Book Review: How Learning Works: Seven Research-Based Principles for Smart Te...Aras Bozkurt
Book Review: How Learning Works: Seven Research-Based Principles for Smart Teaching
Authors: Susan A. Ambrose (Author), Michael W. Bridges (Author), Michele DiPietro (Author), Marsha C. Lovett (Author), Marie K. Norman (Author), Richard E. Mayer (Foreword)
301+XVI pages
Copyright 2010 by John Wiley & Sons
Published by Jossey-Bass A Wiley Imprint
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
The principles of learning provide insight into how people learn most effectively. Edward Thorndike developed the first three laws of readiness, exercise, and effect. Three additional laws were later established: primacy, recency, and intensity. There are three major theories of learning: behavioral theory focuses on changes in behavior; field and gestalt theory examines observational learning and imitation; and cognitive theory looks at learning through thinking and reasoning. Educational implications include learning by doing, reinforcing students based on their needs, and providing opportunities for meaningful practice and transfer of learning.
Learning is a relatively permanent change in behavior due to experience. It involves acquiring new knowledge, skills, and behaviors. Maturation refers to the natural growth and development of the body and mind that occurs with age. Maturation sets the limits for what can be learned at different stages, as learning requires a certain level of physical and mental maturity. The relationship between learning and maturation is interdependent, as maturation facilitates and sets the prerequisites for learning, while learning also influences development. Teachers must consider a student's level of maturation to determine what and when to teach for optimal learning.
1. Learning is an internal process activated by the learner based on their interests and needs. People learn best when concepts are personally relevant and through direct experiences.
2. Learning is most effective when it is collaborative, as cooperation fosters new understanding and perspectives. Learning together enables students to realize their own contributions and what they can learn from others.
3. Learning is an evolutionary process that takes time and may involve discomfort as old ways of thinking are discarded in favor of new behaviors and ideas. However, this difficulty is usually followed by appreciation of new understanding.
Foundations of Education: Biological-Psychological Foundations of Education [...Roy Capangpangan
A brief presentation of discussion for Foundations of Education: Biological-Psychological Foundations of Education. The presentation discuss about The Learning Process & Theories of Learning.
This document provides an overview of learning principles. It defines learning as a continuous process of accumulating knowledge, skills, and attitudes through various means like training, experience, reading, and experimentation. It distinguishes learning from related concepts like training, development, and education. Several general principles of learning are then outlined, including readiness, exercise, effect, primacy, recency, intensity, requirement, and freedom. Learning principles emphasize the importance of being mentally and emotionally prepared to learn, meaningful practice and repetition, positive emotional experiences associated with learning, initial impressions, recent experiences, engaging directly with concepts, having necessary prerequisites, and allowing freedom in the learning process.
This document outlines several major theories of learning in psychology, including:
1) Behaviorism, which focuses on observable behaviors and conditioning.
2) Cognitivism, which views learning as connecting symbols mentally.
3) Social Learning Theory, which emphasizes learning through observation and imitation of models.
4) Social Constructivism, where knowledge is actively constructed through social and contextualized processes.
5) Multiple Intelligences Theory, which proposes individuals possess different types of intelligences.
6) Brain-Based Learning, which is informed by neuroscience and principles like emotional engagement.
The document compares key aspects of each theory and critiques their implications for classroom practice.
Book Review: How Learning Works: Seven Research-Based Principles for Smart Te...Aras Bozkurt
Book Review: How Learning Works: Seven Research-Based Principles for Smart Teaching
Authors: Susan A. Ambrose (Author), Michael W. Bridges (Author), Michele DiPietro (Author), Marsha C. Lovett (Author), Marie K. Norman (Author), Richard E. Mayer (Foreword)
301+XVI pages
Copyright 2010 by John Wiley & Sons
Published by Jossey-Bass A Wiley Imprint
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
The principles of learning provide insight into how people learn most effectively. Edward Thorndike developed the first three laws of readiness, exercise, and effect. Three additional laws were later established: primacy, recency, and intensity. There are three major theories of learning: behavioral theory focuses on changes in behavior; field and gestalt theory examines observational learning and imitation; and cognitive theory looks at learning through thinking and reasoning. Educational implications include learning by doing, reinforcing students based on their needs, and providing opportunities for meaningful practice and transfer of learning.
Learning is a relatively permanent change in behavior due to experience. It involves acquiring new knowledge, skills, and behaviors. Maturation refers to the natural growth and development of the body and mind that occurs with age. Maturation sets the limits for what can be learned at different stages, as learning requires a certain level of physical and mental maturity. The relationship between learning and maturation is interdependent, as maturation facilitates and sets the prerequisites for learning, while learning also influences development. Teachers must consider a student's level of maturation to determine what and when to teach for optimal learning.
