behavioral theory formed the basis of most of the learning theory applied in child rearing and in classrooms. Parents and teachers still find that, in many instances, individuals do learn when provided with the appropriate blend of stimuli, rewards, negative reinforcement, and punishments. Especially with small children and simpler tasks, behavioral principles are often effective.
Eventually, however, educators began to feel that although stimulus-response does explain many human behaviors and has a legitimate place in instruction, behaviorism alone was not sufficient to explain all the phenomena observed in learning situations. The teacher’s are able to use this approach but they have to consider about the weaknesses and try to solve the weaknesses.
This presentation is about the learning theories which are the subject-matter of Educational Psychology. It focuses on the three main domain of learning theories; Behavioral , Cognitive and Constructive. Further, it also contains the educational implication of all learning theories.
behavioral theory formed the basis of most of the learning theory applied in child rearing and in classrooms. Parents and teachers still find that, in many instances, individuals do learn when provided with the appropriate blend of stimuli, rewards, negative reinforcement, and punishments. Especially with small children and simpler tasks, behavioral principles are often effective.
Eventually, however, educators began to feel that although stimulus-response does explain many human behaviors and has a legitimate place in instruction, behaviorism alone was not sufficient to explain all the phenomena observed in learning situations. The teacher’s are able to use this approach but they have to consider about the weaknesses and try to solve the weaknesses.
This presentation is about the learning theories which are the subject-matter of Educational Psychology. It focuses on the three main domain of learning theories; Behavioral , Cognitive and Constructive. Further, it also contains the educational implication of all learning theories.
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Understand contemporary issues affecting education policy and their impact on...IDM Campus
Cognition is defined as 'the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. ' At Cambridge Cognition we look at it as the mental processes relating to the input and storage of information and how that information is then used to guide your behavior
Here, we pulled apart a WebQuest of our choice, and analyzed it from each of our respected roles during the project, for example, I was the Instructional Designer.
Learning
Learning can be defined in many ways, but most psychologists would agree that it is a relatively permanent change in behavior that results from experience. During the first half of the twentieth century, the school of thought known as behaviorism rose to dominate psychology and sought to explain the learning process.
The three major types of learning described by behavioral psychology are classical conditioning, operant conditioning, and observational learning.
Behaviorism
Behaviorism was the school of thought in psychology that sought to measure only observable behaviors.
Founded by John B. Watson and outlined in his seminal 1913 paper Psychology as the Behaviorist Views It, the behaviorist standpoint held that psychology was an experimental and objective science and that internal mental processes should not be considered because they could not be directly observed and measured.
Watson's work included the famous Little Albert experiment in which he conditioned a small child to fear a white rat. Behaviorism dominated psychology for much of the early twentieth century. While behavioral approaches remain important today, the latter part of the century was marked by the emergence of humanistic psychology, biological psychology, and cognitive psychology.Classical Conditioning
Classical conditioning is a learning process in which an association is made between a previously neutral stimulus and a stimulus that naturally evokes a response.
For example, in Pavlov's classic experiment, the smell of food was the naturally occurring stimulus that was paired with the previously neutral ringing of the bell. Once an association had been made between the two, the sound of the bell alone could lead to a response.
How Classical Conditioning Works
Operant Conditioning
Operant conditioning is a learning process in which the probability of a response occurring is increased or decreased due to reinforcement or punishment. First studied by Edward Thorndike and later by B.F. Skinner, the underlying idea behind operant conditioning is that the consequences of our actions shape voluntary behavior.
Skinner described how reinforcement could lead to increases in behaviors where punishment would result in decreases. He also found that the timing of when reinforcements were delivered influenced how quickly a behavior was learned and how strong the response would be. The timing and rate of reinforcement are known as schedules of reinforcement.
How Operant Conditioning Works
Observational Learning
Observational learning is a process in which learning occurs through observing and imitating others. Albert Bandura's social learning theory suggests that in addition to learning through conditioning, people also learn through observing and imitating the actions of others.As demonstrated in his classic "Bobo Doll" experiments, people will imitate the actions of others without direct reinforcement. Four important elements are essential for effective observational
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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A Strategic Approach: GenAI in EducationPeter Windle
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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4. Behaviorism
• It is confined to
observable and
measurable behavior.
• Learning is defined by the
outward expression of
new behaviors and
context-independent.
• Biological basis for
learning.
• Focuses on observable
behaviors.
6. Behaviorism in the classroom
• Rewards and
Punishments
• Responsibility for
student learning
rests squarely with
the teacher.
• Lecture-Based
and Highly
Structured
7. Critiques of Behaviorism
• It does not account for
processes taking place in
the mind that cannot be
observed.
• Advocates for passive
student learning in a
teacher-centric
environment.
• One size fits all.
• Knowledge itself is given
and absolute.
• There is programmed
instruction and teacher-
proofing.
9. Cognitivism
• Grew in response to
Behaviorism.
• Knowledge is stored
cognitively as symbols.
• Learning is the process of
connecting symbols in a
meaningful and memorable
way.
• Studies focused on the
mental processes that
10. Discovery Learning (Bruner)
Meaningful Verbal Learning
(Ausubel)
• Anybody can learn anything
at any age, provided it is
stated in terms they can
understand.
