1. LEARNING PERSPECTIVES CS 295.016 Raymund Abasolo, Sarah Mendoza, Reagan Austria

2. constructivism 3. a learning or meaning-making theory, that offers an explanation of the nature of knowledge and how human beings learn(Abdal-Haqq, 1998) 4. key people constructivism 5. constructivism

Jean Piaget

• Swiss cognitive psychologist

• child development research

• cognitive development stages

• the basis of learning is discovery

6. constructivism

Jerome S. Bruner(1915- )

• one of the best known and influential psychologists of the twentieth century.

• one of the key figures in the so called 'cognitive revolution'

• has great influence inthe field of education

7. constructivism

Lev Vygotsky

• a Soviet psychologist and the founder ofcultural-historical psychology

• " Zone of proximal development " (ZPD)

• • range of tasks that are too difficult for the child to master alone but that can be learned with guidance and assistance of adults or more-skilled children.

8. constructivism

John Dewey

• led the progressive movement in American education

• instruction needs to be centered around activities that are meaningful to students' experiences

9. characteristics ideas and concepts constructivism 10. constructivism "Only by wrestling with the conditions of the problem at hand, seeking and finding his own solution (not in isolation but in correspondence with the teacher and other pupils) does one learn." ~ John Dewey,How We Think , 1910 ~ 11. constructivism

• learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge (Bruner)

• cognitive structure provides meaning and organization to experiences and allows the individual to "go beyond the information given"

http://tip.psychology.org/bruner.html

12. constructivism

• learner is at the center of the educational stage

• knowledge cannot be handed from one person to another (teacher to learner), but must be "constructed" by each learner by interpreting and reinterpreting a constant flow of information.

• a discovery approach based on the assumption that students should build (construct) knowledge for themselves.

13. teacher roles and learner roles constructivism 14. constructivism

teacher

• encourages students to discover principles by themselves

• engages in an active dialog with learner (i.e., socratic learning)

• facilitates learning by providing a variety of experiences

• serves as a guide, facilitator, and co-explorer who encourages learners to question, challenge, and formulate their own ideas, opinions, and conclusions, rather than a dispenser of knowledge

• • use scaffolding- questions, clues or suggestions that help a student link prior knowledge to the new information

15. constructivism

learner

• engages in an active dialog with teacher (i.e., socratic learning)

• selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so

16. implications to teaching and learning constructivism 17. constructivism

Principles:

• Instruction must be concerned with the experiences and contexts that make the student willing and able to learn ( readiness ).

• Instruction must be structured so that it can be easily grasped by the student ( spiral organization ).

• Instruction should be designed to facilitate extrapolation and or fill in the gaps ( going beyond the information given ).

SOURCE: http://tip.psychology.org/bruner.html

18. constructivism

• promotes authentic learning, critical thinking, individualized instruction, and project-based learning

• relies heavily on the students' initiative

• allows students to learn at their own speed

• curriculum should be organized in a spiral manner so that the student continually builds upon what they have already learned.

• learning activities are characterized by active engagement, inquiry, problem solving, and collaboration with others. "Correct" answers and single interpretations are de-emphasized.

