PSY._INSIGHT_LEARNING.pptx n n

1. LEARNING AND MOTIVATION THEORIES: AYUK AUSAJI AYUK, EdD, PhD.

2. Lesson Devotion: Proverbs 1:5   ESV   Let the wise hear and increase in learning, and the one who understands obtain guidance, Proverbs 18:15   ESV An intelligent heart acquires knowledge, and the ear of the wise seeks knowledge. Proverbs 9:9   ESV   Give instruction to a wise man, and he will be still wiser; teach a righteous man, and he will increase in learning.

3. CLO/TLO CLO 6: creatively develop lesson plans that can help students apply their learnings in the real-world scenario. TLO 18: Reflect on the relationship of intelligence and creativity. TLO 19: Identify the various processes of creativity. TLO 20: Develop motivational lesson plans.

4. ENABLING ASSESSMENT: Enabling Assessment 7 Read and reflect on the journal articles on learning theories. How are theories creatively applied in teaching? What evaluation schemes used in the teaching?

5. Meaning of Theory of Learning by Insight: This theory is also called Gestalt Theory of Learning. An explanation of Gestalt School of Psychology. The word Gestalt in German language means ‘whole’, ‘total pattern’ or ‘configuration’. This school believes that the whole is more important than the parts. So learning also takes place as a whole’. In this respect Kohlar performed a number of experiments on monkeys, and arrived at the result that highest types of learning is through insight https:// www.psychologydiscussion.net /learning/learning-theory/theory-of-learning-by-insight-psychology/2513

6. What is Insight Learning? Insight learning theory is proposed by Wolfgang Kohler. Insight learning is the sudden understanding of the relation between a problem and a solution. By learning through insight, the correct solution not only appears seemingly out of nowhere but also repeated readily of subsequent presentations of that problem.  (https:// tyonote.com / insight_learning /#:~:text=Insight%20learning%20theory%20is%20proposed,subsequent%20presentations%20of%20that%20problem.)

7. Insight Learning: In insight learning, the perceptual stimuli are restructured in different ways and rely on cognitive processes. It is the “aha” or “I’ve got it” experience when we suddenly solve a problem. Occasionally insight comes dramatically and makes the problem solution suddenly clear.

8. Wolfgang Kohler’s Experiment Wolfgang Kohler, a German psychologist (1925) advocated insight  learning . In one of his experiments, he caged a chimpanzee named Sultan with a banana bunch hanging on the ceiling and a long stick well beyond reach outside the cage and a short stick inside the cage. Sultan found the short stick, grabbed it, and tried to reach the fruit with it. But the short stick was designed to be too short. Several unsuccessful attempts were made and Sultan dropped the idea and started playing. Then suddenly, Sultan jumped up, seized the short stick again, and used this time to pull in the longer stick. He then used the two sticks to reach the fruit by fitting the longer and the shorter stick together. This action displayed Sultan’s cognition.

9. Criterion or Essentials of Learning by Insight: 1. Comprehension as a whole: Learning by insight requires full comprehension of the situation as a whole. 2. Clear goal: The goal must be quite clear to begin with. 3. Power of generalisation : The learner must possess power of generalisation along with those of differentiation.

10. Criterion or Essentials of Learning by Insight: 4. Suddenness of solution : Suddenness of the solution is the hall mark of learning by insight i.e., the solution flashes suddenly to the learner. No lengthy reasoning is involved. 5. New forms of objects: As a result of insight into the problem or situation objects appear in new forms and patterns. 6. Transfer: Transfer of learning occurs as a result of insight. The principles learnt in one situation are applied to the other situation. 7. Change in behaviour : Insight changes our behaviour to the extent which we have learnt through insight.

11. Laws of Insight Formation: 1. Capacities: Insight depends upon the capacity of the organism. Individuals offer in their capacities. The more developed is the individual, the more will be the capacity to develop insight. 2. Previous experience: Insight depends upon relevant previous experience and maturation. Some practice, trial and error and maturation upto the level is essential before insight develops. A child of five years cannot develop mathematical insight since he has not done sufficient practice in it.

12. Laws of Insight Formation: 3. Experimental arrangement: Development of insight depends upon experimental arrangement also. 4. Fumbling and search: Insight follows a period of fumbling and search. 5. Readily repeated: Insightful solutions can be readily repeated. 6. Use in new situation: Insight once achieved can be used in new situation. 7. Wholesome experience: Experience of insight is always wholesome. Whole is just not equal to its parts.

13. Educational Implications of Learning by Insight (Role of Teacher in Insight Learning): 1. Integrated curriculum: The curriculum of the class should be an integrated whole i.e., there should be correlation between various subjects. 2. Problem as a whole: The whole problem is to be presented in the class. A piece meal approach will not develop learning by insight. This theory believes, “The whole is not a sum of the parts.” The teacher should present the things in the class as a whole atleast to start with. To give a complete insight into the learning material, we should always proceed from whole to the part. The lesson should form an integrated unit because insight is possible if the situation is perceived as a whole.

