1.
---So by decreasing the
hindering forces the analysis
now gives 7:4, much more
promising.

PROF ED 6 Facilitating-Learner- centered

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