The document discusses several cognitive theories of learning including those proposed by Piaget, Bruner, Gagne, Ausubel, and Gestalt psychologists. The key points covered include:
1) Cognitive theories view learning as a process that changes an individual's mental structures and behaviors as a result of thought and experience, rather than external stimuli.
2) Theorists such as Piaget, Bruner, and Gagne proposed stage-based models of learning and emphasized different modes such as action-based, visual, and verbal learning.
3) Ausubel's meaningful learning theory focuses on incorporating new knowledge into existing cognitive frameworks through techniques like advanced organizers.
4) Gestalt psychologists
David Ausubel developed the theory of meaningful learning through subsumption. He believed that new information is best learned when incorporated into an individual's existing cognitive framework or schema. Ausubel advocated for the use of advance organizers - instructional materials presented before a lesson that provide context and structure for new concepts. By relating new ideas to what is already known, advance organizers allow individuals to incorporate new information through derivative, correlative, superordinate, or combinatorial subsumption.
Cognitive learning theory explains how the brain processes and interprets information during learning. Key cognitive learning models include:
- Gestalt model which views thinking as proceeding from the whole to parts.
- Ausubel model which focuses on verbal learning and meaning-making.
- Gagne model which identifies 5 types of learning and 9 levels of instruction.
- Bruner model which sees learning progressing from physical actions to images to symbolic thought.
Constructivism views learning as a self-regulated process where learners build on prior knowledge through active participation and social interaction. It encourages learner-centered activities and collaborative work.
Cognitive learning theory focuses on how people think and process information. Key aspects include that learning is an active process where learners construct their own understanding, and that mental processes like observing and categorizing are important. Theorists discussed include Piaget, who identified stages of cognitive development, Bruner, who described modes of thinking, and Ausubel, who emphasized meaningful learning by relating new concepts to prior knowledge. The theory emphasizes giving learners opportunities to actively engage with and make sense of new information.
1. David Ausubel proposed the Meaningful Receptional Learning Theory in the 1950s, arguing against rote learning through lecture methods.
2. According to Ausubel, meaningful learning involves relating new information to what is already known, while rote learning is simple memorization without understanding connections.
3. Ausubel believed in reception or received knowledge, where the content is presented to the learner to internalize, rather than discovery learning where the learner must discover the content themselves.
This document discusses cognitivism as a learning theory that focuses on cognitive processes like comprehension and problem solving rather than observable behaviors. It outlines some of the major cognitive theorists like Lewin, Gagne, Bloom, and Anderson and their contributions. The implications for the classroom are that teachers should facilitate problem-based learning and inquiry to stimulate students' cognitive skills. Technology can be used as an "attention getter" and to present material interactively on whiteboards. Students are encouraged to work collaboratively in groups and use technology to express their own ideas. The goal is for students to learn how to teach themselves efficiently using their cognitive abilities.
Jerome Bruner was an American psychologist born in 1915 who received his PhD from Harvard. He is known for developing discovery learning and constructivist learning theories. Some key principles of Bruner's theory include that any subject can be taught effectively in some form to any learner, and that learning should involve active engagement through different modes of representation including enactive, iconic, and symbolic. Bruner believed learning is an active process in which students construct new ideas based upon their current and past knowledge through discovery and interaction.
David Ausubel developed the theory of meaningful learning through subsumption. He believed that new information is best learned when incorporated into an individual's existing cognitive framework or schema. Ausubel advocated for the use of advance organizers - instructional materials presented before a lesson that provide context and structure for new concepts. By relating new ideas to what is already known, advance organizers allow individuals to incorporate new information through derivative, correlative, superordinate, or combinatorial subsumption.
Cognitive learning theory explains how the brain processes and interprets information during learning. Key cognitive learning models include:
- Gestalt model which views thinking as proceeding from the whole to parts.
- Ausubel model which focuses on verbal learning and meaning-making.
- Gagne model which identifies 5 types of learning and 9 levels of instruction.
- Bruner model which sees learning progressing from physical actions to images to symbolic thought.
Constructivism views learning as a self-regulated process where learners build on prior knowledge through active participation and social interaction. It encourages learner-centered activities and collaborative work.
Cognitive learning theory focuses on how people think and process information. Key aspects include that learning is an active process where learners construct their own understanding, and that mental processes like observing and categorizing are important. Theorists discussed include Piaget, who identified stages of cognitive development, Bruner, who described modes of thinking, and Ausubel, who emphasized meaningful learning by relating new concepts to prior knowledge. The theory emphasizes giving learners opportunities to actively engage with and make sense of new information.
1. David Ausubel proposed the Meaningful Receptional Learning Theory in the 1950s, arguing against rote learning through lecture methods.
2. According to Ausubel, meaningful learning involves relating new information to what is already known, while rote learning is simple memorization without understanding connections.
3. Ausubel believed in reception or received knowledge, where the content is presented to the learner to internalize, rather than discovery learning where the learner must discover the content themselves.
This document discusses cognitivism as a learning theory that focuses on cognitive processes like comprehension and problem solving rather than observable behaviors. It outlines some of the major cognitive theorists like Lewin, Gagne, Bloom, and Anderson and their contributions. The implications for the classroom are that teachers should facilitate problem-based learning and inquiry to stimulate students' cognitive skills. Technology can be used as an "attention getter" and to present material interactively on whiteboards. Students are encouraged to work collaboratively in groups and use technology to express their own ideas. The goal is for students to learn how to teach themselves efficiently using their cognitive abilities.
Jerome Bruner was an American psychologist born in 1915 who received his PhD from Harvard. He is known for developing discovery learning and constructivist learning theories. Some key principles of Bruner's theory include that any subject can be taught effectively in some form to any learner, and that learning should involve active engagement through different modes of representation including enactive, iconic, and symbolic. Bruner believed learning is an active process in which students construct new ideas based upon their current and past knowledge through discovery and interaction.
John Amos Comenius - Father of Modern EducationBinibini Cmg
John Amos Comenius was a seventeenth century visionary and innovator.
He tended to think in big pictures, and believed that much of life's learning should be woven together, a concept he called Via Lucis, or "way of light."
Cognitive theory views thinking, remembering, and decision making as underlying behaviors. It was created in reaction to behaviorism to acknowledge the role of thinking in behavior. Key theorists include Allan Paivio, who proposed dual coding theory of verbal and visual processing, Robert Gagne, who identified learning categories and principles of instruction, and Howard Gardner, who proposed multiple intelligences. The cognitive theory emphasizes that learners actively construct their own understanding rather than passively receiving information.