19. REFERENCES: Sadker, M. P. and D. M. Sadker (2005). Teachers, Schools, and Society.7th edition. Boston : McGraw-Hill.Lefrancois, G. R. (1994).Psychology for Teaching . 8th edition. California : Wadsworth Publishing Company. "Lev Vygotsky - Wikipedia, the free encyclopedia."Wikipedia, the free encyclopedia . N.p., n.d. Web. 24 July 2010. ."IDKB - Models/Theories."George Mason University Classweb . N.p., n.d. Web. 24 July 2010. .Moore, Julie. "Learning Theory Fundamentals."Encyclopedia of Educational Technology . N.p., n.d. Web. 24 July 2010.www.etc.edu.cn/eet/eet/ ."Jerome Bruner and the Process of Education". T he Encyclopaedia of Informal Education. N.p., n.d. Web. 23 July 2010.http://www.infed.org/thinkers/bruner.htm ."IDKB - Models/Theories."George Mason University Classweb . N.p., n.d. Web. 24 July 2010.http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm ."Emerging Perspectives on Learning, Teaching and Technology."Projects Server Introduction . University of Georgia, Association for Educational Communications and Technology, n.d. Web. 24 July 2010.http://projects.coe.uga.edu/epltt/index.php?title=Main_Page . Thanasoulas, Dimitrios "Constructivist Learning."SEAsite - SE Asian Languages and Cultures . N.p., n.d. Web. 24 July 2010. . Ismat , Abdal-Haqq. "Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory. ERIC Digest. ."ERICDigests.Org - Providing full-text access to ERIC Digests . N.p., n.d. Web. 24 July 2010. . "Constructivism as a Paradigm for Teaching and Learning." THIRTEEN - New York Public Media. N.p., n.d. Web. 2 Aug. 2010. .Jones, M. Gail , and L. Brader-Araje. "The Impact of Constructivism on Education: Language, Discourse, and Meaning."American Communication Journal5.3 (2002): n. pag.American Communication Journal . Web. 2 Aug. 2010.Grow, Gerald. "Cognitive Model of Learning." Longleaf Publications home page. N.p., n.d. Web. 2 Aug. 2010. .Archives Jean Piaget . Web. 2 Aug. 2010. . 20. Cognitivism Raymund Abasolo Reagan Austria Sarah Mendoza 21. Short Intro Etymology (meriam-webster online) cognition Pronunciation: kg-ni-shn Etymology: from Latin word cognoscere meaning to come to know, investigate cognitive 1 : of, relating to, being, or involving conscious intellectual activity 2 : based on or capable of being reduced to empirical factual knowledge 22.

• Cognitive learning is about enabling people to learn by using their reason, intuition and perception.

23. Characteristics Ideas and Concepts

• challenge the limitations of behaviorism

• • people are not programmed animals that merely respond to environmental stimuli,

• focus more on the internal processes and connections that take place during learning.

• Focus is on how learners remember, retrieve, and store information in memory

• Examines the mental structure and processes related to learning

24. Key People

• Richard Atkinson and Richard Shiffrin

• Frederic Bartlett

• David Ausubel

• Robert Gagne

• Charles M.Reigeluth

25. Atkinson - Shriffin

• proposed a model of human memory

• Identified 3 memory stores:

• • Sensory memory

• • Short Term memory or working memory

• • Long term memory

26. Frederic Bartlett

• developed the Schema theory

• views organized knowledge as an elaborate network of abstract mental structures which represent one's understanding of the world.

• Schema - internal knowledge structure. New information is compared to existing cognitive structures called "schema". Schema may be combined, extended or altered to accommodate new information. (schemata - plural)

• Schemata grow and change as new information is acquired .

27. A diagram that describes how a person's schema of "egg" might include the components shown: 28. David Ausubel

• He was active in his field between the 1950s and 1970s

• Subsumption Theory

• concerned with how individuals learn large amounts of meaningful material from verbal/textual presentations in a school setting

29.

• Main Principles:

• • most general ideas of a subject should be presented first

• • differentiated in terms of detail and specificity

• • prior knowledge is essential for the comprehension of new information

• • Advance Organizers

• • • An advance organizer is information that is presented prior to learning and that can be used by the learner to organize and interpret new incoming information

• • • Expository - describe the new content.

• • • Narrative - presents the new information in the form of a story to students.

• • • Skimming - used to look over the new material and gain a basic overview.

• • • Graphic organizer - visuals to set up or outline the new information.

• • • Concept mapping

30. Robert Gagne

• Conditions of Learning

• learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology,

31.

• outlines nine instructional events and corresponding cognitive processes:

(1) gaining attention (reception) (2) informing learners of the objective (expectancy) (3) stimulating recall of prior learning (retrieval) (4) presenting the stimulus (selective perception) (5) providing learning guidance (semantic encoding) (6) eliciting performance (responding) (7) providing feedback (reinforcement) (8) assessing performance (retrieval) (9) enhancing retention and transfer (generalization).

32. Example: The following example illustrates a teaching sequence corresponding to the nine instructional events for the objective, Recognize an equilateral triangle: 1. Gain attention - show variety of computer generated triangles 2. Identify objective - pose question: "What is an equilateral triangle?" 3. Recall prior learning - review definitions of triangles 4. Present stimulus - give definition of equilateral triangle 5. Guide learning- show example of how to create equilateral 6. Elicit per formance - ask students to create 5 different examples 7. Provide feedback - check all examples as correct/incorrect 8. Assess performance- provide scores and remediation 9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals 33. Charles M.Reigeluth

• elaboration theory

• a model for sequencing and organizing courses of instruction

• instruction should be organized in increasing order of complexity

• instructions are made of layers

• • each layer elaborates on the previously presented idea

• • by elaborating the previous layer, it reiterates and as an effect it improves memory retention

34.