• Powerful Concepts (Not
Isolated Facts)
• Transfer to many different
situations.
• Only possible through
Discovery Learning.
• Confront the learner with
problems and help them find
solutions. Do not present
sequenced materials.
• Advance Organizers:
• New material is presented
in a systematic way and is
connected to existing
cognitive structures in a
meaningful way.
• When learners have difficulty
with new material, go back to
the concrete anchors
(Advance Organizers).
• Provide a discovery
approach and they will learn.
11. Cognitivism in the classroom
• Inquiry-Oriented
Projects
• Provide
opportunities for
the testing of
hypotheses.
• Curiosity is
encouraged.
• Stage
Scaffolding
12. Critiques of Cognitivism
• Like Behaviorism, knowledge itself is given
and absolute.
• Input – Process – Output model is
mechanistic and deterministic.
• It does not account enough for individuality.
• It has little emphasis on affective
characteristics.
14. Social Learning Theory
• Grew out of Cognitivism.
• Learning takes place through observation and
sensorial experiences.
• Imitation is the sincerest form of flattery.
• Social Learning Theory is the basis of the
movement against violence in media and video
games.
15. Social Learning Theory
Learning from Models:
1. Attend to pertinent clues.
2. Code for memory (store a
visual image).
3. Retain in memory.
4. Accurately reproduce the
observed activity.
5. Possess sufficient
motivation to apply new
learning.
16. Research indicates that the
following factors influence
the strength of learning from
models:
1. How much power the model
seems to have.
2. How capable the model
seems to be.
3. How nurturing/caring the
model seems to be.
4. How similar the learner
perceives self and model.
5. How many models the
learner observes.
Social Learning Theory
17. Four interrelated processes
establish and strengthen
identification with the
model:
1. Children want to be like
the model.
2. Children believe they are
like the model.
3. Children experience
emotions like those the
model is feeling.
4. Children act like the
Social Learning Theory
18. • Through identification, children come to
believe they have the same characteristics
as the model.
• When they identify with a nurturing and
competent model, children feel pleased and
proud.
• When they identify with an inadequate
model, children feel unhappy and insecure.
Social Learning Theory
19. Social learning theory in the
classroom
• Collaborative Learning and
Group Work
• Modeling Responses and
Expectations
• There are opportunities to
observe experts in action.
20. Critiques of social learning theory
• It does not take into account individuality,
context and experience as mediating
factors.
• Suggests students learn best as passive
receivers of sensory stimuli, as opposed to
being active learners.
• Emotions and motivation are not considered
important or connected to learning.
22. Social Constructivism
• Grew out of and in
response to
Cognitivism and was
framed around
Metacognition.
• Knowledge is actively
constructed.
• Learning is:
• A search for meaning by
the learner.
• Contextualized
• An Inherently Social
Activity
• Dialogic and Recursive
• The Responsibility of the
Learner
23. Social constructivism in the
classroom
• Journaling
• Experiential Activities
• Personal Focus
• Collaborative and
Cooperative
Learning
24. Critiques of Social constructivism
• Suggests that knowledge is neither given
nor absolute.
• It is often seen as less rigorous than
traditional approaches to instruction.
• It does not fit well with traditional age
grouping and rigid terms/semesters.
26. Multiple Intelligences
• Grew out of Constructivism and was framed around
Metacognition.
• All people are born with 8 intelligences:
1. Verbal-Linguistic
2. Visual-Spatial
3. Logical-Mathematical
4. Kinesthetic
5. Musical
6. Naturalist
7. Interpresonal
8. Intrapersonal
• Enable students to leverage their strengths and
purposefully target and develop their weaknesses.
27. Multiple intelligences in the
classroom
• Delivery of
instruction via
multiple mediums.
• Student-Centered
Classroom
• Authentic
Assessment
• Self-Directed
Learning
28. Critiques of Multiple intelligences
• Lack of quantifiable evidence that MI exist.
• Lack of evidence that use of MI as a
curricular and methodological approach has
any discernible impact on learning.
• Suggestive of a departure from core
curricula and standards.
30. Brain-based Learning
• Grew out of Neuroscience and Constructivism.
• 12 governing principles:
1. Brain is a parallel processor.
2. Whole Body Learning
3. A search for meaning.
4. Patterning
5. Emotions are critical.
6. Processing of Parts and Wholes
7. Focused Attention and Peripheral Perception
8. Conscious and Unconscious Processes
9. Several Types of Memory
10. Embedded Learning Sticks
11. Challenge and Threat
12. Every brain is unique.
31. Brain-based learning in the
classroom
• Opportunities for Group Learning
• Regular Environmental Changes
• Multi-Sensory Environment
• Opportunities for Self-Expression and Making
Personal Connections to Content
• Community-Based Learning
32. Critiques of brain-based learning
• Research conducted by
neuroscientists, not by
teachers and
educational
researchers.
• Lack of understanding of
the brain itself makes
“brain-based” learning
questionable.
• Individual principles
have been scientifically
questioned.
34. Humanist
• All students are
intrinsically motivated to
self actualize or learn.
• Learning is dependent
upon meeting a hierarchy
of needs (physiological,
psychological and
intellectual).
• Learning should be
reinforced.