📘 Unit 2.docx • Explain what learning means and how it differs from instruction. • Understand how different learning theories explain how children acquire knowledge and skills. • Apply principles of behaviourism, cognitivism, and constructivism in classro

📘 Unit 2: Learning (≈ 10 marks)
🧠 Understanding How Children Learn
Learning Outcomes

After studying this unit, you should be able to:

Explain what learning means and how it differs from instruction.

Understand how different learning theories explain how children acquire knowledge and skills.

Apply principles of behaviourism, cognitivism, and constructivism in classroom teaching.

Identify ways to improve motivation, attention, and memory.

Recognize different learning styles and how to make learning meaningful for all children.

1️⃣ Meaning and Nature of Learning

Learning is a relatively permanent change in behaviour or knowledge due to experience or practice.

It is not mere memorization — it involves understanding and applying what is learned.

Learning is both individual and social in nature.

🧩 Example:
A child learning to ride a bicycle, to spell a new word, or to share toys — all are examples of learning.

2️⃣ Learning vs. Instruction
Learning Instruction
Internal process within the learner External guidance by teacher
Continuous and self-directed Structured and planned
Based on experiences Based on curriculum
Example: discovering that plants need sunlight Example: teacher explaining photosynthesis

👩‍🏫 Teacher’s Tip: A good teacher creates conditions for learning, not just gives instructions.

3️⃣ Characteristics of Learning

Learning is a continuous process.

It brings relatively permanent change.

It involves active participation of the learner.

It is goal-directed and purposeful.

It can be reinforced through feedback and motivation.

4️⃣ Major Theories of Learning and Classroom Implications
A. Behaviourism

Key Thinkers: Ivan Pavlov, J.B. Watson, B.F. Skinner, E.L. Thorndike

Concept Key Idea Classroom Application
Classical Conditioning (Pavlov) Learning through association Use praise with desired behaviour (e.g., “Well done!” → happiness → motivation)
Trial and Error Learning (Thorndike) Repetition leads to success Provide repeated practice, allow mistakes
Law of Effect Actions followed by satisfaction are repeated Give positive reinforcement
Operant Conditioning (Skinner) Behaviour shaped by rewards/punishments Token economy, praise, feedback

🧩 Example: Giving stars for neat handwriting encourages repetition of the behaviour.

B. Cognitivism

Key Thinkers: Piaget, Bruner, Ausubel

Focuses on mental processes — thinking, memory, problem-solving.

Learners are active information processors, not passive receivers.

Thinker Concept Implications for Teachers
Piaget Stages of cognitive development; learning by discovery Match activities to age/stage; use hands-on tasks
Bruner Learning through discovery and spiral curriculum Use inductive methods; revisit concepts at higher levels
Ausubel Meaningful learning through prior knowledge (Advance Organiser) Connect new lessons with what students already know

👩‍🏫 Teacher’s Tip: Begin lessons with “What do you already know about…?” — this activates prior knowledge.

C. Constructivis

1. ?????? Unit 2: Learning (≈ 10 marks)
?????? Understanding How Children Learn
Learning Outcomes
After studying this unit, you should be able to:
Explain what learning means and how it differs from instruction.
Understand how different learning theories explain how children acquire knowledge and
skills.
Apply principles of behaviourism, cognitivism, and constructivism in classroom teaching.
Identify ways to improve motivation, attention, and memory.
Recognize different learning styles and how to make learning meaningful for all children.
1
️
⃣ Meaning and Nature of Learning
Learning is a relatively permanent change in behaviour or knowledge due to experience
or practice.
It is not mere memorization — it involves understanding and applying what is learned.
Learning is both individual and social in nature.
?????? Example:
A child learning to ride a bicycle, to spell a new word, or to share toys — all are examples of
learning.
2
️
⃣ Learning vs. Instruction
Learning Instruction
Internal process within the learnerExternal guidance by teacher
Continuous and self-directed Structured and planned
Based on experiences Based on curriculum
Example: discovering that plants need sunlightExample: teacher explaining photosynthesis

2. Learning Instruction
??????‍?????? Teacher’s Tip: A good teacher creates conditions for learning, not just gives instructions.
3
️
⃣ Characteristics of Learning
Learning is a continuous process.
It brings relatively permanent change.
It involves active participation of the learner.
It is goal-directed and purposeful.
It can be reinforced through feedback and motivation.
4
️
⃣ Major Theories of Learning and Classroom Implications
A. Behaviourism
Key Thinkers: Ivan Pavlov, J.B. Watson, B.F. Skinner, E.L. Thorndike
Concept Key Idea Classroom Application
Classical Conditioning
(Pavlov)
Learning through association
Use praise with desired behaviour (e.g.,
“Well done!” → happiness →
motivation)
Trial and Error
Learning (Thorndike)
Repetition leads to success
Provide repeated practice, allow
mistakes
Law of Effect
Actions followed by
satisfaction are repeated
Give positive reinforcement
Operant Conditioning
(Skinner)
Behaviour shaped by
rewards/punishments
Token economy, praise, feedback
?????? Example: Giving stars for neat handwriting encourages repetition of the behaviour.