1. Learning is an internal process activated by the learner based on their interests and needs. People learn best when concepts are personally relevant and through direct experiences.
2. Learning is most effective when it is collaborative, as cooperation fosters new understanding and perspectives. Learning together enables students to realize their own contributions and what they can learn from others.
3. Learning is an evolutionary process that takes time and may involve discomfort as old ways of thinking are discarded in favor of new behaviors and ideas. However, this difficulty is usually followed by appreciation of new understanding.
Foundations of Education: Biological-Psychological Foundations of Education [...Roy Capangpangan
A brief presentation of discussion for Foundations of Education: Biological-Psychological Foundations of Education. The presentation discuss about The Learning Process & Theories of Learning.
This document provides an overview of learning principles. It defines learning as a continuous process of accumulating knowledge, skills, and attitudes through various means like training, experience, reading, and experimentation. It distinguishes learning from related concepts like training, development, and education. Several general principles of learning are then outlined, including readiness, exercise, effect, primacy, recency, intensity, requirement, and freedom. Learning principles emphasize the importance of being mentally and emotionally prepared to learn, meaningful practice and repetition, positive emotional experiences associated with learning, initial impressions, recent experiences, engaging directly with concepts, having necessary prerequisites, and allowing freedom in the learning process.
This document outlines several major theories of learning in psychology, including:
1) Behaviorism, which focuses on observable behaviors and conditioning.
2) Cognitivism, which views learning as connecting symbols mentally.
3) Social Learning Theory, which emphasizes learning through observation and imitation of models.
4) Social Constructivism, where knowledge is actively constructed through social and contextualized processes.
5) Multiple Intelligences Theory, which proposes individuals possess different types of intelligences.
6) Brain-Based Learning, which is informed by neuroscience and principles like emotional engagement.
The document compares key aspects of each theory and critiques their implications for classroom practice.
This document discusses four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior and believes behaviors are shaped by environmental influences and reinforcement or punishment. Cognitivism focuses on mental processes and how information is received, organized, and stored in the mind. Constructivism holds that learners construct knowledge based on their own experiences. Humanism considers learning to be a personal act and emphasizes developing self-actualized individuals in a supportive environment. The document then provides examples of how each theory is applied in language learning, such as audiolingual method, cognitive code learning, genre-based instruction, and community language learning.
Learning is a complex process that occurs internally for each individual learner. The document outlines several principles of learning, including that learning is activated by the learner, involves discovering personal meaning and relevance, and results from experiences. It also discusses Thorndike's laws of learning, such as the laws of readiness, exercise, effect, multiple response, set/attitude, pre-potency of elements, response by analogy, and associative shifting. The principles emphasize that learning is unique to each individual and involves both intellectual and emotional processes.
Principles of learning (6 laws of learning)Jen Chua
The document discusses principles of learning, including six laws developed by psychologist Edward Thorndike: readiness, exercise, effect, primacy, recency, and intensity. These laws provide insight into how people learn most effectively. For example, the law of exercise states that things repeated are best remembered, while the law of effect notes that pleasant feelings strengthen learning. The principles have educational implications, such as learning by doing and providing appropriate practice and feedback to motivate students.
The document discusses several theories of learning including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It provides an overview of key aspects of each theory such as major contributors, core concepts, and implications for teaching practices. Learning is described as a complex process influenced by both internal cognitive and external social factors.
The document discusses various perspectives on the concept of learning. It begins by listing many different types and contexts of learning to illustrate the broad and complex nature of the term. It then examines several definitions of learning from different scholars and debates whether strict definitions are useful given the complexity of learning. The document also explores questions around the mechanisms, nature, and factors that influence learning. It discusses theories and models of learning, including Bateson's levels of learning, and considers perspectives on the purpose of education. Overall, the document provides an overview of the many facets of learning and debates how to understand such a broad concept.
The document discusses several major theories of learning and their implications for teaching:
1. Skinner's theory of positive reinforcement proposes that rewarding right responses leads students to engage in those responses intrinsically. This theory influences an emphasis on error-free learning and building success.
2. Piaget's theory of active learning describes stages of cognitive development and proposes that students learn best through assimilating new experiences and accommodating their understandings. This influenced the structure of schooling and emphasis on teaching methods.
3. Vygotsky's social learning theory claims learning is social and students can achieve more with scaffolding from teachers or peers in the zone of proximal development. This supports cognitive apprenticeship models.