Constructivism: Knowledge Construction / Concept LearningChoc Nat
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
The document introduces cognitivism as a learning theory that emerged in the 1960s to replace behaviorism. Cognitivism focuses on understanding mental processes like thinking, memory, and problem-solving rather than just external responses. It views learning as involving how mental constructs are encoded and organized in memory. The document outlines key concepts in cognitivism and contributors to the cognitive model of learning like Piaget, Gagne, and Kolb. It also notes some criticisms of reducing cognition to information processing and debates that emerged around cognitivism.
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
The information processing theory views the human mind as similar to a computer in how it processes information. It proposes that new information enters through the senses and is analyzed before being stored in memory. The theory sees the sensory systems as the hardware and mental rules/strategies as the software that can be enhanced. Information processing involves receiving input through the senses or sensory store, processing it briefly in the short term store, rehearsing it to encode it into long term memory, and later retrieving it from long term memory. This cognitive model of learning informed theories of how consumers acquire, store, and recall product information.
This document outlines revised policies and standards for undergraduate teacher education curriculum in the Philippines. It details the requirements for Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) degrees, including general education courses, professional education courses, and specialization courses. It provides information on course requirements and objectives for theories, methods, field studies, and practice teaching to develop teachers' content knowledge, teaching skills, and ability to address diverse learners' needs. The curriculum aims to prepare teachers qualified to teach in primary and secondary schools in the Philippines.
Here are some examples of how constructivism can be applied for different topics:
- Biology majors learning about cell structure: Provide opportunities for hands-on activities like observing cells under microscopes. Encourage discussion and allow students to draw their own conclusions.
- Computer science majors learning programming: Give students open-ended programming assignments and allow them to experiment. Facilitate peer learning and troubleshooting.
- Education majors learning about learning theories: Present key ideas like constructivism in depth. Provide real examples from classrooms. Organize students into groups to discuss applications and relate theories to their own experiences.
- Business majors learning accounting: Use varied case studies and scenarios. Engage students in active
1) Ausubel's Subsumption Theory proposes that meaningful learning occurs when new information is related to an individual's existing cognitive framework through four processes: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning.
2) According to the theory, an individual's cognitive structure is the most important factor influencing learning. Advance organizers are used to strengthen cognitive structure and allow new information to be subsumed.
3) Meaningful learning takes place through subsumption, where new material is related to relevant prior knowledge. There are different types of advance organizers that can be used including expository, narrative, skimming, and graphic organizers.
Ausubel's Meaningful Verbal Learning Theory proposes that learning is most effective when new information can be related to what is already known. The theory emphasizes that knowledge is organized hierarchically in our cognitive structures. Advance organizers are presented before new content to help students incorporate new information by providing a framework to connect it to their prior knowledge. Advance organizers allow students to see the "big picture" before details are presented.
This document summarizes key principles for selecting and organizing content for teaching. It discusses:
1. Guiding principles for selection including validity, significance, balance, interest, and feasibility. Content should meet standards, interests, developmental levels, and be comprehensive but not superficial.
2. Cognitive content includes facts, concepts, principles, theories and laws. It emphasizes conceptual understanding over isolated facts. Subject matter also includes skills and affective elements.
3. Skills involve thinking, such as critical and creative thinking, and problem solving. Affective elements refer to teaching values and attitudes through modeling good behavior and reinforcing it, in addition to the cognitive explanation of values.
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
Gagne's theory of instruction outlines nine instructional events that are meant to support different types of learning outcomes. The nine events are gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimulus materials, providing guidance for learning, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne also categorized five different types of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Each learning outcome requires different instructional conditions and events.
Constructivism is a theory of learning that emphasizes the active role of learners in constructing their own understanding and knowledge of the world through experiences and reflecting on those experiences. There are two main types of constructivism: cognitive constructivism, which focuses on how individuals construct meaning, and social constructivism, which emphasizes social interactions and cooperative learning. Piaget's theory of cognitive development outlines four stages - sensorimotor, preoperational, concrete operational, and formal operational - that children progress through as they construct understanding. Vygotsky expanded on constructivism with his theory of the zone of proximal development, which is the difference between what a learner can do independently and what they can do with guidance and collaboration
Subsumption theory by_david_paul_ausubelDina Datar
- Ausubel proposed that meaningful learning occurs when new information is linked to existing knowledge structures in a hierarchical or categorical manner. This process is known as subsumption.
- There are four types of subsumption: derivative, correlative, superordinate, and combinatorial. Advance organizers are used to relate new concepts to prior knowledge and facilitate subsumption.
- Ausubel's theory focuses on how individuals learn large amounts of meaningful verbal information in educational settings through subsumption processes like those occurring when new material is presented.
Cognitivism focuses on internal mental processes of learning rather than outward behaviors. It developed in reaction to behaviorism which ignored thinking. Theorists like Paivio, Gagne, and Gardner contributed key concepts - Paivio's dual coding theory emphasized visual and verbal learning; Gagne identified five types of learning and principles for instruction; Gardner proposed multiple intelligences. Under cognitivism, teachers should create engaging environments, ask questions, and use varied teaching methods while students think deeply to develop understanding.
David Paul Ausubel was an American psychologist who developed the theory of advance organizers. His theory proposed that meaningful learning occurs when new ideas are related to concepts a learner already knows. Ausubel believed cognitive structure should be strengthened before presenting new materials. An advance organizer provides an overview of a topic before details to help learners connect new information to existing knowledge through subsumption, the process of relating new ideas to relevant prior concepts.
This document summarizes key points from chapters 6 and 7 of Michelle Vun Cannon's book on curriculum design. It outlines three basic curriculum designs: subject-centered, learner-centered, and problem-centered. Within subject-centered design, it describes various models including subject design, discipline design, and broad-fields design. It also covers learner-centered designs like child-centered and experience-centered, as well as problem-centered designs such as life-situations design. The document discusses criteria for selecting curriculum content and experiences and debates which design has greater relevance today.
Chapter 4 – cues, questions and advanceLarry Walker
This document discusses cues, questions, and advance organizers as instructional strategies for setting the stage for learning. It defines each strategy and provides examples. Cues and questions activate prior knowledge to help students connect new ideas. Advance organizers help students organize and make sense of new content by providing structure before a learning activity. The document recommends using technology like word processors and data analysis tools to create effective cues, questions, and advance organizers to support classroom instruction.
