Theory of learning and teaching

Theory of learning and teaching

1. Theories of Learning ANEEZ. K I ST YEAR MSc. NURSING EMCH CON

2. Constructivism By reflecting on our experiences, we construct our own understanding of the world we live in. Learning , therefore, is simply the process of adjusting our mental models to accommodate new experiences.

3. G uiding principles of constructivism Learning is a search for meaning Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes.

4. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models

5. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning.

6. Impacts of Constructivism on Learning Curriculum –Constructivism calls for the elimination of a standardized curriculum.

7. Instruction - Instructors tailor their teaching strategies to student responses and encourage students to analyse, interpret, and predict information.

8. Assessment –Constructivism calls for the elimination of grades and standardized testing.

9. Behaviourism Behaviourism is a theory of animal and human learning that only focuses on objectively observable behaviours and discounts mental activities.

10. Discussion Classic conditioning Pavlov’s observation that dogs salivate when they eat or even see food.

11. UNCONDITIONED STIMULUS + CONDITIONED STIMULUS = CONDITIONED REFLEX FOOD + SOUND OF BELL = SALAIVA

12. Behavioural or operant conditioning: B.F. Skinner used reinforcement techniques to teach pigeons to dance and bowl a ball in a mini-alley.

13. C riticisms of behaviourism Behaviourism does not account for all kinds of learning Behaviourism does not explain some learning

14. Research has shown that animals adapt their reinforced patterns to new information

15. Impacts of Behaviourism on Learning Its positive and negative reinforcement techniques can be very effective–both in animals, and in treatments for human disorders such as autism and antisocial behaviour.

16. Piaget’s theory of learning Swiss biologist and psychologist Jean Piaget (1896-1980) is renowned for constructing a highly influential model of child development and learning.

17. Based on the idea that the developing child builds cognitive structures–in other words, mental “maps,” schemes, or networked concepts for understanding and responding to physical experiences within his or her environment.

18. Discussion

19. Impacts of Piaget’s theory on Learning Curriculum –Educators must plan a developmentally appropriate curriculum that enhances their students’ logical and conceptual growth.

20. Instruction –Teachers must emphasize the critical role that experiences or interactions with the surrounding environment–play in student learning.

21. Brain-based Learning As long as the brain is not prohibited from fulfilling its normal processes, learning will occur.

22. P rinciples of brain-based learning The brain is a parallel processor Learning engages the whole physiology The search for meaning is innate

23. The brain processes wholes and parts simultaneously Learning involves both focused attention and peripheral perception

24. Learning involves both conscious and unconscious processes We understand best when facts are embedded in natural, spatial memory

25. Learning is enhanced by challenge and inhibited by threat Each brain is unique

26. I nstructional techniques Orchestrated immersion Relaxed alertness Active processing

27. Impacts of brain-based learning on Learning Curriculum –Teachers must design learning around student interests

28. Instruction – Teachers structure learning around real problems, encouraging students to also learn in settings outside the classroom and the school building.

29. Assessment –Since all students are learning, their assessment should allow them to understand their own learning styles and preferences.

30. Learning Styles Theory The educators should not ask, “Is this student smart?” but rather “How is this student smart?”

31. Discussion Concrete and abstract perceivers Active and reflective processors

32. Impacts of Learning Styles Theory on Learning Curriculum –Educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving.

33. Instruction –Teachers should design their instruction methods to connect with all four learning styles, using various combinations of experience, reflection, conceptualization, and experimentation.

34. Assessment –Teachers should employ a variety of assessment techniques, focusing on the development of “ whole brain” capacity and each of the different learning styles.

35. Multiple Intelligences D eveloped by psychologist Howard Gardner According to him at least seven ways that people have of perceiving and understanding the world. Each ways are called “intelligence”

36. D efines an “intelligence ” Is somewhat autonomous from other human capacities, Has a core set of information-processing operations

37. Defines an “intelligence” Has a distinct history in the stages of development we each pass through. Has plausible roots in evolutionary history

38. Impacts of Multiple Intelligences on Learning Curriculum - Gardner suggests a more balanced curriculum that incorporates the arts, self- awareness, communication, and physical education.