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
Theories of learning Power Point PresentationVinuvikraman
The document discusses different theories of learning, including behaviourist, cognitive, and constructivist theories. It focuses on explaining behaviourist theories, which view learning as a permanent change in behaviour caused by experience. Behaviourist theories, including Thorndike's law of effect, Pavlov's classical conditioning, and Skinner's operant conditioning, assert that learning is the connection between stimuli and responses. The document also provides examples of how teachers can apply behaviourism in the classroom by making learning objectives clear, displaying a positive attitude, weighting assignment importance, and reinforcing behaviours.
Three major theoretical schools of learningTinisha Shaw
There are three major theoretical schools of learning: behaviorism, cognitive psychology, and humanistic psychology. Behaviorism emphasizes conditioning behavior through reinforcement and punishment. Cognitive psychology focuses on how people process information and structure knowledge. Humanistic psychology stresses meeting students' basic needs and allowing free learning. Together these theories recognize the importance of environmental stimuli and reinforcement in the learning process, while acknowledging individual differences that can be addressed through customized stimulus. Elements of all three theories have influenced the American education system with varying levels of success.
The document discusses three learning theories: behaviourist theory which focuses on observable behaviors and conditioning, constructivist theory which emphasizes that learning is constructed from experiences, and situated learning theory which states that learning occurs through social contexts and authentic activities; it provides characteristics and implications for each theory including how they inform learning environments.
Humanism focuses on the individual learner and their development. It views the learner as self-growing and the educator's role is to create an environment for students to learn on their own. In language learning, humanism is aware of each learner's developmental readiness and allows a combination of theories tailored to individual motivation, whether intrinsic or extrinsic. While it considers the learner's inner thoughts and the teacher-student relationship, critics argue it may overemphasize the learner's potential and interests at the expense of educational and social influences.
The document discusses the learning process and defines its key aspects. It explains that learning involves a relatively permanent change in behavior through experience and practice. The teacher must understand learning principles and theories to facilitate the learning success of students. Learning is significant as it transmits knowledge and social norms between generations, allowing the continuation of culture and technology. There are different types of learning, including sensory-motor learning about the external world, cognitive learning of ideas and concepts, and affective learning involving emotions.
The document discusses different theories of learning including behaviorism, constructivism, and definitions of learning. Behaviorism views learning as changes in observable behavior due to stimuli and reinforcement. Constructivism sees learning as an active process where learners construct knowledge based on their experiences. The document contrasts traditional classrooms with constructivist classrooms, noting differences in how students and teachers approach learning.
Learning is a continuous process that involves acquiring knowledge, skills, and adapting to one's environment through changes in behavior. It can occur consciously or unconsciously through experiences. There are several theories that describe the learning process, such as reinforcement theory and social learning theory. The learning process typically involves receiving information, accepting it, assimilating it, storing it, and applying it. Effective learning principles include ensuring the content is relevant and motivating, providing feedback, and using active, multi-sensory techniques that incorporate repetition and practice.
The document discusses several theories of learning, including connectionist, cognitive, and social learning theories. Connectionist learning theory proposes that learning involves forming associations between stimuli and responses. It includes classical conditioning, in which organisms learn to associate stimuli with inherent responses, and operant conditioning, where voluntary behaviors are reinforced or punished. Cognitive learning theory emphasizes problem-solving, insight, and acquiring knowledge independently of direct experience. Social learning theory extends operant conditioning by suggesting that people can learn through observing and modeling others' behaviors.
This document provides a classroom management plan for a 3rd grade general education classroom. It includes the teacher's philosophy of creating a responsive classroom based on the works of bell hooks and Paolo Freire. It also details the classroom's implementation of the "Make Your Day" program, including using a points system, student concerns periods, and a step system for consequences. The teacher aims to involve students in their education and address any concerns they have through techniques like "Real Talk".
Learning is defined as a change in behavior resulting from experience. It involves continuous development and modification of behavior through experiences. Several factors influence the learning process, including readiness, goals, motivation, interest, attention, exercise, natural ability, emotions, environment, family background, fatigue, boredom, and level of civilization. The key factors that facilitate effective learning are readiness, clearly defined goals, motivation through various stimuli, maintaining interest, focusing attention, practicing learned concepts, and creating a supportive environment free of distractions and fatigue.
This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.
Bruner and Skinner - what are the differences?ed_podesta
The document describes two models of learning:
1) Skinner's model where learning occurs through stimulus and response, and the learner's response is reinforced.
2) Bruner's model where learning involves acquiring information, transforming and manipulating it, and then testing and checking it. The learner actively processes the information rather than just responding.
It notes Bruner's learner is more active compared to Skinner's passive, mechanistic learner. Bruner's model sees learning as a personal activity where the learner personally changes and processes stimuli.
