Gestalt, Guthrie, and Tolman Theory to Education

Implications of Gestalt, Guthrie, and Tolman Theory to Education

1. Philosophical Foundations of Education EDUC 205 Ms. Renalyn H. Tarog MAE-English

2. Introduction Theory is a scientifically acceptable set of principles offered to explain a phenomenon Chunck (2015).

3. Introduction Theories provides frameworks to interpret an environmental observation and serves as a bridge between research and education.

4. Introduction Theories and learning are important element in teacher development.

5. Introduction Most of the practice and development in a teaching profession field barrow idea from learning theories.

6. Introduction No matter what the specified areas linked in studying theories, the best part of learning the theories is for making a strong foundation in education.

7. Introduction The following theories in psychology are the assigned topic to be thoroughly discuss based on the research.

8. Content Gestalt Theory Guthrie Theory Tolman Theory

9. Gestalt Theory

10. Gestalt Gestalt derived from the German word ' gestalten ' , has no English equivalent.

11. Gestalt The nearest English translation of Gestalt is ‘configuration’ or an ‘organized whole’ or the ‘totality of a situation’.

12. Prominent Gestalt Psychologists

13. Wolfgang Kohler Max Wertheimer

14. Kurt Koffka Kurt Lewin

15. “The whole is more important than its parts.”

16. Implications of the Gestalt Principles in Teaching and Learning Process

17. Law of Proximity Related concepts or lessons should be taught aligned or closely to each other.

18. Law of Similarity Similar lessons or contents should be grouped together to make learners develop understanding more efficiently and effectively.

19. Law of Closure Incomplete information may make learners want to discover what’s missing, rather than concentrating on the given instruction.

20. Law of Closure Make the lesson complete. Present the lesson clearly and simple. Always be ready for students' clarifications.

21. Law of Good Continuation Lessons should be presented in such a way that learners will see these as connected and continuous. DLL: Review of the Previous Lesson

22. Law of Pragranz (Good Figure) Pragnanz states that when things are grasped as whole, the minimal amount of energy is exerted in thinking. Make the lesson holistic, complete and simple.

23. Law of Figure/Ground For a figure to be perceived, it must stand out from the background. Emphasis should be done as important aspect of the lesson.

24. Law of Figure/Ground Teachers should vary the tone of voice or underline the important key words of the lesson.

25. Implications of Gestalt Theory to Education

26. Gestalt Psychology Gestalt psychology proposes education to be an integration of affective and cognitive domains of learning.

27. Gestalt Psychology Gestalt psychology is a proponent of discovery or insight learning.

28. Role of the Teacher Affective Domain: The teacher should set the objectives that does not only focus on the cognitive and psychomotor domains of teaching and learning but also on the affective domain.

29. Role of the Teacher Harmonious Environment: The teacher should maintain an emotionally harmonious and non threatening atmosphere during the teaching and learning process to consequently caters exchange of ideas and learning.

30. Role of the Teacher Hands-On Activities: The teacher should make use of discovery approach in learning. Example Activities: experiments laboratory inquiry-based strategies (interview)

31. Role of the Teacher From Whole to Parts: The teacher should present the subject matter as a whole to facilitate insight learning.

32. Role of the Teacher Importance of Motivation: The teacher should arouse the student’s curiosity, interest and motivation.

33. Role of the Teacher Problem Solving Approach: The teacher should encourage the learners to solve problems by insight, meaningful learning, learning by understanding, reasoning, etc.

34. Role of the Teacher Previous Experiences: The teacher should check the previous experiences of the student and relate them with the new learning situation.

35. Role of the Teacher Goal Orientation: The teacher should make sure that the goals and purposes of every task are fully presented in the class.

36. Guthrie Theory

37. Edwin Ray Guthrie January 9, 1886— April 23, 1959

38. Contiguity Theory “A combination of stimuli which has accompanied a movement will on its recurrence tend to be followed by that movement”.

39. Contiguity Theory Guthrie proposed that all learning was a consequence of association between a particular stimulus and response.

40. Contiguity Theory Guthrie argued that stimuli and responses affect specific sensory-motor patterns; what is learned are movements, not behaviors.

41. One Trial Learning

42. One Trial Learning Guthrie’s theories went against those of Watson’s Classical Conditioning and Skinner’s Operant Conditioning

43. One Trial Learning Guthrie’s learning theory is called one-trial learning He developed it with Smith at the University of Washington.

44. One Trial Learning Guthrie and Smith’s theory states that all learning is done within a single exposure to a situation.

45. Implications of Principles of One Trial Learning in Teaching

46. Principles of One Trial Learning 1. Learner react to a given situation the same way so long as it was still effective.

47. STIMULATION RESPONSE ONE PAIRING Essay Writing (Informal Letter) Teacher gives explanation on the format. Students take note of the format. LEARNING COMPLETE LEARNING COMPLETE

48. Explanation: After this, whenever students come across with the instruction “write an informal letter” , students will automatically construct an informal letter with correct format.