The document discusses three approaches to curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered approach focuses on teaching academic subjects. The learner-centered approach places the learner at the center of the educational process and builds the curriculum based on their skills and knowledge. The problem-centered approach assumes learners experience problems in living and develops the curriculum to help them solve problems and become independent problem-solvers. Each approach has its own principles that guide the curriculum design.
This document discusses several cognitive learning theories including social cognitive theory, cognitive behavioral theory, and theories proposed by Wolfgang Kohler, Kurt Lewin, and Jerome Bruner. It outlines key concepts from each, including Kohler's insight theory of gaining understanding through restructuring perceptions, Lewin's life space theory examining an individual's psychological field, and Bruner's view of learning as conceptualization. The document also summarizes information processing theory and models, and discusses applying learning theories to classroom practices such as behavior modification and program learning with pre-established sequential steps.
Cognitivism is an approach to psychology that views cognition as an intellectual process of gaining knowledge through perception and ideas. Three major theorists of cognitivism discussed are Robert Gagné, David Ausubel, and Jerome Bruner. Gagné developed the nine events of instruction, Ausubel researched advance organizers, and Bruner viewed learning as an active process where students construct new ideas based on prior knowledge. Cognitivism and its learning theories should reflect the underlying social environments that learning takes place within.
John Amos Comenius - Father of Modern EducationBinibini Cmg
John Amos Comenius was a seventeenth century visionary and innovator.
He tended to think in big pictures, and believed that much of life's learning should be woven together, a concept he called Via Lucis, or "way of light."
Cognitive theory views thinking, remembering, and decision making as underlying behaviors. It was created in reaction to behaviorism to acknowledge the role of thinking in behavior. Key theorists include Allan Paivio, who proposed dual coding theory of verbal and visual processing, Robert Gagne, who identified learning categories and principles of instruction, and Howard Gardner, who proposed multiple intelligences. The cognitive theory emphasizes that learners actively construct their own understanding rather than passively receiving information.
Constructivism: Knowledge Construction / Concept LearningChoc Nat
Constructivism is a theory of learning that argues humans generate knowledge through interactions between their experiences and ideas. There are two views: individual constructivism focuses on internal knowledge construction, while social constructivism sees knowledge as socially constructed initially and shared. Key characteristics are that learners actively construct understanding, new learning builds on prior knowledge, social interaction facilitates learning, and meaningful learning occurs through authentic tasks. Concepts are organized as feature lists, prototypes, or exemplars, and are best taught with examples, definitions, and opportunities to identify instances. Facilitating constructivist learning involves focusing on key ideas in-depth, providing varied examples and hands-on activities, and relating topics to real-life.
The document introduces cognitivism as a learning theory that emerged in the 1960s to replace behaviorism. Cognitivism focuses on understanding mental processes like thinking, memory, and problem-solving rather than just external responses. It views learning as involving how mental constructs are encoded and organized in memory. The document outlines key concepts in cognitivism and contributors to the cognitive model of learning like Piaget, Gagne, and Kolb. It also notes some criticisms of reducing cognition to information processing and debates that emerged around cognitivism.
Jerome Bruner was a learning theorist who reacted against behaviorist models of learning. He believed in discovery learning and constructivism, where students must be active in identifying principles themselves rather than just receiving explanations from teachers. Bruner's ideas included constructivism, where learners create their own understanding, and discovery learning, where students learn through inquiry. He emphasized scaffolding learning from concrete experiences to more abstract representations using imagery and language.
The information processing theory views the human mind as similar to a computer in how it processes information. It proposes that new information enters through the senses and is analyzed before being stored in memory. The theory sees the sensory systems as the hardware and mental rules/strategies as the software that can be enhanced. Information processing involves receiving input through the senses or sensory store, processing it briefly in the short term store, rehearsing it to encode it into long term memory, and later retrieving it from long term memory. This cognitive model of learning informed theories of how consumers acquire, store, and recall product information.
This document outlines revised policies and standards for undergraduate teacher education curriculum in the Philippines. It details the requirements for Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) degrees, including general education courses, professional education courses, and specialization courses. It provides information on course requirements and objectives for theories, methods, field studies, and practice teaching to develop teachers' content knowledge, teaching skills, and ability to address diverse learners' needs. The curriculum aims to prepare teachers qualified to teach in primary and secondary schools in the Philippines.
Here are some examples of how constructivism can be applied for different topics:
- Biology majors learning about cell structure: Provide opportunities for hands-on activities like observing cells under microscopes. Encourage discussion and allow students to draw their own conclusions.
- Computer science majors learning programming: Give students open-ended programming assignments and allow them to experiment. Facilitate peer learning and troubleshooting.
- Education majors learning about learning theories: Present key ideas like constructivism in depth. Provide real examples from classrooms. Organize students into groups to discuss applications and relate theories to their own experiences.
- Business majors learning accounting: Use varied case studies and scenarios. Engage students in active
1) Ausubel's Subsumption Theory proposes that meaningful learning occurs when new information is related to an individual's existing cognitive framework through four processes: derivative subsumption, correlative subsumption, superordinate learning, and combinatorial learning.
2) According to the theory, an individual's cognitive structure is the most important factor influencing learning. Advance organizers are used to strengthen cognitive structure and allow new information to be subsumed.
3) Meaningful learning takes place through subsumption, where new material is related to relevant prior knowledge. There are different types of advance organizers that can be used including expository, narrative, skimming, and graphic organizers.
Ausubel's Meaningful Verbal Learning Theory proposes that learning is most effective when new information can be related to what is already known. The theory emphasizes that knowledge is organized hierarchically in our cognitive structures. Advance organizers are presented before new content to help students incorporate new information by providing a framework to connect it to their prior knowledge. Advance organizers allow students to see the "big picture" before details are presented.
This document summarizes key principles for selecting and organizing content for teaching. It discusses:
1. Guiding principles for selection including validity, significance, balance, interest, and feasibility. Content should meet standards, interests, developmental levels, and be comprehensive but not superficial.
2. Cognitive content includes facts, concepts, principles, theories and laws. It emphasizes conceptual understanding over isolated facts. Subject matter also includes skills and affective elements.
3. Skills involve thinking, such as critical and creative thinking, and problem solving. Affective elements refer to teaching values and attitudes through modeling good behavior and reinforcing it, in addition to the cognitive explanation of values.