This document discusses how transfer of previous knowledge and experiences impacts learning. It notes that all learning involves transferring from past experiences and that initial learning is based on the knowledge people bring to a situation. The document also lists some states and mentions that in the classroom, students may have relevant prior knowledge that is not activated, misinterpret new information due to previously learned falsehoods, or struggle with teaching practices that differ from their community's.
This document discusses prior knowledge and its role in learning. It defines prior knowledge as a learner's existing attitudes, experiences, and knowledge that they bring with them. Prior knowledge affects how new information is perceived, organized, and connected to. The document also outlines how to use prior knowledge in instruction, such as identifying students' prior knowledge, deliberately using it to present new information, and checking for faulty prior knowledge. Various learning theories, conditions that influence transfer of learning, learning strategies, and instructional sequences are also presented.
This document discusses four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior and believes behaviors are shaped by environmental influences and reinforcement or punishment. Cognitivism focuses on mental processes and how information is received, organized, and stored in the mind. Constructivism holds that learners construct knowledge based on their own experiences. Humanism considers learning to be a personal act and emphasizes developing self-actualized individuals in a supportive environment. The document then provides examples of how each theory is applied in language learning, such as audiolingual method, cognitive code learning, genre-based instruction, and community language learning.
Learning is a complex process that occurs internally for each individual learner. The document outlines several principles of learning, including that learning is activated by the learner, involves discovering personal meaning and relevance, and results from experiences. It also discusses Thorndike's laws of learning, such as the laws of readiness, exercise, effect, multiple response, set/attitude, pre-potency of elements, response by analogy, and associative shifting. The principles emphasize that learning is unique to each individual and involves both intellectual and emotional processes.
Principles of learning (6 laws of learning)Jen Chua
The document discusses principles of learning, including six laws developed by psychologist Edward Thorndike: readiness, exercise, effect, primacy, recency, and intensity. These laws provide insight into how people learn most effectively. For example, the law of exercise states that things repeated are best remembered, while the law of effect notes that pleasant feelings strengthen learning. The principles have educational implications, such as learning by doing and providing appropriate practice and feedback to motivate students.
The document discusses several theories of learning including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It provides an overview of key aspects of each theory such as major contributors, core concepts, and implications for teaching practices. Learning is described as a complex process influenced by both internal cognitive and external social factors.
The document discusses various perspectives on the concept of learning. It begins by listing many different types and contexts of learning to illustrate the broad and complex nature of the term. It then examines several definitions of learning from different scholars and debates whether strict definitions are useful given the complexity of learning. The document also explores questions around the mechanisms, nature, and factors that influence learning. It discusses theories and models of learning, including Bateson's levels of learning, and considers perspectives on the purpose of education. Overall, the document provides an overview of the many facets of learning and debates how to understand such a broad concept.
The document discusses several major theories of learning and their implications for teaching:
1. Skinner's theory of positive reinforcement proposes that rewarding right responses leads students to engage in those responses intrinsically. This theory influences an emphasis on error-free learning and building success.
2. Piaget's theory of active learning describes stages of cognitive development and proposes that students learn best through assimilating new experiences and accommodating their understandings. This influenced the structure of schooling and emphasis on teaching methods.
3. Vygotsky's social learning theory claims learning is social and students can achieve more with scaffolding from teachers or peers in the zone of proximal development. This supports cognitive apprenticeship models.
A Power Point Presentation of the Topic ''The PRINCIPLES of LEARNING'' on the subject '' The Principles of Teaching 1''
Contains the following:
-9 Principles of Learning by Horne and Pine
-Laws of Learning by Thorndike
with Pictures to be easily understand, or for to you ask share their insight about the given principles, Quotation related to the topic and also a special video.
Hope it will help you, thank you~
Theories of learning Power Point PresentationVinuvikraman
The document discusses different theories of learning, including behaviourist, cognitive, and constructivist theories. It focuses on explaining behaviourist theories, which view learning as a permanent change in behaviour caused by experience. Behaviourist theories, including Thorndike's law of effect, Pavlov's classical conditioning, and Skinner's operant conditioning, assert that learning is the connection between stimuli and responses. The document also provides examples of how teachers can apply behaviourism in the classroom by making learning objectives clear, displaying a positive attitude, weighting assignment importance, and reinforcing behaviours.
Three major theoretical schools of learningTinisha Shaw
There are three major theoretical schools of learning: behaviorism, cognitive psychology, and humanistic psychology. Behaviorism emphasizes conditioning behavior through reinforcement and punishment. Cognitive psychology focuses on how people process information and structure knowledge. Humanistic psychology stresses meeting students' basic needs and allowing free learning. Together these theories recognize the importance of environmental stimuli and reinforcement in the learning process, while acknowledging individual differences that can be addressed through customized stimulus. Elements of all three theories have influenced the American education system with varying levels of success.