14. 2. Problem as a whole: ( i ) The whole sentence should be presented first and then analysed into words or letters. (ii) While teaching Biology, the model of the whole body should be presented before the children and then the various parts and organs of the body should be emphasied . (iii) While teaching geography, we should part from the globe and then come down to country, state, district and city.

15. 2. Problem as a whole: 3. Child as a whole: Parents and teachers should see the child as a whole and in total setting. It is not wise to conclude on the basis of single act about the child’s behaviour . 4. Importance of motivation: The theory stresses the importance of motivation in learning. Therefore, the teacher should motivate the students properly for insightful learning.

16. 2. Problem as a whole: 5. Importance of transfer: The theory also emphasises the importance of transfer of learning. Previous experiences are helpful in learning. Hence the teacher should encourage the students to make the best use of transfer of learning.

17. 2.  Problem as a whole: 6. Emphasis on intelligent learning: The theory is economical in terms of human energy. It puts emphasis on insight and understanding rather than rote learning. So, spoon feeding and cramming should be discouraged. There are no useless and random efforts. The teacher should encourage the students to learn by understanding and insight i.e., intelligence.

18. 2. Problem as a whole : 7. Development of higher mental faculties: Insight involves the maximum use of intelligence. Therefore, learning by insight is helpful in developing and improving higher mental processes like thinking, imagination, reasoning, analystical ability, problem solving, creativity etc. The theory specially encourages creative activity of the child. The teacher has to view the situation as a whole and then decide the line of action.

19. 2. Problem as a whole: 8. Problem solving approach: Insight helps in solving problems through one’s own efforts. This approach trains the child to solve his problems in life. Therefore, the teacher should make use of problems solving approach for better learning. He should prepare children emotionally and intellectually to solve the problem.

20. 2. Problem as a whole: 9. Useful for difficult subjects: The theory is specially useful for learning difficult subjects like science, mathematics and literature. 10. Useful for scientific inventions: The theory is very useful for scientific inventions and discoveries.

21. 11. Individual differences: (a) The teacher keep in mind the intelligence level, maturity and other types of individual differences. Intelligence plays a major role in learning by insight. The more intelligent a child is, the more he will learn through insight. The less intelligent child takes more time and makes more efforts to gain insight.

22. 11. Individual differences: ( b) Insight of the child should be carefully handled by the teacher. He should know that its development is related to the physical maturation of the child. He should present the problem keeping in view the maluratior , of the child.

23. 12. Logical presentation: The teacher should present his lesson logically. He should proceed from ‘simple to complex’, ‘concrete to abstract’, ’empirical to rational’ and ‘psychological to logical’. The problems presented in the class should be linked with life so that the learners have the greatest benefit out of them.

24. CONTINUATION….. 13. Persistent efforts: It needs a lot of patience on the part of the teacher. Insight does not develop in the learner immediately. It needs persistent efforts. 14. Goal-oriented approach: The teacher should develop in the learner the purpose of striving towards a goal on the basis of child’s experience. He should relate the topic taught to the experiences of the child and then lead him towards the goal.

25. 15. Multiple approach: Ability of the learner and his past experiences play an important role in insight. Therefore, the teacher should adopt a multiple approach in learning in the following manner: ( i ) Planning lesson: The teacher should plan his lesson appropriately. (ii) Providing experiences: He should provide significant and meaningful experiences to the pupil. (iii) Bringing integration: He should bring an integration between theory and practice.

26. Educational Implications of Theory of Learning by Insight: ( i ) Proceeding from whole to the part: This theory explains to us the efficacy of the principle. We must always proceed from the whole to the part, so as to give a complete insight into the subject. Begin from the globe, and then come to our country, our state and our city. Teach about the whole flower and then analyse the parts. Teach the whole sentence or word, and then analyse into words of letters.

27. (ii) Creating motivation: In Kohlar’s experiment enough of the motivation was created by keeping the monkey hungry. He was impelled to acquire the food, and this made him to put his heart and soul in the solution of the problem. The teacher should, therefore arouse motivation.

28. (iii) Emphasis on Understanding: For all higher learning, mechanical repetition, learning by rote, trial and error and blind processing are useless. What is needed is deep understanding and insight into the problem. Learning by insight (whether it is a geometrical problem, arithmetical sum or scientific experiment) saves time and energy.

29. Limitations of Theory of Learning by Insight: The method of learning by insight has some limitations also. Small children and dull children learn more through trial and error than through insight which they lack. Even for insight trial and error in ruled out. Insight is the final stage of trial and error.

30. Limitations of Theory of Learning by Insight: Some difficult problems may be solved by insight. But intricate and complex problems may be beyond normal understanding and insight. Inspite of the above limitations, learning by insight needs to be encouraged in the ordinary instructional programme of the school. The teacher can adopt the Heuristic Method of teaching. In this way, he will develop the pupil’s reasoning power and put him in the capacity of a discoverer of new faces.