Cognitivism theory examines how people think and gain knowledge through learning, memory, problem solving, and intelligence. It views the mind as a "black box" where learning occurs through recalling and making sense of stored information. Key factors that influence learning according to cognitivism include a person's existing schemas and previous experiences. Memory plays an important role through encoding, storing, and retrieving information. Learning theories best explained by cognitivism include reasoning, problem solving, and learning with clear objectives. Major theorists in cognitivism include Piaget with his cognitive development theory and Ausubel with his meaningful learning theory.
Gagne's theory of instruction outlines nine instructional events that are meant to support different types of learning outcomes. The nine events are gaining attention, informing learners of objectives, stimulating recall of prior learning, presenting stimulus materials, providing guidance for learning, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Gagne also categorized five different types of learning outcomes - verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Each learning outcome requires different instructional conditions and events.
Constructivism is a theory of learning that emphasizes the active role of learners in constructing their own understanding and knowledge of the world through experiences and reflecting on those experiences. There are two main types of constructivism: cognitive constructivism, which focuses on how individuals construct meaning, and social constructivism, which emphasizes social interactions and cooperative learning. Piaget's theory of cognitive development outlines four stages - sensorimotor, preoperational, concrete operational, and formal operational - that children progress through as they construct understanding. Vygotsky expanded on constructivism with his theory of the zone of proximal development, which is the difference between what a learner can do independently and what they can do with guidance and collaboration
Subsumption theory by_david_paul_ausubelDina Datar
- Ausubel proposed that meaningful learning occurs when new information is linked to existing knowledge structures in a hierarchical or categorical manner. This process is known as subsumption.
- There are four types of subsumption: derivative, correlative, superordinate, and combinatorial. Advance organizers are used to relate new concepts to prior knowledge and facilitate subsumption.
- Ausubel's theory focuses on how individuals learn large amounts of meaningful verbal information in educational settings through subsumption processes like those occurring when new material is presented.
Cognitivism focuses on internal mental processes of learning rather than outward behaviors. It developed in reaction to behaviorism which ignored thinking. Theorists like Paivio, Gagne, and Gardner contributed key concepts - Paivio's dual coding theory emphasized visual and verbal learning; Gagne identified five types of learning and principles for instruction; Gardner proposed multiple intelligences. Under cognitivism, teachers should create engaging environments, ask questions, and use varied teaching methods while students think deeply to develop understanding.
David Paul Ausubel was an American psychologist who developed the theory of advance organizers. His theory proposed that meaningful learning occurs when new ideas are related to concepts a learner already knows. Ausubel believed cognitive structure should be strengthened before presenting new materials. An advance organizer provides an overview of a topic before details to help learners connect new information to existing knowledge through subsumption, the process of relating new ideas to relevant prior concepts.
This document summarizes key points from chapters 6 and 7 of Michelle Vun Cannon's book on curriculum design. It outlines three basic curriculum designs: subject-centered, learner-centered, and problem-centered. Within subject-centered design, it describes various models including subject design, discipline design, and broad-fields design. It also covers learner-centered designs like child-centered and experience-centered, as well as problem-centered designs such as life-situations design. The document discusses criteria for selecting curriculum content and experiences and debates which design has greater relevance today.
Chapter 4 – cues, questions and advanceLarry Walker
This document discusses cues, questions, and advance organizers as instructional strategies for setting the stage for learning. It defines each strategy and provides examples. Cues and questions activate prior knowledge to help students connect new ideas. Advance organizers help students organize and make sense of new content by providing structure before a learning activity. The document recommends using technology like word processors and data analysis tools to create effective cues, questions, and advance organizers to support classroom instruction.
The document discusses three approaches to curriculum design: subject-centered, learner-centered, and problem-centered. The subject-centered approach focuses on teaching academic subjects. The learner-centered approach places the learner at the center of the educational process and builds the curriculum based on their skills and knowledge. The problem-centered approach assumes learners experience problems in living and develops the curriculum to help them solve problems and become independent problem-solvers. Each approach has its own principles that guide the curriculum design.
This document discusses several cognitive learning theories including social cognitive theory, cognitive behavioral theory, and theories proposed by Wolfgang Kohler, Kurt Lewin, and Jerome Bruner. It outlines key concepts from each, including Kohler's insight theory of gaining understanding through restructuring perceptions, Lewin's life space theory examining an individual's psychological field, and Bruner's view of learning as conceptualization. The document also summarizes information processing theory and models, and discusses applying learning theories to classroom practices such as behavior modification and program learning with pre-established sequential steps.
Cognitivism is an approach to psychology that views cognition as an intellectual process of gaining knowledge through perception and ideas. Three major theorists of cognitivism discussed are Robert Gagné, David Ausubel, and Jerome Bruner. Gagné developed the nine events of instruction, Ausubel researched advance organizers, and Bruner viewed learning as an active process where students construct new ideas based on prior knowledge. Cognitivism and its learning theories should reflect the underlying social environments that learning takes place within.
The document discusses Lev Vygotsky’s sociocultural theory of learning. It states that Vygotsky believed that social interaction and culture are important for cognitive development in children. Children can learn more with assistance from others who are more capable. The Zone of Proximal Development describes skills children can learn with help that they cannot yet learn independently. The document advocates for implementing Vygotsky's theory through group work, with roles for peers, family, and community members to provide scaffolding to help children achieve educational goals.
Lev Vygotsky was a Russian psychologist known for his socio-cultural theory of cognitive development. The theory emphasizes how social interaction and culture impact cognitive development, with two main principles being the more knowledgeable other and the zone of proximal development. Vygotsky believed that learning occurs through social interaction and language plays a central role in mental development.
This presentation deals with the various issues involved in promoting excellence in the teaching learning process, such as sense of belonging among students, facilitation, feedback and team learning.
Skill Lesson Plan Methodology Luis Sanhueza-Lina Pamela AñazcoLuis O
This document outlines a lesson plan about the famous actor Brad Pitt for English language learners. The plan has three main stages: pre-lesson, while lesson, and post-lesson. In the pre-lesson, the teacher will elicit students' favorite actors and movies, and introduce Brad Pitt. During the lesson, students will read about Brad Pitt, discuss vocabulary, and do activities like concept mapping and a guessing game. As homework, students must research their own favorite actor. The lesson went well - students were engaged by the topic and presenting difficult words helped reading comprehension.