The document discusses three learning theories: behaviourist theory which focuses on observable behaviors and conditioning, constructivist theory which emphasizes that learning is constructed from experiences, and situated learning theory which states that learning occurs through social contexts and authentic activities; it provides characteristics and implications for each theory including how they inform learning environments.
Humanism focuses on the individual learner and their development. It views the learner as self-growing and the educator's role is to create an environment for students to learn on their own. In language learning, humanism is aware of each learner's developmental readiness and allows a combination of theories tailored to individual motivation, whether intrinsic or extrinsic. While it considers the learner's inner thoughts and the teacher-student relationship, critics argue it may overemphasize the learner's potential and interests at the expense of educational and social influences.
The document discusses the learning process and defines its key aspects. It explains that learning involves a relatively permanent change in behavior through experience and practice. The teacher must understand learning principles and theories to facilitate the learning success of students. Learning is significant as it transmits knowledge and social norms between generations, allowing the continuation of culture and technology. There are different types of learning, including sensory-motor learning about the external world, cognitive learning of ideas and concepts, and affective learning involving emotions.
The document discusses different theories of learning including behaviorism, constructivism, and definitions of learning. Behaviorism views learning as changes in observable behavior due to stimuli and reinforcement. Constructivism sees learning as an active process where learners construct knowledge based on their experiences. The document contrasts traditional classrooms with constructivist classrooms, noting differences in how students and teachers approach learning.
Learning is a continuous process that involves acquiring knowledge, skills, and adapting to one's environment through changes in behavior. It can occur consciously or unconsciously through experiences. There are several theories that describe the learning process, such as reinforcement theory and social learning theory. The learning process typically involves receiving information, accepting it, assimilating it, storing it, and applying it. Effective learning principles include ensuring the content is relevant and motivating, providing feedback, and using active, multi-sensory techniques that incorporate repetition and practice.
The document discusses several theories of learning, including connectionist, cognitive, and social learning theories. Connectionist learning theory proposes that learning involves forming associations between stimuli and responses. It includes classical conditioning, in which organisms learn to associate stimuli with inherent responses, and operant conditioning, where voluntary behaviors are reinforced or punished. Cognitive learning theory emphasizes problem-solving, insight, and acquiring knowledge independently of direct experience. Social learning theory extends operant conditioning by suggesting that people can learn through observing and modeling others' behaviors.
This document provides a classroom management plan for a 3rd grade general education classroom. It includes the teacher's philosophy of creating a responsive classroom based on the works of bell hooks and Paolo Freire. It also details the classroom's implementation of the "Make Your Day" program, including using a points system, student concerns periods, and a step system for consequences. The teacher aims to involve students in their education and address any concerns they have through techniques like "Real Talk".
Learning is defined as a change in behavior resulting from experience. It involves continuous development and modification of behavior through experiences. Several factors influence the learning process, including readiness, goals, motivation, interest, attention, exercise, natural ability, emotions, environment, family background, fatigue, boredom, and level of civilization. The key factors that facilitate effective learning are readiness, clearly defined goals, motivation through various stimuli, maintaining interest, focusing attention, practicing learned concepts, and creating a supportive environment free of distractions and fatigue.
This document discusses imitation and transfer of learning. It defines imitation as copying another's actions, which is observed in animals. Imitation with purpose utilizes imitation to accomplish something significant. Transfer of learning is defined as applying learning from one situation to another. There are three types of transfer: positive, where previous learning benefits new learning; negative, where it hinders new learning; and zero, where there is no effect. Factors like intelligence, attitudes, meaningful learning experiences, and teaching methods can influence transfer. Teachers should aim to develop understanding of principles rather than rote learning to promote effective transfer.
Bruner and Skinner - what are the differences?ed_podesta
The document describes two models of learning:
1) Skinner's model where learning occurs through stimulus and response, and the learner's response is reinforced.
2) Bruner's model where learning involves acquiring information, transforming and manipulating it, and then testing and checking it. The learner actively processes the information rather than just responding.
It notes Bruner's learner is more active compared to Skinner's passive, mechanistic learner. Bruner's model sees learning as a personal activity where the learner personally changes and processes stimuli.
This document discusses how transfer of previous knowledge and experiences impacts learning. It notes that all learning involves transferring from past experiences and that initial learning is based on the knowledge people bring to a situation. The document also lists some states and mentions that in the classroom, students may have relevant prior knowledge that is not activated, misinterpret new information due to previously learned falsehoods, or struggle with teaching practices that differ from their community's.