49. Principles of One Trial Learning 2. In order for conditioning to occur, the organism must actively respond (i.e., do things).

50. Role of the Teacher Active Participation: Learning must be active. Teacher should involve the learners during discussion.

51. Role of the Teacher Importance of Motivation: The role of motivation in teacher’s discussion is to create a state of arousal and activity which produces responses (active participation) that can be conditioned.

52. Principles of One Trial Learning 3. Since learning involves the conditioning of specific movements, instruction must present every specific task.

53. Role of the Teacher Task Orientation: The teacher should make sure that the directions and purposes of every task are fully presented in the class.

54. Principles of One Trial Learning 4. Exposure to many variations in stimulus patterns is desirable in order to produce a generalized response.

55. Role of the Teacher Comprehensive Discussion: The teacher should discuss the lesson thoroughly.

56. Principles of One Trial Learning 5. The last response in a learning situation should be correct since it is the one that will be associated.

57. Role of the Teacher Correction: The teacher should make sure that the information that he/she implies to the learners is true and correct.

58. Tolman Theory

59. Edward Chace Tolman April 14, 1886 — November 19, 1959

60. Purposive Behaviorism Purposive Behaviorism was also referred as Sign Learning Theory. It link between behaviorism and cognitive theory.

61. Purposive Behaviorism Tolman’s theory was founded on two psychological views: Gestalt Theory John Watson (Behaviorist)

62. Key Concepts: Goal Directedness Cognitive Maps Latent Learning Intervening Variables

63. Goal Directedness Learning is always purposive and goal-directed. Tolman claimed that an organism acted or responded for some adaptive purpose.

64. Goal Directedness He also stated that individuals do more than merely respond to stimuli; they act on belief, attitudes, changing conditions, and they strive toward goals.

65. Cognitive Maps tendency to learn location Rat’s Maze -- organisms will select the shortest or easiest path to achieve goal

66. Cognitive Maps Rat’s Maze -- rats formed cognitive maps that help them perform well on the maze

67. Latent Learning learning that remains or stays with individual until needed learning that is not outwardly manifested at once can exist even without reinforcement

68. Latent Learning Rat’s Maze -- rats learned the maze by forming cognitive maps of the maze, but manifested this knowledge of the maze only when they needed to

69. Intervening Variables variables that are not readily seen but serve as determinations of behavior

70. Intervening Variables Tolman believed that learning is influenced by expectations, perceptions, representations, needs and other internal or environmental variables.

71. Intervening Variables Rat’s Maze -- rat’s hunger is the intervening variable

72. Implications of Principles of Purposive Behaviorism in Teaching

73. Principles of Purposive Behaviorism 1. Reinforcement is not essential for learning, although it provides an incentive for performance.

74. Role of the Teacher The Importance of Lesson: The teacher should present the value of learning the lesson for future purposes.

75. Principles of Purposive Behaviorism 2. Learning is always purposive and goal-directed.

76. Role of the Teacher Goal Orientation: The teacher should make sure that the goals and purposes of every task are fully presented in the class.

77. Principles of Purposive Behaviorism 3. Learning often involves the use of environmental factors to achieve a goal.

78. Role of the Teacher Classroom Management: The teacher should maintain a non threatening atmosphere during the teaching and learning process.

79. Principles of Purposive Behaviorism 4. Organisms will select the shortest or easiest path to achieve a goal.

80. Role of the Teacher Holistic Discussion: The teacher should discuss the lesson holistic, complete and simple.

81. Reflection Learning theories are one of the foundations of education that build a concreate pillars in teaching and learning.  It helps explain how learning occurs and factors that influence learning.

82. Reflection Learning theories also afford a variety of teaching strategies to help enhance student development and understanding. There is no single or perfect learning theory that applies to every student.

83. Reflection Therefore, different learning theories should be studied, learned, and utilized to accommodate a variety of learner, in order to create an environment that will be beneficial to both the teacher the learners.

84. References Guthrie, E.R. (1930). Conditioning as a principle of learning. Psychological Review, 37, 412-428. Guthrie, E.R. (1935). The Psychology of Learning. New York: Harper. Guthrie, E.R. (1938). The Psychology of Human Conflict. New York: Harper. Guthrie, E.R. & Horton, G.P. (1946). Cats in a Puzzle Box. New York: Rinehart.

85. References Tolman, E.C. (1932). Purposive Behavior in Animals and Men. New York: Appleton-Century-Crofts. Tolman, E.C. (1942). Drives Towards War. New York: Appleton-Century-Crofts. Tolman, E.C. (1948). Cognitive maps in rats and men. Psychological Review, 55, 189-208. https://www.instructionaldesign.org/theories/sign-theory/ http://psychclassics.yorku.ca/Tolman/formula.htm

86. Thank you and God bless