StoneWall Japan: Wiki Training Cognitive Lessoniffer_16
This document provides instructions for how people will learn to use a Wiki using Cognitive Information Processing (CIP). It summarizes the CIP model of attention, encoding, storage and retrieval. It then provides step-by-step instructions and screenshots for creating an account, signing in, editing existing information, adding resources, and signing out of a Wiki site called Stonewall Japan's Wiki, which provides LGBTQ resources in English for communities in Japan.
The document discusses the thinking and feeling cognitive functions associated with judging in Jungian personality theory. It describes thinking and feeling as the "rational functions" that involve making evaluations and decisions. It contrasts thinking, which uses logical and objective reasoning based on cause and effect, with feeling, which relies more on considering how situations and decisions impact others emotionally. Personality types are described as having a preference for either thinking or feeling when making judgments. While everyone uses both functions, the preference influences how people typically process information and come to conclusions.
The document discusses the differences between thinking and feeling as two of the rational functions associated with judging reality. It states that thinking and feeling require an evaluation or decision, and that we first think or feel and then make a decision. It explains that the Myers-Briggs Type Indicator assigns people a T or F based on their preference, with thinkers using a more logical and objective approach and feelers taking others' emotions into consideration. The primary distinction, it says, is that thinkers determine things through cause and effect while feelers rely more on emotional cues and responses.
Instructional Plan For Cognitive Lesson Yarelliabelcansino
This document outlines an instructional plan for an English lesson on using the verb "be" in the present simple form. The plan includes lesson objectives, rationale, pre-assessment and post-assessment activities, classroom management considerations, and reflection on lesson planning, classroom management, and using ICT tools in language teaching. Students will introduce themselves, evaluate peers, and practice introductions in groups. The teacher will introduce new material, monitor activities, and provide positive reinforcement.
This document discusses the basic digital literacies needed for students in the new digital world. It identifies 6 key areas: 1) information fluency involving accessing, retrieving, and assessing information, 2) communication fluency through virtual interactions and social media, 3) media fluency requiring analytical and creative abilities to evaluate and publish digital messages, 4) creative fluency using design, art, and storytelling to package messages, 5) global citizenship guided by leadership and environmental principles, and 6) problem solving through a structured process of defining problems, designing solutions, implementing work, and debriefing on outcomes.
This document discusses theories of social stratification and equality of educational opportunity. It describes functionalist theory and conflict theory as two opposing views on unequal class systems. Functionalist theory views stratification as beneficial to society by motivating people to fulfill needed roles, while conflict theory sees it as perpetuating advantages for some groups over others. The document also examines factors like public vs private schools, ability grouping, teacher expectations, and home environment that can affect educational achievement and social stratification.
Cognitivism focuses on how thinking and memory can be studied as behaviors. Key points are that learning involves actively filtering, selecting, organizing, and integrating new information based on prior knowledge. For teachers, this means using visual aids and managing the limited capacity of the auditory and visual channels when presenting media. Students learn as an active process, interacting based on how the teacher stimulates them, by organizing information as it enters their mind and leading to outcomes, similar to how a computer processes data. The theory was helpful for the author as a kinesthetic learner who benefits from visual examples over notes.
“The Mozart of Psychology”
Lev Semonovich Vygotsky was born in Western Russia on November 5, 1986.His father, Semi L’vovich, founded the “Society of Education in Gomel”, and held a wide range of active interest including foreign language, history, literature, theater and arts. His mother was educated as teacher.
In 1917, he graduated from Moscow University with a degree in Law.
Vygotsky completed 270 scientific articles,numerous,lectures and 10 books based on a wide range of Marxist-based psychological and teaching theories.
He is considered a seminal thinker in psychology, and much of his work is still discovered and explored today.
He died on June 10, 1934 at 37 after long battle with TB.
This document defines key concepts in sociocultural theory and its application to second language acquisition (SLA). It discusses culture, community, identity, and how learning occurs through participation in communities of practice. Sociocultural theory views SLA as a social process influenced by cultural and historical contexts. Implications include better understanding power dynamics and reconceptualizing good language learners as agents who invest in language. Limitations include little research in foreign language contexts versus immigrant contexts.
Jean Piaget was a developmental psychologist known for his theory of cognitive development. He proposed that children progress through four distinct stages as they interact with their environment - sensorimotor, preoperational, concrete operational, and formal operational. Piaget's theories have significantly influenced how educators approach child development and learning by recognizing that children actively construct their own understanding of the world at different stages. His work highlighted the importance of understanding how children think rather than just evaluating outcomes.
The document summarizes several cognitive learning theories including Bruner's theory of three stages of intellectual development (enactive, iconic, symbolic), Ausubel's meaningful learning theory which emphasizes relating new information to prior knowledge, constructivist theories which view learning as an active process of constructing new knowledge based on previous experiences including those proposed by Piaget and Vygotsky, and Dewey's progressive education which emphasizes learning through hands-on experiences. Gagne also proposed a hierarchy of skills building in complexity and nine events of instruction.
Meaning of Psychology, Sociology, Education, Educational Psychology, and Soci...Bbte Rein
1. Psychology is the study of the human mind and behavior, while sociology is the study of human society and social interactions. Educational psychology applies psychological principles to education, and sociology of education examines how social institutions and experiences influence education.
2. Key aspects of human learning and development include sensation, perception, imagination, and memory. Sensation is the awareness of stimuli through the senses. Perception gives meaning to sensations based on past experiences. Imagination involves forming mental representations, and memory is the process of acquiring, storing, and recalling information over time.
3. Learner growth is influenced by maturation, environment, and the interplay between innate and learned factors.
This document provides an overview of Lev Vygotsky's sociocultural theory, including its four basic principles: 1) language plays a central role in development, 2) development cannot be separated from its social context, 3) learning can lead development, and 4) children construct their own knowledge. It discusses key concepts such as the zone of proximal development and internalization. The history of sociocultural theory is also briefly outlined, noting contributions from Vygotsky, Luria, Leontiev, and Lantolf.
The document discusses guidelines for developing effective learning objectives and selecting appropriate content, including ensuring objectives are SMART, considering different cognitive levels, and choosing valid, significant content that incorporates facts, skills, and attitudes. It also outlines principles for selecting teaching strategies, such as using active learning, engaging multiple senses, and incorporating emotion, as well as research on how the brain learns best with real-life problems, projects, and mnemonic devices.
Jerome Bruner's influential learning theory proposes that learning is an active process where learners select and transform information. His theory includes three stages of intellectual development - enactive, iconic, and symbolic. Bruner also advocated for a spiral curriculum that revisits basic ideas in increasing depth and a scaffolding approach where teachers gradually reduce support as students gain mastery. Implications of his theory include matching instruction to students' development levels, revisiting topics to deepen understanding, and fostering intrinsic motivation through feedback on progress.