This document discusses prior knowledge and its role in learning. It defines prior knowledge as a learner's existing attitudes, experiences, and knowledge that they bring with them. Prior knowledge affects how new information is perceived, organized, and connected to. The document also outlines how to use prior knowledge in instruction, such as identifying students' prior knowledge, deliberately using it to present new information, and checking for faulty prior knowledge. Various learning theories, conditions that influence transfer of learning, learning strategies, and instructional sequences are also presented.
Here are 3 potential questions for a "Hot Seat" activity on the topic of databases:
1. What are some common types of information that might be stored in a database?
2. Name two examples of databases that are commonly used in everyday life.
3. What are the key components of a database (fields, records, tables, etc.) that allow information to be organized?
The document discusses the importance of activating students' prior knowledge before reading or listening to new information. It defines prior knowledge as a student's existing concepts and experiences about the world and topics. Activating this prior knowledge helps students make connections and increases their comprehension. Some ways to check students' prior knowledge include brainstorming, asking questions, or presenting a problem/scenario related to the topic. The document also categorizes different types of questions teachers can use, such as memory, convergent thinking, divergent thinking, and evaluative thinking questions.
Transfer of Learning and Motivation in LearningPrecious Cruz
The document discusses theories of transfer of learning and types of motivation in learning. It describes four theories of transfer of learning: the theory of mental disciplines, the theory of identical elements, the theory of generalization, and the theory of configuration. It also discusses two types of motivation in learning - intrinsic motivation, which comes from internal needs and desires, and extrinsic motivation, which comes from external incentives like rewards or praise.
Transfer of learning refers to applying knowledge learned in one context to new contexts. Positive transfer occurs when learning in one context improves performance in another, while negative transfer happens when prior learning hurts new performance. Near transfer is between similar contexts, while far transfer bridges more dissimilar situations. Theories of transfer include identical elements (common aspects facilitate learning), generalization (experiences apply broadly), and configuration (perceived similarities enable transfer). Factors like ability, nature, attitudes, teaching style, and understanding impact how well transfer succeeds. Motivation directs attention toward goals and depends on individual characteristics and experiences.
Transfer of learning refers to applying knowledge learned in one context to new situations. Several factors affect transfer, including how well the knowledge is understood versus memorized, how abstract or contextualized it is, and the degree of similarity between situations. Transfer is improved when learners abstract principles from the material and practice applying it in various contexts. Instruction should provide meaningful, similar contexts for practice and encourage learners to reflect on connections to other domains in order to promote flexible knowledge that transfers well.
Transfer of learning refers to how knowledge and skills learned in one context can be applied in another context. Early research by Thorndike and Woodworth explored how learning transfers between similar tasks. Transfer of learning depends on factors like the similarity between the original learning task and new transfer task, the level of understanding achieved during initial learning, the context of learning, opportunities for practice, and motivation. Educators can promote transfer by teaching in meaningful contexts, providing varied practice opportunities over time, and encouraging positive attitudes.
Learning By Dr. Zafar Iqbal, Ph.D Education MEDIUFreelanced
This document discusses learning theories and how to increase learning. It defines learning and provides theories of learning like behaviorism, cognitivism, social learning theory, and multiple intelligences. It also outlines laws of learning including readiness, exercise, and effect. Finally, it suggests ways to incorporate learning theories into classroom practices and increase learning through activities that appeal to different learning styles and intelligences.
This document provides an overview of effective classroom strategies, including cognitive psychology models of learning, discovery and expository teaching methods, behavior modification techniques, and reinforcement. It discusses key concepts such as social and academic learning, modeling, shaping techniques, and the history and principles of reinforcement. The document contains detailed information on various learning models and theories as well as behavior modification approaches that can be applied in classroom settings.
This document provides definitions and explanations of key concepts related to learning theories and principles. It discusses several major schools of learning theory, including behavioral theory, cognitive theory, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, it outlines some of the core ideas and implications for how learners learn most effectively. It also describes principles of learning such as readiness, exercise, effect, primacy, recency, intensity, requirement, and freedom. Overall, the document aims to provide insight into learning from the perspective of educational psychology and different learning theories.
This document outlines a teaching methodology course that prepares students to become effective teachers. It covers key concepts like learning objectives, principles of learning, learning processes and theories, curriculum development, teaching methods, lesson planning, teaching aids, and student assessment. The course introduces important definitions and principles, examines factors that influence teaching and learning, and includes a microteaching presentation from each student. Key topics include traditional and modern teaching methods, characteristics of learning, principles of adult learning, and psychological theories of learning including behavioral, cognitive, constructivist, and humanistic approaches.