39. Instruction –Gardner advocates instructional methods that appeal to all the intelligences, including role playing, musical performance, cooperative learning, reflection, visualization, storytelling, and so on.

40. Assessment –This theory calls for assessment methods that take into account the diversity of intelligences

41. Right Brain vs. Left Brain This theory of the structure and functions of the mind suggests that the two different sides of the brain control two different “modes” of thinking.

42. Left Brain Right Brain Logical Random Intuitive Sequential Holistic Rational Synthesizing Analytical Subjective Objective Looks at wholes Looks at parts

43. Impacts of Right-Brain vs. Left-Brain on Learning Curriculum –In order to be more “whole-brained” in their orientation, schools need to give equal weight to the arts, creativity, and the skills of imagination and synthesis.

44. Instruction –To foster a more whole-brained scholastic experience, teachers should use instruction techniques that connect with both sides of the brain.

45. Assessment –For a more accurate whole-brained evaluation of student learning, educators must develop new forms of assessment that honour right-brained talent and skill.

46. Control Theory This theory of motivation proposed by William Glasser T he control theory states that behaviour is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need.

47. Glasser attests that all living creatures “control” their behaviour to maximize their need satisfaction.

48. Impacts of Control Theory on Learning Curriculum –Teachers must negotiate both content and method with students. Students’ basic needs literally help shape how and what they are taught.

49. Instruction –Teachers rely on cooperative, active learning techniques that enhance the power of the learners .

50. Assessment –Instructors only give “good grades”–those that certify quality work–to satisfy students’ need for power.

51. Observational Learning Observational learning, also called social learning theory, occurs when an observer’s behaviour changes after viewing the behaviour of a model.

52. Learning by observation processes Attention Retention Production Motivation

53. Impacts of Observational Learning on Learning Curriculum – Students must get a chance to observe and model the behaviour that leads to a positive reinforcement .

54. Instruction – Educators must encourage collaborative learning, since much of learning happens within important social and environmental contexts.

55. Assessment – Educators must provide the incentive and the supportive environment for the behaviour to happen .

56. Vygotsky and Social Cognition The social cognition-learning model asserts that culture is the prime determinant of individual development.

57. Discussion Culture makes two sorts of contributions to a child’s intellectual development First : Through culture children acquire knowledge

58. Second : The surrounding culture provides a child with the processes or means of their thinking - Vygotskians call the tools of intellectual adaptation

59. Impacts of Social Cognition on Learning Curriculum –Since children learn much through interaction, curricula should be designed to emphasize interaction between learners and learning tasks.

60. Instruction –With appropriate adult help, children can often perform tasks that they are incapable of completing on their own.

61. Assessment –Assessment methods must take into account the zone of proximal development.

62. Theories of Teaching Need for a theory of teaching It explains the relationship between teaching and learning and identifies common factors.

63. G ives the knowledge about the assumptions of teaching activities which provide guideline for organizing teaching The instructional designs can be developed

64. It provides the scientific basis for planning, organizing, leading and evaluation the teaching. The classroom teaching problems may be studied scientifically

65. The pupil-teachers can develop teaching skills and competency Teaching objectives may be successfully achieved

66. Types of teaching theories Formal theory (philosophical theory) of teaching Descriptive theory of teaching Normative theory of teaching

67. Formal Theory of teaching (Philosophical Theory) of teaching Meutic Theory of Teaching The communication Theory of Teaching The Moulding Theory of Teaching, The mutual Inquiry Theory of teaching

68. Descriptive Theory of Teaching Instruction theory of teaching and Prescriptive theory of teaching

69. Normative Theory of teaching The cognitive theory of teaching Theory of teacher-behaviour Psychological theory of teaching The general theory of teaching

70. References Sharma . S.K. “Technological foundation of education”, page no. 120-134 Mangal . S.K. “Advanced Educational Psychology”, Nature and theories of learning. PHI learning Private Limited. Pg.235 – 236. RA Sharma, Theories Of Teaching, technological foundation of education, surya publication, page no.197-213

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