Elaboration theory proposes seven major strategy components:

• An elaborative sequence - choose organizing structure: (conceptual, procedural, theoretical)

• Learning prerequisite sequences-learner's background

• Summary

• Synthesis - integration of previously presented ideas

• Analogies - relate to the learners field of experience

• Cognitive strategies -embedded/ detached cues

• Learner control - learner's motivation and relevance

35. Teacher Roles

• use of graphic organizers and concept maps to offer students the concrete experience needed for cognitive learning to take place

• use technology in the classroom to allow exploration and attract attention

• understand the learner's background

• present ideas in an increasing order of complexity

• ask questions that will guide, and trigger learner's mind

36. Learner Roles

• do not simply know and memorize.

• connecting and organizing knowledge around important concept

37. Other Concepts:

• Practicing or rehearsing improves retention especially when it is distributed practice.

• Serial Position Effects - It is easier to remember items from the beginning or end of a list rather than those in the middle of the list, unless that item is distinctly different.

• Meaningful Effects - Meaningful information is easier to learn and remember

• Organization Effects - When a learner categorizes input such as a grocery list, it is easier to remember.

• you can't force someone to learn

38. Reference:

• Martin, S. (2006).Definition of Cognitive Learning . Retrieved July 16, 2010 from:http://ezinearticles.com/?Definition-of-Cognitive-Learning&id=365039

• Instrctional Design Knowledge Base (2006). Instructional Models. Retrieved July 16, 2010 from:http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

• Ho, Wenyi (). Cognitive Theories of Learning. Retrieved July 16, 2010 from:http://www.personal.psu.edu/users/w/x/wxh139/cognitive_1.htm#gestalt

• Learning-Theories.com (2008). Cognitivism. Retrieved July 20, 2010 from:http://www.learning-theories.com/cognitivism.html

• Kearsley, Greg (2010). Subsumption Theory (D.Ausubel). Retrieved July 20, 2010 from:http://tip.psychology.org/ausubel.html

• Kearsley, ACT * J.Anderson. Retrieved July 20, 2010 from:http://tip.psychology.org/a nderson .html

• Kearsley, Greg (2010). Conditions of Learning (Gagne). Retrieved July 20, 2010 from:http://tip.psychology.org/gagne.html

• Wikipedia. (2010). Advance Organizers. Retrieved July 21, 2010 fromhttp://wik.ed.uiuc.edu/index.php/Advance_organizers

• Abott, Bruce (2009). Human Memory. Retrieved July 21, 2010 from:http://users.ipfw.edu/abbott/120/AtkinsonShifrin.html

• Sabine, Reljic (2010). Elaboration Theory. Retrieved July 21, 2010 from: http://www.slideshare.net/sreljic/elaboration-theory

39. BEHAVIORISM Raymund Abasolo Reagan Austria Sarah Mendoza 40. BEHAVIORISM: concepts

• Tries to explain behaviors observable and predictable responses

• SR (stimulus-response) theory

• tabula rasa blank slate

• behavior can be learned or unlearned

• repeated behavior becomes an automatic response

• memory is associated with events

41. BEHAVIORISM: concepts

• STIMULUS

• RESPONSE

• REINFORCEMENT

• PUNISHMENT

• BEHAVIORAL MODIFICATION

42. BEHAVIORISM: concepts

• Classical conditioning learning thru stimulus substitution.

• Watsons behaviorism

• Connectionism

• Operant Conditioning

• Social Learning Theory

43. KEY PEOPLE 44. IVAN PAVLOV

• physiologist known for classical conditioning.

• EXPERIMENT:

Involves a food, a dog and a bell

IMAGE SOURCE: http://kentsimmons.uwinnipeg.ca/16cm05/1116/pavlov.jpg 45. IMAGE SOURCE: http://www.northern.ac.uk/learning/NCMaterial/Psychology/lifespan%20folder/PAVLOV.gif 46. JOHN WATSON

• father of Behaviorism

• 1913 article "Psychology as the Behaviorist Views It

• humans are born with a few reflexes

• emphasized the importance of learning and environmental influences in human development

47. JOHN WATSON

The Little Albert Experiment :

• Albert is not afraid of rats

• Rat is paired with loud noise

• Albert is frightened by the sound

• Albert is afraid of rats

• Albert is afraid of white, furry objects

• Reversing the experience

Twelve Infants Quote

IMAGE SOURCE: http://www.nndb.com/people/078/000030985/john-b-watson-1-sized.jpg 48. EDWARD L. THORNDIKE

• Known for SR BOND/CONNECTION theory

EXPERIMENT

• cat is placed inside a cage with a lock.