Educ. 4 principles of teaching mara ico reportMara Ico
This document discusses principles of effective teaching and learning. It begins by defining principles and explaining that principles guide a teacher's conduct and behavior. It then discusses various teaching styles, approaches, and methods. Some key points made are that teaching is both an art and a science, and there are authoritarian, permissive, and democratic teaching styles. It also discusses concept teaching, constructivist teaching, and other approaches. The document also covers learning domains, learning styles, and principles of learning such as how prior knowledge and motivation impact learning. Overall, the document provides an overview of foundational principles and concepts related to effective teaching and learning.
1. The document defines learning as a relatively permanent change in a person's knowledge, attitude, or behavior due to experience.
2. It lists several key principles of learning, including participation, repetition, relevance, transference, and feedback.
3. The document compares three major learning theories: behaviorism, which sees learning as changes in observable behavior; cognitivism, which sees learning as changes in mental schemata; and constructivism, which sees learners as actively constructing their own knowledge based on experiences.
Learning Process, Training Climate, Development and Designing Training ModulesAshish Hande
This document discusses learning theories and domains of learning. It describes two major learning theories - behaviorism and cognitive theory. Behaviorism focuses on reinforcement and stimuli to shape behavior, while cognitive theory examines internal mental processes. It also outlines three domains of learning: the cognitive domain involves knowledge and intellectual skills; the affective domain encompasses attitudes, values and beliefs; and the psychomotor domain deals with physical skills and movements. Combining elements of different learning theories and targeting multiple domains can help create effective training programs.
Teaching and learning is a process that includes many variables. These variables interact as learners work toward their goals and incorporate new knowledge, behaviours, and skills that add to their range of learning experiences.
Teaching learning process and curriculum developmentgaestimos
This document discusses teaching and learning processes in curriculum development. It defines teaching as a complex process that stimulates and guides learners to learn on their own. The teaching process involves planning, implementing, and evaluating in a cycle. Planning includes determining learner needs, goals, content, strategies, and evaluation. Implementation puts the plan into action through teacher-learner interaction. Evaluation assesses if objectives match learning outcomes. Learning is defined as a change in behavior through experiences. Learning theories include behavioral theories focusing on observable behaviors and cognitive theories describing mental processes. Teaching and learning are interconnected processes, as effective teaching leads to intended learning outcomes.
The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
This document provides information about Course 4 - Learning and Teaching from SNDT University's B.Ed. Part I program. It discusses key concepts related to learning and teaching, including definitions of learning, types of knowledge, Bloom's taxonomy, and concept mapping. The objectives are to help students understand concepts of learning, types of knowledge and processes of knowing, stages of teaching, and roles of a teacher.
The document discusses several theories of instructional materials:
1. Instructional design theory focuses on systematically translating principles of learning and instruction into instructional plans, materials, and evaluations to ensure quality education.
2. Behaviorist theory views learning as shaped by external environmental factors and rewards good behavior.
3. Cognitive theory explains how information is processed during learning and sees the learner as an active participant gaining new knowledge and skills.
4. Social/situated learning theory emphasizes observing and modeling others and states that learning is situated within one's social role in a community.
Lesson 6 IT Enters A New Learning EnvironmentOsmeña College
This document discusses different learning theories including meaningful learning, discovery learning, generative learning, and constructivism. It explains that meaningful learning assumes students have prior knowledge and are willing to make connections between new and existing knowledge. Generative learning involves students actively making meaning from experiences by recalling, integrating, organizing, and elaborating on information. Constructivism holds that knowledge is constructed based on interactions between new information and prior knowledge. Overall, the theories discussed emphasize that learning is most effective when students are active participants who make learning personally relevant and build on their existing understanding.
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1. Principles of teaching refer to the psychological laws of learning, educational concepts, and rules that guide effective teaching.
2. Principles are formulated from expert opinions, comparisons of effective and ineffective teachers, and experimental classroom studies.
3. Principles include starting principles about students' nature, guiding principles about instructional methods, and ending principles about educational goals.
4. Both techniques and principles are important, but principles are more fundamental in guiding effective instructional techniques.
This document provides an overview of learning and learning theories. It defines learning, discusses the domains, features, principles, and process of learning. It also summarizes four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior due to environmental influences and conditioning. Cognitivism sees learning as the processing of information in memory. Constructivism emphasizes learning through experience and knowledge construction. Humanism views learning as a personal act to fulfill one's potential.
Principles are fundamental rules or concepts that guide education. There are starting, guiding, and ending principles. Starting principles involve student characteristics, guiding principles are instructional methods, and ending principles are educational goals. Learning principles include that learning is experiential, cooperative, evolutionary, and involves problem-solving. Thorndike's laws of readiness, exercise, and effect and additional laws of primacy, recency, and intensity also guide learning. Learning theories include behaviorism, cognitivism, constructivism, experiential learning, humanism, andragogy, pragmatism, and sensory learning. Principles provide compasses to guide education practices.