Chapter 5: Learning theories related to educationa Technologyosorio486
This document discusses learning theories related to educational technology. It describes three major learning theories: behaviorism, cognitivism, and constructivism. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism focuses on how information is processed, stored, and retrieved. Constructivism views learning as an active process where learners construct new ideas based on their existing knowledge and experiences. The document also provides principles for effective instruction, technology utilization, media utilization, and text utilization that align with these theories.
1. The document discusses different learning theories including behaviorism, cognitivism, and constructivism.
2. Behaviorism views learning as occurring through reinforcement and punishment, cognitivism sees it as information processing and storage, and constructivism considers learning as constructing knowledge based on experiences.
3. Different learning theories inform different approaches to teaching, with behaviorism using reinforcement, cognitivism focusing on rehearsal, and constructivism emphasizing group collaboration and exploration.
This document discusses principles of learning and techniques for curriculum development and managing learning. It covers three areas of learning principles: subjective principles like self-concept and past experience, and objective principles related to learning situations. Special learning techniques discussed include massed and distributed learning, feedback, and overlearning. Techniques for managing learning addressed include planning learning sequences, using feedback, taking an integrative approach, and using experiential learning. Guidelines are provided for curriculum developers to encourage inquiry, be democratic, accept differences, utilize research, minimize memorization and maximize discovery.
The document discusses different teaching models including information processing models, behavioral models, social models, and personal models. [1] It describes several information processing models such as the information processing model of memory, Gagne's information processing model, and different inquiry teaching models. [2] Behavioral models discussed include direct instruction model, mastery learning, and programmed instruction model. [3] Social models focus on group teaching, cooperative learning, role-playing, and sociodrama. Personal models center around non-directive teaching, developing positive self-concepts, and using project models.
Learning is a process of acquiring knowledge or skills through experience that results in long-term behavioral changes. The learning process involves perception, processing of information, and mental processes like converging and diverging thinking. There are different types of inquiry-based learning where students generate questions and design investigations to find answers, including open inquiry where students work independently. Brain-based learning uses strategies grounded in neuroscience research on how the brain naturally learns, and involves connecting lessons to real-life through experiential activities in a stimulating environment.
This document discusses various teaching methods and objectives. It begins by defining teaching and methods. It then outlines the objectives of teaching as developing cognition, affective skills, and psychomotor abilities. Several teaching techniques are described in detail like direct instruction, indirect instruction, discussion, cooperative learning and self-directed learning. Specific methods like lecture, demonstration, debate and role playing are also explained. Finally, it lists 30 teaching methods used by the Holy Prophet Muhammad including repetition, memorization, questioning, storytelling, demonstration and practice.
Teaching Learning Process and Curriculum Developmentgaestimos
This document discusses teaching and learning processes and curriculum development. It defines teaching as a process that enables learners to learn on their own by stimulating, directing and guiding them. The teaching process involves planning, implementing and evaluating lessons. It also discusses learning as a change in behavior caused by experiences. There are behavioral and cognitive learning theories, and models of teaching like discovery learning, reception learning, and Robert Gagne's events of learning. Teaching and learning are connected processes - a teacher has not taught if learning has not occurred, and teaching styles should match learners' styles.
1. Effective teaching requires teachers to play multiple roles including subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor.
2. There are various characteristics, qualities, and factors that define effective teaching, such as fairness, preparedness, building success, holding high expectations, and creating an engaging learning environment.
3. Effective teachers employ diverse teaching methods, strategies and techniques including lecture, discussion, cooperative learning, integrating technology, questioning, explaining and modeling to facilitate student learning.
Problem-based learning (PBL) is a student-centered instructional strategy where students collaboratively solve problems and reflect on their experiences. It shifts the focus from teachers to students and encourages students to take responsibility for their own learning. PBL can be used to enhance content knowledge and develop skills like communication, problem-solving, and self-directed learning. In PBL, students work in small groups with a tutor to identify learning needs from real-world problems and independently research the issues to find solutions. Assessment focuses on higher-order thinking versus factual recall alone. While PBL has advantages like active learning and motivation, it also has disadvantages such as resource intensive nature and information overload for students.
The document discusses the concept of metacognition, which refers to thinking about one's own thinking and learning processes. It defines metacognition as consisting of metacognitive knowledge and regulation. Key aspects of metacognition include monitoring one's progress, evaluating learning strategies, and making adjustments when needed. The document outlines categories of metacognitive knowledge such as knowledge of personal learning variables, task variables, and strategy variables. It also provides examples of teaching strategies that can help develop students' metacognitive abilities.
Nature, concepts and purposes of curriculummemaine_027
The document discusses the concepts of curriculum, teaching, and learning. It defines curriculum as the total learning experience, both planned and unplanned. Teaching is described as a three-phase process of planning, implementing, and evaluating lessons. Learning theories include behavioral and cognitive approaches. The relationship between teaching and learning is that teaching is the cause and learning is the effect, with the quality of one impacting the other.
The document discusses different teaching models including information processing models, behavioural models, personal models, and social models.
It describes several information processing models including Gagne's information processing model which outlines 8 stages of learning from motivation to feedback. It also discusses different types of inquiry teaching models.
Behavioural models discussed are direct instruction model, mastery learning, and programmed instruction model. Personal models covered are non-directive teaching, developing positive self-concepts, and project model.
Finally, the social model focuses on cooperative learning, group teaching, and simulation methods like role-play and sociodrama. The key aspects and importance of each model are highlighted.
Active Learning Techniques: Overview, Benefits, Implementation And Challenges...Future Education Magazine
This document discusses active learning techniques as an alternative to traditional passive learning approaches. It explores the significance of active learning, which emphasizes student participation over passive absorption of information. The benefits include improved retention and understanding, enhanced critical thinking skills, increased motivation and engagement, and promotion of collaboration. Common active learning techniques are described, such as think-pair-share, case-based learning, flipped classroom, and interactive lectures. The document also addresses implementing active learning, assessing its effectiveness, and overcoming challenges like resistance to change, large class sizes, and time constraints.