31. Limitations of Theory of Learning by Insight: In the teaching of geometry, for instance, a problem may be presented, and the pupil asked to think out and reason out the solution. The teacher may suggest some clues, to help the pupil arrive at the right solution. The task of the teacher is not in spoon-feeding and transmitting knowledge, but in helping the child to acquire knowledge himself.

32. REFERENCES: Related Articles: Cognitive Learning, Insight and Latent Learning Trial and Error Theory: Experiments and Limitations | Learning Tolman’s Sign Theory of Learning | Education Gestalt Theory of Learning (With Objections) | Psychology https:// www.psychologydiscussion.net /learning/learning-theory/theory-of-learning-by-insight-psychology/2513

33. Hull's Reinforcement Theory Objectives After going through this session, you will be able to… Explain the various concepts of Hull’s theory Describe Hull’s reinforcement theory in your own words Explain the relevance of his theory in today’s socio-psychological scenario

34. Background: Clark Hull R einforcement T heory: Clark Hull was an influential behaviorist American psychologist and learning theorist. His most important contribution to psychology lies in his theory of learning, considered one of the most important learning and motivation theories of the twentieth century. Hull based his theory around the concept of homeostasis, the idea that the body actively works to maintain a certain state of balance or equilibrium. For example, our body regulates its temperature in order to ensure that we do not become too hot or too cold. Hull believed that behavior was one of the ways that an organism maintains this balance.

35. Stimulus-Response: The reduction of the drive acts as a reinforcement for that behavior, strengthening the connection between the drive and behavior. This reinforcement increases the likelihood that the same behavior will occur again in the future when the same need arises. Hull's learning theory focuses mainly on the principle of reinforcement when a Stimulus-Response relationship is followed by a reduction of the need, the probability increases that in future similar situations the same stimulus will create the same prior response. Reinforcement can be defined in terms of reduction of a primary need.

36. What is reinforcement theory by Hull and Skinner? Reinforcement theory is  a psychological principle suggesting that behaviors are shaped by their consequences, and that individual behaviors can be changed through reinforcement, punishment and extinction . Behavioral psychologist B.F. Skinner was instrumental in developing modern ideas about reinforcement theory.

37. Cause and Effect: Hull’s theory states that learning is powered by our need for knowledge. The drive to learn and to be knowledgeable leads students to study hard. In turn, it leads man to explore and to discover. This has to be the greatest advantage of drive theory. It is, in many ways, what has led to our evolution.

38. The Process: Hull maintained that the establishment of a simple S-R connection is not enough for learning. Hull developed a version of behaviorism in which the stimulus (S) affects the organism (O) and the resulting response (R) depends upon characteristics of both O and S. There are so many other things within the inner mechanism of the organism like his interests, needs and drives and also the reinforcing mechanism that may influence his response or behaviour . Consequently, the traditional S-R formula in Hull's approach was extended to S-O-R incorporating all intervening variables existing between environmental stimulation and overt response.

39. I ntervening variable In hull’s theory, the intervening variable is anything that can come between a stimulus and response or anything that can inhibit a response. The variable could be an external event, an inhibiting factor in environment, or physical factor with the organism, such as boredom or fatigue.

40. Hull describes two types of inhibitions: Reactive inhibition is caused by long hours of work and the fatigue associated with muscular activity. It results in inhibition of further response. Reactive inhibition is caused by the internal physiological and biochemical nature of the individual and therefore varies from individual to individual. It causes reduction in the drive level as well as in the reaction potential (the probability of the occurrence of a learned response at any given moment) of an individual to repeat a response or behaviour . The impact of fatigue, however, may vanish as a result of some rest or interruption of work and the inhibition caused on account of physiological factors like fatigue may also disappear. That is why there may be a spontaneous recovery of a learned response after extinction (the non-occurrence of a learned response due to reactive inhibition.)

41. Hull describes two types of inhibitions: 2. The other inhibition known as conditional inhibition is a result of learning and experience. It rests on psychological and environmental factors instead of internal and physiological factors.

42. Example: A six year old girl who is hungry and wants candy is told that there is candy hidden under one of the books in a bookcase. The girl begins to pull out books in a random manner until she finally finds the correct book (210 seconds). She is sent out of the room and a new piece of candy is hidden under the same book. In her next search, she is much more direct and finds the candy in 86 seconds. By the ninth repetition of this experiment, the girl finds the candy immediately (2 seconds). The girl has a drive for the candy and looking under books represented her responses to reduce this drive. When she eventually found the correct book, this particular response was rewarded, forming a habit. On subsequent trials, the strength of this habit was increased until it became a single stimulus-response connection in this setting.

43. Topics to be Discussed: Learning by insight Hull’s reinforcement theory Tolman’s theory of learning Lewin’s Field Theory, Gagne’ hierarchy of learning Factors influencing learning Learning and motivation Transfer of learning and its theories