The Teaching-Learning Process(Final2)

8/3/2019 The Teaching-Learning Process(Final2)

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Learning StylesTheories of Learning

CHRISTINE JOY D. BLABAGNO


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Learning is the process of having ones

behavior modified, more or less permanently,

by what happens in the world around him, bywhat he does or by what he observes.

It is any change in behavior that results from

experience.


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Learning is a lifetime process.

Learning processes are characterized by

motivation, goal, readiness, responses,

reinforcement and generalization.


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Learning styles are simply different

approaches or ways of learning.


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Visual/Verbal Learning Style

Visual/Nonverbal Learning Style

Tactile/Kinaesthetic Learning Style

The Auditory/Verbal Learning Style


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The learner learns best when information is presented

visually and in a written language format.

In a classroom setting, the learner benefits frominstructors who use the blackboard (or overheadprojector) to list the essential points of a lecture, orwho provide them with an outline to follow along withduring lecture.

They benefit from information obtained from

textbooks and class notes. They tend to like to study on their own in a quiet room.

They often see information "in their mind's eye" whenthey are trying to remember something.


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The learner learns best when physically engaged ina "hands on" activity.

In the classroom, they benefit from a lab settingwhere they can manipulate materials to learn new

information. They learn best when they can be physically active

in the learning environment.

They benefit from instructors who encourage in-

class demonstrations, "hands on" student learningexperiences, and field work outside the classroom.


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The learner learns best when information ispresented visually and in a picture or design format.

In a classroom setting, they benefit frominstructors who use visual aids such as film, video,maps and charts.

They benefit from information obtained from thepictures and diagrams in textbooks.

They tend to like to work in a quiet room and maynot like to work in study groups.

When trying to remember something, they canoften visualize a picture of it in their mind.

They may have an artistic side that enjoysactivities having to do with visual art and design.


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The learner learns best when information is

presented auditory in an oral language format. In a classroom setting, they benefit from listening

to lecture and participating in group discussions.

They also benefit from obtaining information from

audio tape. When trying to remember something, they can

often "hear" the way someone told them theinformation, or the way they previously repeated itout loud.

They learn best when interacting with others in alistening/speaking exchange .


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Type 1: Innovative Learners

Type 2: Analytic Learners

Type 3: Common Sense Learners

Type 4: Dynamic Learners


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are primarily interested in personal meaning.

They need to have reasons for learning--ideally, reasons that connect new informationwith personal experience and establish thatinformation's usefulness in daily life.

Some of the many instructional modeseffective with this learner type arecooperative learning, brainstorming, andintegration of content areas (e.g., science with

social studies, writing with the arts, etc.).


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are primarily interested in acquiring facts inorder to deepen their understanding ofconcepts and processes.

They are capable of learning effectively fromlectures, and enjoy independent research,

analysis of data, and hearing what "theexperts" have to say.


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are primarily interested in how things work;they want to "get in and try it."

Concrete, experiential learning activities workbest for them--using manipulatives, hands-ontasks, kinesthetic experience, etc.


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are primarily interested in self-directeddiscovery.

They rely heavily on their own intuition, andseek to teach both themselves and others.

Any type of independent study is effective forthese learners.

They also enjoy simulations, role play, andgames.


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Are concerned with the practical

application of education, that is

used to understand to complexityof the process of learning


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Q: How do people learn?

A: Nobody really knows.

But there are 3 main theories:

Behaviorism

Cognitivism

Social Learning Theory


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Primary Focus

Observable behaviour

Stimulus-response

connections

Assumptions

Learning is a result of

environmental forces

Subcategories

Contiguity

Respondent (Classical)

Operant

(Instrumental)

Major Theorists

Thorndike

Pavlov

Skinner

Principles

Time/place pairings

Biological basis of

behaviour

Consequences

Modelling
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Contiguity Stimulus and response connected and associated in time

and space

Respondent or Classical Conditioning We make associations with stimuli

Example: The Pavlov Dog.

Operant or Instrumental Conditioning

Learning is the result of the application of consequences; thatis, learners begin to connect certain responses with certain

stimuli.

Examples: Positive Reinforcement, Negative Reinforcement


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by Edward Lee Thorndike

also known stimulus-response theory

human activity is based on association

between stimuli and response


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Any activity is seen as:

a situation which influences or affects theindividual

a response which the individual makes tothe situation

a connection between the situation andthe response by means of which the formeris enabled to produce the latter

the connection is called S-R bond

to respond in a particular manner to a givenstimulus


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- To make his connectionismtheory more effective, heconceived the 3 principal laws

of learning

1. Law of readiness

2. Law of exercise3. Law of effect


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1.Law of readiness

- states that if the learner is prepareto act, to make act is satisfying; not

to make him act is annoying


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2. Law of exercise

- states that exercise, practice orrepetition strengthens the bonds or

connection between the stimulus and

the response.


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3. Law of effect

- states that learning is strengthenedif it results in satisfaction but it is

weakened if it leads to annoyance


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Contiguity Stimulus and response connected and associated in time

and space

Respondent or Classical Conditioning We make associations with stimuli Example: The Pavlov Dog.



stimuli.



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Ivan Pavlov on classical conditioning

A stimulus is presentedin order to get a response:

S R


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a reflexive or automatic type of learning in

which a stimulus acquires the capacity to

evoke a response that was originally evoked

by another stimulus.

Involves the substitution of a new stimulus

previously a neutral one - for the stimulus

which originally elicited the response


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Pavlov's Experiment

Before conditioning, ringing the bell caused

no response from the dog. Placing food infront of the dog initiated salivation.

