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7/31/2019 Concept of Teaching and Learning
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By: Ms. Kalai Ms.Rani
Mr. Yap MH
7/31/2019 Concept of Teaching and Learning
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7/31/2019 Concept of Teaching and Learning
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Teaching : refers as an activity or process whichis related with the imparting of certain specificknowledge or skill, guiding and assisting, withthe aim of assisting students to learneffectively.
Definition of teaching: assignment activitywhich is systematically planned, organizedimplemented and assessed by the teacher.
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Learning : refers to a relatively durable change
in behaviour of any organism, including thelowest strata of animals.
Definition: learning as an experience whichproduces a relatively permanent change in
potential behaviour. (kimble,1961.) Learning includes not only acquisition of
knowledge and skills, but also formation of
habits, personality traits, emotional responsesand personal tastes.
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1) Stimuli
2)Selection
of suitablestimuli by
sensoryorgans.
3) Processits
meaningthrough
thinking.
4) Formnew
experienceor
knowledge
5) To applysimilar
situation.
6) Changein
behaviour.
Six stages of learning process
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Principles of
learning
(Gagne)
Explanation
1) active
involvement
The learner is not acceptable of knowledge, nut rather creates his or her learning
actively and uniquely (Ewell,1997).
Checklist of observable behaviours:1) participatory behaviour : the student is active,responsive and engages in activities.
2) Creative thinking: The student comes up with his/her own solutions/ suggestions.
3) Engaged learning: The student is able to apply a learning strategy for a given learning
situation.
4) Construction of knowledge: Instead of passively receiving the information, the student
is given tasks meant to lead him/her to understanding and learning.
2) Pattern
recognition
and
connectivism.
This cognitive process "involves actively creating linkages among concepts, skill
elements, people, and experiences
For the individual learner, this will be about "'making meaning' by establishing and re-
working patterns, relationships, and connections. (Ewell,1997).
Checklist of observable behaviours:
1) Flexible thinking: able to adapt to new learning context and tasks.
2) Critical thinking: approaches a task comparing, refining, and selecting from what she
knows to find solution.
3) Transfer: in backward-reaching transfer. student makes connections to prior knowledge.
4) Sense-making: able to use familiar pattern to re-constructed the new situation.
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Principles of
learning
(Gagne)
Explanation
6.Continuous
Reinforcement
developed by the behaviourist school of psychology, notably by B.F. Skinnerearlier this century (Laird 1985, Burns 1995).
believed that behaviour is a function of its consequences.
The learner will repeat the desired behaviour if positive reinforcement (apleasant consequence) follows the behaviour.
Eg: Positive reinforcement, or 'rewards' can include verbal reinforcement suchas 'That's great' through to more tangible rewards such as a certificate.
Eg: Negative reinforcement also strengthen a behaviour and refers to asituation when a negative condition is stopped or avoided as aconsequence of the behaviour. *punishment often used.
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7.Stimulating
Environment
Related to sensory stimulation theory which traditionally has its basicpremise that effective learning occurs when the senses are stimulated(Laird, 1985).
Laird quotes research that found that the vast majority of knowledgeheld by adults (75%) is learned through seeing, Hearing (about 13%),
other senses - touch, smell and taste account for 12%.
By stimulating the senses, especially the visual sense, learning can beenhanced.
However, if multi-senses are stimulated, greater learning takes place.
Stimulation through the senses is achieved through a greater variety ofcolours, volume levels, strong statements, facts presented visually, useof a variety of techniques and media.
Principles of
learning
(Gagne)
Explanation
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Principles of
learning
(Gagne)
Explanation
8.Reflection
mental process which, applied to the act of learning, challengesstudents to use critical thinking to examine presented information,
question its validity, and draw conclusions based on the resulting ideas.
allows the students to narrow possible solutions andeventually form a conclusion.
The result of this struggle is achieving a better understanding of the
concept.
Without reflection, learning ends "well short of the re-organization ofthinking that 'deep' learning requires" (Ewell, 1997, p.9).
Students also reflect on themselves as learners when they evaluate the
thinking processes they used to determine which strategies workedbest.
The information is applicable in future life.
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Discrimination
Recognizing thattwo classes of
things differ
Concrete concept
Classifying things by
their physicalfeatures aloneDefined concept
Classifying things bytheir abstract (and
possibly physical)features
Rule
Applying a simpleprocedure to solve a
problem or accomplish atask
Higher-order rule
Applying a complexprocedure (or multiple
simple procedures) to solvea problem or accomplish a
task
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Co
gnitive
Strategies an internal process by which the
learner controls his/her own waysof thinking and learning
Engaging in self-testing to decidehow much study is needed; knowingwhat sorts of questions to ask to best
define a domain of knowledge; abilityto form a mental model of the
problem.
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Verbal information
Label and facts
naming or makinga verbal response
to a specific input
Examples: Namingobjects, people, or
events.
Bodies of
Knowledge
recalling a largebody of
interconnectedfacts
Example: paraphrasingthe meaning of textual
materials or statingrules and regulations.
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Psychomotor
skills
bodily movementsinvolving muscularactivity
Starting a car, shootinga target, swinging a
golf club
Attitude
an internal state which
affects an individual'schoice of action towardsome object, person, or
event
Choosing to visit an artmuseum, writing
letters in pursuit of acause.