This document outlines principles of learning, including learning theories such as behaviorism, cognitivism, humanism, constructivism, and social learning theory. It discusses Bloom's domains of learning, including cognitive, psychomotor, and affective domains. The educational spiral and components of specific learning objectives are also explained. The overall goal is to understand learning as a process and product, major learning theories, the importance of the educational spiral, how to relate instructional activities to Bloom's domains, and describe qualities and elements of specific learning objectives.
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
This document discusses four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior and believes behaviors are shaped by environmental influences and reinforcement or punishment. Cognitivism focuses on mental processes and how information is received, organized, and stored in the mind. Constructivism holds that learners construct knowledge based on their own experiences. Humanism considers learning to be a personal act and emphasizes developing self-actualized individuals in a supportive environment. The document then provides examples of how each theory is applied in language learning approaches and classroom practices.
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1. Ms. Romina Bento
Didactics I
THEORIES OF LEARNING
Versión presentada para el Módulo de
Medios y Recursos Didácticos – Prof. Mag. Blanca Duarte
Curso de Didáctica Universitaria – ISEHF, Julio 2016
2. Most of us take the process of learning for granted since it
is something that we have been doing for all of our lives.
What do we really mean by the word learning?
Most teachers have different ideas about what constitutes
learning and about what happens when learning takes place.
Explanations about what happens when learning takes place
are known as theories of learning, and these theories
provide us with conceptual frameworks for interpreting
examples of learning that we observe in real-life situations.
But what is learning?
3. Learning can be broadly defined as a process that
brings together cognitive, emotional, and
environmental influences for the purpose of
making changes in one’s knowledge, skills, values,
and worldviews.
Learning also refers to a relatively permanent
change in behavior as a result of practise or
experience.
4. Most psychologists today believe that we have at
least two separate modes of learning and memory,
one called declarative and the other procedural.
•Declarative learning and memory are
associated with factual information.
•Procedural learning and memory are
dependent on motoric patterning and conditioning.
6. One of the goals of education is to take what we learn
in the classroom and transfer that knowledge to
future situations outside of the classroom.
Transfer of learning takes place when one learning task
influences another one.
Transfer can be either positive or negative.
1. TRANSFER OF LEARNING
7. • The Learning Curve
• Learning to Learn
• The Spacing Effect
• Learning from Whole to Parts
SUBCOMPONENTS OF
TRANSFER OF LEARNING
8. In interactions with others, people modify their
behavior based on how others respond.
People learn by imitating or modeling what
primary reinforcers (e.g. parents, teachers, or
peers) do.
2. MODELING
9. • Vicarious learning or indirect modeling: In
some cases it is enough for learners to merely
witness what a teacher does overtime. The
learner’s attention is not drawn to a specific
behavior.
• Direct modeling: The teacher may model the
desired behaviors he/she is looking for by
demonstrating the behaviors with a learner or
modeling the behaviors him/herself.
TYPES OF MODELING
10. New information is easier to remember if…
• it can be presented in manageable chunks and
• if it can be connected to something you already
know.
3. CHUNKING
11. a. Readiness: mental, emotional, and physical readiness.
b. Effect: learning is enhanced when it is accompanied by a pleasant
or satisfying feeling.
c. Exercise: we remember the things that are most often repeated.
d. Primacy: people tend to remember best the information that
comes first.
e. Recency: people remember best the things that they learn most
recently.
f. Intensity: new concepts that are taught intensively are more likely
to be retained.
4. PRINCIPLES OF LEARNING
13. 1. SENSORY LEARNING STYLES
Perceptual
a) Visual
b) Auditory
c) Tactile
d) Kinesthetic
Environmental
a) Physical
b) Sociological
14. 2. COGNITIVE LEARNING
STYLES
a) Field – Dependent vs. Field – Independent
b) Analytic Thinking vs. Global Thinking
c) Impulsiveness vs. Reflectiveness
d) Tolerance of Ambiguity – Intolerance of
Ambiguity
15. 3. MYERS – BRIGG PERSONALITY
TYPE INDICATOR
a) Introversion / Extraversion
b) Feeling / Thinking
c) Intuition / Sensing
d) Perception / Judging
16.
17. 4. KOLB’S EXPERIENTIAL
MODEL
a) Concrete Experience (CE)
b) Abstract Conceptualization (AC)
c) Reflective Observation (RO)
d) Active Experimentation (AE)
18.
19. Source
Murray, Denise E. and MaryAnn Christison. What English
Language Teachers Need to Know. Vol I. ESL & Applied
Linguistics Series. PDF