This document provides an overview of metacognition and learner-centered psychological principles. It begins by defining metacognition as "thinking about thinking" and awareness of one's own learning processes. It then describes three categories of metacognitive knowledge and strategies to develop metacognition in students. The document also outlines 14 learner-centered psychological principles divided into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Finally, it compares differences between novice and expert learners and their use of metacognitive strategies.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
Facilitating Human Learning Module 1 & 2Rona Laureta
This document discusses metacognition and learner-centered psychological principles. It defines metacognition as awareness and understanding of one's own thinking and learning processes. There are three categories of metacognitive knowledge: knowledge of person variables, knowledge of task variables, and knowledge of strategy variables. The document also outlines 14 learner-centered psychological principles grouped into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Effective learners employ metacognitive strategies like self-monitoring and strategic thinking.
This document discusses metacognition and learner-centered psychological principles. It defines metacognition as awareness and understanding of one's own thinking and learning processes. There are three categories of metacognitive knowledge: knowledge of person variables, task variables, and strategy variables. The document also outlines 14 learner-centered psychological principles grouped into cognitive/metacognitive, motivational/affective, developmental/social, and individual differences factors that influence learning. Effective learners employ metacognitive strategies like self-monitoring to facilitate knowledge construction.
Similar to Psu3721 cognitive theories_of_learning (20)
1. Cognitive theories of learning:
Piaget, Bruner, Gagne, Ausubel
•By the end of this lesson you must be able to explain
the concept of learning from the Cognitive theories
perspectives
•Identify the factors that play a role in the learning
process according to cognitive theories
•Be able to explain the Cognitive basic concepts and
principles of learning .
•Explain how you would use them to facilitate
teaching-learning among your primary school learners
2. Cognitive definition of learning
•Learning is a change in cognitive structure
•The change that is visible in our behaviour is influenced not
by stimuli or reinforcement as claimed by behaviourism
Our thoughts, reasoning, imaginations, perception, interest and
value are also important internal factors that play a role in
the process of learning. We act out of reasoning.
Cognitive theories emphasize the role of the mind in the
organization, analysis, mental
restructuring, interpretation, transformation of information
into a meaningful experience. We can measure learning by
measuring the thinking of our learners. Our behaviours are a
result of how we think
Perceiving, thinking, imagining and remembering are
cognitive mode of learning. Learning through insight
3. • While Behaviourism emphasise the role of the
teacher as a director of instruction, the one
who selects appropriate stimuli and
reinforcement, Cognitive theories see learners
as active participants who should manage
their own learning through
attending, processing, rehearsing, storing, retr
ieving what they have acquired.
• Cognitive theories also emphasise the role of
past experience in the interpretation of new
experience
4. Jean Piaget
Children understand and interpret their world differently
from that of adult.
Their capacity to organise, analyse and interpret
information differ from age and stages of their
development. The thinking and reasoning of children at
sensory motor stage and preoperational stage lack
logic as compared to those at concrete operational and
formal operational stage.
Piaget advocate action based learning where children
manipulate objects. Pupils must be encouraged to
manipulate and explore a large number of materials
and objects
Learning as a continuous process of
assimilation, accommodation and equilibration
5. The role of perception in learning/ IPM model
Principles of organizing our experiences
This is the tendency of human mind to impose
structure to the information that comes
through our senses. We might be looking at
the same information but seeing interpreting
it differently. Cognitive theories stress the role
of thinking process in learning process. We
filter selectively what we want to learn. The
mind identify feature, select, reject, analyse
and store
6. Factors that interfere with our perception
• Selective attention
Teachers need to use different strategies to arouse
and direct the attention of their learners. Using a
variety of teaching methods, teaching and
learning aids, posing
question, emphasis, underline, bold, silence, voic
e change
The age of the learner and the amount of material
to be learned
• Sensory defect
• Overhaste
• Premature closure
• motivation
7. Multi-store model/ Three port processing model
Sensory Register
Receptors receive information from the environment
Attention and recognition is needed to process received
information.
Process such as encoding, decoding
Attending to the feature of the learning materials.
What happen to the information we have not attended to?
Different people have different level of attention.
During introduction the purpose is to make learners interested and
pay full attention to what is going to happen.
• short term memory
Has a limited capacity to keep information for 30 minutes
minimum.
Can be strengthened through rehearsals , elaboration and practice.
Unless this information is chunked and send to the long term
memory if it has to last longer
8. • Long term memory
Has a large unlimited capacity to keep huge
amount of information for a longer period.
It keeps three categories of memories
a) Episodic memories- our memories of times or
places
b) Semantic memories- meanings of ideas, facts and
concept
c) Procedural memories: steps used in a task or
learning of a particular skill
9. Jerome Bruner
Three modes of learning
Enactive mode: Touching, tasting, moving and
grasping objects. Learning result from this physical
interactions with objects. Early learning is motoric
and action based.
• Iconic Mode: Concepts and principles can be
demonstrated physically or through pictures and
diagrams, slides, etc.
• Symbolic mode: language become the main
vehicle to acquire a wide variety of experiences
10. • Bruner stresses on Discovery learning.
Children to be allowed to discover things
independently. Teachers should allow children
opportunity to manipulate objects.
Educational tours, the use of visuals help
children to form images. At the later stage
children will benefit from verbal learning.
• Episodes of learning involves
acquisition, transformation and Evaluation.
Teachers should motivate learners to learn by
using different modes of learning in the
lessons
11. David Ausubel
Receptive learning/ Verbal learning/Sub-sumption
The presence of cognitive structures facilitates
learning. Rote learning should be discouraged
through relating the new information to the
existing knowledge of the learners. The language
and communication should be very well
organized to facilitate meaningful learning.
Receptive learning involves presentation of factual
information. Receptive learning do not
necessarily need to be passive reception. When
new learning is connected to what learners
already know it is likely to be retained and
applied.
12. • Existing mental structure is used to learn new ideas
• Teachers should use advanced organiser when
presenting a new topic to their learners. The basic
concepts that would enable learners to understand the
rest of the topic should be covered first to enable the
learners to understand the rest of the lesson. Expose
your learners first to the central ideas before you do
them in much more details- general overview of the
topic. Use mediators that enable learners to make
connections. Use chunking and BODMAS to assist
learners to remember. Teach learners to identify main
ideas from the topics and write under them the
supporting. These strategies are called Expository
teaching that aids the Mnemonic devices to search
and locate information later.
13. • Concepts mapping, listing the key concepts in
the topic. All these strategies can be used to
help learners organise the information.