3. B. Cognitivism
Key Thinkers: Piaget, Bruner, Ausubel
Focuses on mental processes — thinking, memory, problem-solving.
Learners are active information processors, not passive receivers.
ThinkerConcept Implications for Teachers
Piaget
Stages of cognitive development; learning by
discovery
Match activities to age/stage; use
hands-on tasks
Bruner
Learning through discovery and spiral
curriculum
Use inductive methods; revisit
concepts at higher levels
Ausubel
Meaningful learning through prior knowledge
(Advance Organiser)
Connect new lessons with what
students already know
??????‍?????? Teacher’s Tip: Begin lessons with “What do you already know about…?” — this activates
prior knowledge.
C. Constructivism
Key Thinkers: Jean Piaget, Lev Vygotsky, John Dewey
Learners construct knowledge by connecting new information with previous
experiences.
Teacher acts as a facilitator, not just an instructor.
Concept Meaning Classroom Use
Schema
Cognitive structure that helps
organise knowledge
Build new knowledge on existing
schema
ZPD (Zone of Proximal
Development)
Range between what a child can
do alone and with help
Give guided practice; use peer
support
Scaffolding
Temporary help from teacher or
peer
Gradually reduce help as learner
becomes independent
Social Interaction
Learning through dialogue and
collaboration
Group projects, peer learning,
discussions

4. ?????? Example: During a science experiment, the teacher guides at first, then lets students work
independently.
5
️
⃣ Learning Styles and Multiple Intelligences
Every child learns differently. Recognising this helps teachers design varied learning activities.
Learning StylePreferred Way of LearningTeaching Strategy
Visual Seeing (charts, diagrams, videos)Use pictures, flowcharts
Auditory Hearing (discussion, stories)Read aloud, debates
KinestheticDoing (hands-on activities)Models, experiments, crafts
?????? Howard Gardner’s Multiple Intelligences
→ Every child is intelligent — just in different ways:
Linguistic, Logical-Mathematical, Spatial, Musical, Bodily, Interpersonal, Intrapersonal,
Naturalistic.
6
️
⃣ Motivation, Attention, and Memory
Motivation
The drive that energises learning.
Two types:
oIntrinsic – learning for curiosity or joy.
oExtrinsic – learning for reward or praise.
??????‍?????? Teacher’s Tip: Encourage intrinsic motivation by connecting lessons with real life (“Why do
we need to learn this?”).
Attention
Focusing of mind on specific stimuli.
Influenced by interest, novelty, and teacher’s tone.
Strategies:

5. oUse visuals and variety.
oAsk short questions.
oKeep lessons interactive.
Memory
Storing and recalling information.
Types: sensory, short-term, long-term.
Improvement tips:
oUse association and repetition.
oTeach through meaningful context, not rote.
oEncourage mnemonics (tricks to remember).
7
️
⃣ Transfer of Learning
Applying what is learned in one context to another.
Type Example
Positive TransferLearning addition helps learn multiplication
Negative TransferSpelling rules of English confuse with Hindi pronunciation
??????‍?????? Teacher’s Tip: Provide real-life tasks (applying maths in shopping, grammar in conversation).
8
️
⃣ Information Processing and Higher-Order Thinking
Learners receive → process → store → retrieve information.
Encourage higher-order thinking (analysis, evaluation, creativity).
Promote critical thinking through problem-solving and open-ended questions.
Summary Table: Comparison of Learning Theories

6. Theory Thinker(s) Key Idea Teacher’s Role
BehaviourismPavlov, Thorndike, SkinnerLearning through stimulus–responseReinforcer
CognitivismPiaget, Bruner, AusubelLearning through mental processingGuide
ConstructivismPiaget, Vygotsky, DeweyLearning through active constructionFacilitator
Concept Map – Learning
Learning → Behaviourism → Reinforcement
→ Cognitivism → Mental processes
→ Constructivism → Social interaction
↘ Affected by Motivation, Attention, Memory
Summary
Learning is an active, purposeful process.
Theories help teachers understand how children think and behave.
Motivation and attention make learning effective.
Teachers must adapt strategies to individual learning styles.
Practice MCQs (Sample)
1
️
⃣ Learning is best defined as:
a) Temporary change in behaviour
b) Permanent change due to experience
c) Growth due to maturity
d) Imitation of others
✅ Ans: (b) Permanent change due to experience
2
️
⃣ “Reinforcement” is related to which theory?
a) Constructivism b) Behaviourism c) Cognitivism d) Humanism
✅ Ans: (b) Behaviourism

7. 3
️
⃣ Piaget’s theory emphasises:
a) Learning by association b) Social interaction
c) Discovery and stages d) Reinforcement
✅ Ans: (c) Discovery and stages
4
️
⃣ A teacher helping a child solve a problem by giving hints is using:
a) Scaffolding b) Conditioning c) Drill d) Reinforcement
✅ Ans: (a) Scaffolding
5
️
⃣ Which type of motivation is stronger in long-term learning?
a) Intrinsic b) Extrinsic c) External d) None
✅ Ans: (a) Intrinsic