During conditioning, the bell was rung a few

seconds before the dog was presented with

food. After conditioning, the ringing of the bell

alone produced salivation


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Observations Made by Pavlov

Stimulus Generalization: Once the dog has

learned to salivate at the sound of the bell, itwill salivate at other similar sounds.

Extinction: If you stop pairing the bell with thefood, salivation will eventually cease in responseto the bell.

Spontaneous Recovery: Extinguished responsescan be "recovered" after an elapsed time, butwill soon extinguish again if the dog is notpresented with food.


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Observations Made by Pavlov

Discrimination: The dog could learn to

discriminate between similar bells (stimuli) and

discern which bell would result in thepresentation of food and which would not.

Higher-Order Conditioning: Once the dog has

been conditioned to associate the bell with food,

another unconditioned stimulus, such as a lightmay be flashed at the same time that the bell is

rung. Eventually the dog will salivate at the flash

of the light without the sound of the bell.


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Contiguity Stimulus and response connected and associated in timeand space

Respondent or Classical Conditioning We make associations with stimuli Example: The Pavlov Dog.



stimuli.



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Operant Conditioning - Skinner

The response is made first,then reinforcement follows.The response is made first,then reinforcement follows.


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Skinner's Operant Conditioning Mechanisms

Positive Reinforcement or reward:Responses that are rewarded are likely to be

repeated. (Good grades reinforce carefulstudy.)

Negative Reinforcement: Responses that

allow escape from painful or undesirablesituations are likely to be repeated. (Beingexcused from writing a final because of goodterm work.)


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Skinner's Operant Conditioning Mechanisms

Extinction or Non-Reinforcement :Responses that are not reinforced are not

likely to be repeated. (Ignoring studentmisbehavior should extinguish that behavior.)

Punishment: Responses that bring painful or

undesirable consequences will besuppressed, but may reappear ifreinforcement contingencies change.(Penalizing late students by withdrawingprivileges should stop their lateness.)


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Learning is defined by the outward expression

of new behaviors

Focuses solely on observable behaviors

A biological basis for learning

Learning is context-independent

Classical & Operant ConditioningReflexes (Pavlovs Dogs)Feedback/Reinforcement (Skinners Pigeon Box)


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Rewards andpunishments

Responsibility for

student learningrests squarely with

the teacher

Lecture-based,

highly structured


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Behaviorism

Cognitivism



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Primary Focus

Mental behaviour

Knowledge

Assumptions


mental operations/

processing

Subcategories

Discovery Learning

Meaningful Verbal

Learning

Major Theorists

Bruner David Ausubel


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Learning is a process of discovering and

understanding relationships, and of

organizing and finding significance in the

sensory experiences aroused by externalsituation

emphasis here is on the importance of

experience, meaning, problem-solvingand the development of insights


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Discovery Learning is a method of inquiry-

based instruction, discovery learning believes

that it is best for learners to discover facts

and relationships for themselves.


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He sees learning as a cognitive process that

involves three (3) almost simultaneous

processes:

AcquisitionTransformation

Evaluation


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Acquisition- the process of obtaining and assimilating

with understanding the new information

better than a previously learned one.


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Transformation- the process of manipulating or utilizing the

information gained to remove a difficulty or

to solve a problem to which it is suited isan application of learning.


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Evaluation- The process of finding out whether the

information acquired is appropriately

utilized.


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According to Bruner, there are four basic

concerns to any learning situation; otherwise

no learning takes place

UnderstandingReadiness

Independence

Motivation


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Understanding- Of basic relationships in the structure of asubject

Readiness- is a prerequisite to learning

Independence

- development of an individual pupil to be an

independent learner

Motivation- Learning is more effective if the learner is

properly motivated.


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Inquiry-oriented

projects

Opportunities for thetesting of hypotheses

Curiosity encouraged

Staged scaffolding


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Behaviorism

Cognitivism



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Primary Focus

Modelling

Assumptions


influences of social

environment on

thinking.

Subcategories

Observational (Social)

Major Theorists

Bandura

Principles

Reciprocal

determinism


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proponents: Albert Bandura and Richard

Wallace

its emphasis is on observational learning

which includes self-instruction and self-reinforcement


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People can learn through observation.


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Observational Learning.

In his famous "Bobo doll" studies, Bandura

demonstrated that children learn andimitate behaviors they have observed inother people. The children in Bandurasstudies observed an adult acting violentlytoward a Bobo doll. When the children

were later allowed to play in a room withthe Bobo doll, they began to imitate theaggressive actions they had previouslyobserved.


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Bandura identified three basic models of

observational learning:

1. A live model, which involves an actualindividual demonstrating or acting out abehavior.

2. A verbal instructional model, which involvesdescriptions and explanations of a behavior.

3. A symbolic model, which involves real orfictional characters displaying behaviors inbooks, films, television programs, or onlinemedia.


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Four interrelated processes establish and

strengthen identification with the model:

1. Children want to be like themodel

2. Children believe they are like themodel

3. Children experience emotionslike those the model is feeling.

4. Children act like the model.


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Through identification, children come tobelieve they have the same characteristics

as the model.

When they identify with a nurturant andcompetent model, children feel pleased and

proud.

When they identify with an inadequate model,

children feel unhappy and insecure.


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Collaborative learning

and group work

Modeling responses and

expectations

Opportunities to

observe experts in

action

Documents

The Teaching-Learning Process(Final2)