What is rote learning
Fixing information in your memory without
understanding its meaning. Information that
was not properly organised to allow the
learners to make connections with their
existing knowledge
Rote learning is influenced by the following
factors;
14. • Practice effect
Revising, repeating, rehearsing what you
learned by rote can later improve your
understanding
Transfer effect. Connecting previous knowledge
to new lesson help learners to learn with
understanding.
Proactive interference effect.
A learner who have learned using the old
version of Microsoft word may find learning of
the new version difficult when trying to apply
the knowledge of other icons.
15. Serial position effect
How the alignment of the main ideas and basic
concepts are organised throughout the
presentation will reduce rote learning
Context effect
Putting one’s lesson in a context will improve
rote learning
Level effect
Presentation of information should be done at
different levels/ iconic, enactive, symbolic.
16. Retro active interference
Learning of the new material disrupt what one
has learned previously
Organisational effect
Rote learning improve when the material is
organised from simple to complex
Serial position effect
This is when the main points and concepts are
Positioned very well in the presentation to have
a good flow of ideas.
17. What is meaningful verbal learning
Successful abstraction and comprehension of
main ideas of the lesson learned
Factors influencing meaningful verbal learning
Providing learners with learning objectives
indicate the levels at which you want them to
do their abstraction.
Selectively note taking, ability to spot and jot
down key issues from the lesson
Teachers organisation of the material to be
learned
18. Instruction presented verbally, teacher
emphasize the main points combining with
demonstration, visuals, mediators can
positively affect meaningful learning.
Learners who take notes while they learn better
as compared to learners who read silently
while trying to use photographic memory on
what they read.
Cognitive theories advices teachers to use the
following teaching strategies in their
presentation
20. Gagne
Learning is influenced by factors inside the learner as
well as outside the learners. Anger, pleasure, anxiety
and curiosity are perceived as natural motives that
need to be present in a learner to urge him to learn.
Basic skills should be learned first before the high level
skills
There are eight types of learning from the simple to the
complex
a) Signal learning
Hearing your father’s car approaching you have learned
to run to open the gate.
21. b) Stimulus-Response learning
Anything that the teacher do to facilitate
learners to select the correct response will
make learning easier. Presenting learners with
objects that have common features is an
example of stimulus-response learning. This
would also facilitate the stimulus
discrimination of objects
c) Chaining
Structuring of related skills to be acquired
together is called chaining
22. d) Verbal association
Presenting objects and their names helps learners to
form the association between the word and the
object. Teaching vocabularies to young learners can
be done this way.
e) Discrimination Learning
Presenting object to help learners to compare and
contrast assist the learners to discriminate between
their attributes. The learning of
shapes, sizes, colours, textures, letters can be an
example.
Learning become more complex as we proceed from
the former types of learning to other forms of
learning.
23. f) Concept learning
• A number of experiences is needed to form up
concepts. Children who had limited exposure to
objects and situation will experience difficulties
understanding certain abstract words. It is the
understanding of concepts that would facilitate
the learning of facts, ideas, principles and
formulas.
• Children who brought a rich of sensory
experience, having seen many examples, exposed
to grouping and classification skills will be able to
abstract and conceptualise correctly using the
language. “ A picture is worth ten thousand
words.” ( Behr:1975)
24. g) Rule Learning
To understand this rule, Heavy objects float over the
water while light objects sink.
The learner should first understand the meaning of
basic concepts bolded if he is to transform this into
practice.
Factors inside the learner such as: prior
learning, language development, cognitive style of
organising and transforming, attitude and motivation
of the learner will influence learning. Situational
factors as to how teaching/ learning activities are
structured, selected teaching approaches, materials
will also do its parts
25. h) Problem solving learning
• When the teacher create a situation for
learners to apply learned
concepts, ideas, rules to related situations.
26. Gestalt view of learning
Wolfgang Kohler, Kurt Kafka, Max Wetheimer, Karl
Dunker
• They emphasize the role of perception, the perceiver in the
learning process
• learning is a process of restructuring and reorganizing
learning experiences.
• It involves the arrangement of learning experiences in a
meaningful whole. The whole is greater then the parts and
the parts derive meaning from the whole.
• Learners should be assisted to perceive, process, store and
retrieve all the information
• Discovery of meaning creates learning and transfer to other
related situation.
• The whole emerge first before the parts
• Learning is a result of problem solving
27. • What is taught should be organized in a certain
pattern or sequence
• Learning is a process of seeing meaningful
relationships in a situation
• Reorganisation and restructuring of essential
elements of problems to be solved help learners
to form new cognitive structures
• Cognitive tension occurs when we are faced by
something disorganised and we are unable to
solve it. Anger and frustration follows when we
do not understand.
• Insight / A-ha experience breaks through when
we pieces of information's presented to us are
structured and related to each other.
28. Gestalt scholars established the following laws of organising
information
Figure –ground perception
• This organising tendency to spot and pick up
main features from the situation. Our ability to
short out relevant from irrelevant details. When
you spot a picture from the wall, a badge on a
blazer, an aeroplane against the sky or a song
against the beats. Items underlined are the
figures and the remaining are the background.
Law of Pragnanza/ similarities
The tendency to perceive objects that are similar as
belong together (similarities)
29. Law of Proximity: The tendency to group objects
that are closer to one another than those that
are far apart from one another.
Law of Continuity: Things that form a straight line
tend to be perceived together compared to
things which form curves
Form consistency: The form and size of a moving
object remain the same no matter .
Law of closure: Our brains are able to fill in the
gaps and complete the missing part of the
information.
Too many items in the picture, too much
details, failure to scan for details, careless
arrangement leads to illusions and cognitive
conflicts
30. • Our perception is influenced by our past
experiences, attention, attitudes, interest
One who does not a have a past experience of a
donkey and a mule will perceive them as the
same. Our previous knowledge helps us to
make sense of new information ( Schema
theory)
Learners who are not interested in what they
perceive are not ready to look for details.
They tend to close themselves off from the
incoming information
31. Kurt Levin's view: Field theory
• Learning is a dynamic activity influenced by the
learners’ intrinsic motivation. (Van Parreren’s
theory)
• A learner set some cognitive goals that he
anticipate to achieve.
• Learning is also influenced by the valence quality
of the learning material. Its
attractiveness, orderliness, vividness and so forth.
• Every learner operates in his own life space when
he learn. Every learner perceive, organize and
interpret information differently and form his
points of view. Exposure to same information
would not lead to the same response.
Editor's Notes
Learning become meaningful depending on how presentation is organised.Learners must have overview of the lesson before going into deep of the concept at the table.