• cat opens the cage by accident.

• experiment was repeated, cat behaves the same way

• opens the cage faster

IMAGE SOURCE: http://www-distance.syr.edu/thorndike.gif 49. EDWARD L. THORNDIKE

3 PRIMARY LAWS

• law of exercise/repetition:

Repetition = retention

• law of effect

pleasure and pain principle)

• law of readiness

Some connections are more predisposed to happen

50. Burrhus Frederic Skinner

• Learning is based on the effects of behavior (reinforcement and punishment)

• OPERANT random behavior; not caused by any stimulus

IMAGE SOURCE: http://4.bp.blogspot.com/_d8ls7V72AkA/SyvENnrkplI/AAAAAAAAAV4/KuXaFC9ylbc/S700 skinner-80s-smiling%5B1%5D.jpg 51. Burrhus Frederic Skinner

OPERANT CONDITIONING

• positive reinforcement (reward)

Peter is given a jelly bean for being good.

• Presenting unpleasant stimulus (punishment I)

Peters nose was tweaked for being bad.

• punishment II (penalty)

Peters jelly bean is taken away for being bad

• negative reinforcement (relief)

Peters nose is released because he said sorry

52.

• Skinner Box

• "engineer the environment and you can engineer human behavior

B. F. Skinner IMAGE SOURCE:http://mrbakerrocks.info/IMAGES/SkinnerRat.jpg 53. BF SKINNER 54. ALBERT BANDURA

• psychologist doing a study on adolescent aggression

• focused on learning, modeling, and imitation

• BoBo Doll Study (1961)

• departed from behaviorism

• Social cognitivism

IMAGE SOURCE:http://www.psychnews.co.uk/wp-content/uploads/2008/05/bozo-300x300.jpg 55. ALBERT BANDURA

SOCIAL LEARNING THEORY

• Human learning is a function of observation and imitation.

• Steps in the modeling process:

Attention > Retention > Reproduction > Motivation 56. BEHAVIORISM in EDUCATION 57. TEACHER ROLES

• Teacher centered

• focuses on a new behavioral pattern being repeated until it becomes automatic

• providing stimulus material and prompting the correct response

• view errors as not enough conditioning

• model

58. STUDENT ROLES

• Passive listeners

• receiver of the information response until the behavioral change is permanent

• absorb instructional presentations and material, and use them to create performances which indicate attainment of correct mental models

59. IMPLICATIONS

• Behaviorism is seen in direct instruction

• students learn their attitudes toward school, subjects due to classical conditioning

• Rewarding correct trials

• Carefully chosen reinforcement improves learning

60. IMPLICATIONS

• Shaping is useful in classroom management

• Modeling and learning

• Monitoring and feedback

61. REFERENCES Sadker, M. P. and D. M. Sadker (2005). Teachers, schools, and sSociety.Seventh edition. Boston : McGraw-Hill.Lefrancois, G. R. (1994).Psychology for teaching . 8th edition. California : Wadsworth Publishing Company.Mergel, B. (1998). Instructional design&learning theory . Retrieved 12 July 2010 fromhttp://www.usask.ca/education/coursework/802papers/mergel/brenda.htm Steele, M.M. (2005, April 30). Teaching students with learning disabilities: Constructivism or behaviorism? Current Issues in Education [On-line], 8 (10). Available:http://cie.ed.asu.edu/ volume8/number10/ "IDKB - models/theories."George Mason University Classweb . N.p., n.d. Web. 24 July 2010. . Instructional design approaches. (n.d.).UW Departments Web Server . Retrieved July 24, 2010, from http://depts.washington.edu/eproject/Instructional%20Design%20Approaches.htm Definitions and perspectives of learning:. (n.d.).TeachNet.Retrieved July 24, 2010, from http://teachnet.edb.utexas.edu/~lynda_abbott/behaviorism.html