W1. TEORI PEMBELAJARAN DI DALAM SUBJEK PSIKOLOGI DALAM PENDIDIKAN . pptx

Learning Theory

1. learning theories GGGE6563: STRATEGI PENGAJARAN DR KHAIRUL JAMALUDIN

2. Learning?

3. OUTCOMES: Something that is acquired by efforts Acquisition of something LEARNING: behavioral changes- knowledge, understanding, attitudes and skills knowledge (cognitive), skills (psychomotor) and those related to values ​​and attitudes (affective). Learning outcomes can serve as a benchmark to measure a success of a university. Learning outcomes as ‘being something that student can do now that they could not do previously’ are changes in people as a result of a learning experience (Watson 2002). encompass a wide range of student attributes and abilities, both cognitive and affective, which are a measure of how their experiences have supported their development as individuals (Bloom 1977).

4. What does learning mean to you?

5. schools need to develop ways to link classroom learning to other aspects of students’ lives.      

6. What’s best to enhance learning? Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged , they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom. To develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application. A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them. - predict outcomes, explain to oneself in order to improve understanding ( Brandsford , Brown & Cocking, 2004)

7. So, what’s theory? “First, theory supposes that one can express propositionally one’s understanding of that which is to be researched into. Second, those propositions are expressed in such a way that they can be hypothesized and put to the test against experience . Third, the interpretation of those tests and that experience can be examined critically by others in the light of the data . Fourth, although it is desirable to make one’s theories as all embracing as possible, it is often necessary to be satisfied with small-scale and rather tentative and provisional theoretical positions. Fifth, therefore, the growth of knowledge lies in the constant formulation of the assumptions and beliefs and in the criticism of these in the light of evidence or their implications” Thomas, G. (2007). Education and Theory : Strangers in Paradigms. McGraw-Hill Education.

8. the group of predications that brings forward proposals in order to find the reasons why events take place. In a sense, theory is a plan that helps to realize some certain ideas in line with previously designed plans. At the same time, theory is a path that is taken as a basis to move and that is followed accordingly. (Kaya, 2016). A way to explain a set of facts – connecting data dots (Johnson, p.3, 2019) Accepted theories connect a wide array of data dots These theories have been confirmed through a variety of different types of research studies & observations conducted over time.

9. BEHAVIOURAL LEARNING THEORIES

10. Behavioural view of learning (Ivan Pavlov)

11. Ivan Pavlov Presented a dog with an unconditioned stimulus (food) would provoke an unconditioned response (salivating) Alter: food + bell =salivate Remove the food, bell = salivate

12. Situation When Karen sat for her numeracy test, she started to panic and fled the room in tears. When the teacher asked her what happened she explained that her mind had gone a complete blank and she was unable to focus on the questions. When the teacher went through the questions with Karen face-to-face, it was clear she knew the answers and her excellent results in other tests demonstrated she was not afraid of exams, but she clearly have a phobia of numeracy tests.

13. Deal with someone’s fear of a subject by removing their negative responses to the subject. Getting them to examine the root cause of their negative feelings towards the subject Making them aware of the relevance of the subject Taking out the menace about failing tests by giving some easy tasks where the individual can achieve a few successes Building up the intensity of the task gradually Making sure that you are generous in your praise when they complete a task

14. Operant conditioning (BF Skinner) Negative reinforcement Positive reinforcement

15. Positive reinforcement: good behavior can be encouraged by offering rewards Negative reinforcement: the like hood of poor behavior can be discouraged through pairing it with an unpleasant consequence. In classroom: Only offer rewards for good behavior Only threaten punishment for bad behavior Positive reinforcement has a lasting effect than negative reinforcement (Bates, 2019).

16. COGNITIVE LEARNING THEORIES

17. Basic understanding…

18. Piaget’s Learning Theory people construct knowledge as opposed to receiving it Proposed four stages of development: Sensorimotor: learning takes place through touch & feel Pre-operational: ability to arrange objects logically strats to develop Concrete operational: ability to think logically about objects and events starts become more structured Formal operational: abstract thinking & verbal reasoning starts to develop

19. Schema

20. Adaptation processes

21. When the child uses the schema to deal with a new thing or situation, that Schema is in  Assimilation   Accommodation  happens when the existing Schema isn’t up to the job of explaining what’s going on and needs to be changed.

22. What’s your opinion? Mr.Harvey is using football as a way of getting young people with behavioural issues to engage in the learning process. He organized a six-a-side competition in which the winning team has a penalty shoot-out against each other, with a prize for the individual winner. Danny, one of the players, suffered with Asperger’s Syndrome. His cognitive development was below that of his peers and he had difficulty in socializing with others. He was very passionate about football. Mr Harvey put him in a team with some real hard knocks. His team won the six-a-side competition and, as they lined up for the penalty shoot-out, the hardest of the hard knocks whispered to Mr Harvey that they’d rigged it for Danny to win. The sheer joy on Danny’s face when he scored the winning penalty and the emotion of his mother telling Mr Harvey he'd never had friends who did that for him before is something Mr Harvey will never forget.

23. How to apply Piaget’s theory: Remember, people react differently to learning may not be as a result of their age, but at what stage they are at in their cognitive development some learners will flourish in group-working whereas others may need more one-to-one support. So, balance your time so that you can cater all of your students’ needs Encourage students to learn form each other and emphasize that everyone will have something to offer in the respect Convince them that failing at something doesn’t make them a loser! Important part is what they learn from the experience Acknowledge efforts as well as achievements

24. Vygotsky’s Learning Theory Thinking develop from outside in They internalize as they interact with others We learn from other people – MKOs (More Knowledgeable Others) Scaffolding: Build interest & engage with people Break a task into smaller sub-tasks Use MKOs to support people Model possible ways of completing task which they can imitate then eventually internalize

25. Critical perspective. I want to hear it from you! Vygotsky placed a lot of importance on the roles of community and culture in the learning process. What do you think about his critics who argue that the theory does not recognize that individuals can rise above social norms based on their ability to bring about personal understanding?

26. Bloom’s taxonomy: theoretical framework for learning (Cognitive) Each level can be used to design questions, activities & assignments that actively engage students during & after the lessons. Level 1-2 have fairly low levels of cognitive engagement. Level 3 and above generally have higher levels of cognitive engagement.

27. AFFECTIVE DOMAIN The affective domain (sometimes referred to as the feeling domain) is concerned with feelings and emotions and also divides objectives into hierarchical subcategories. It was proposed by Krathwohl and Bloom in 1964. The affective domain is not usually used when planning for maths and sciences as feelings and emotion are not relevant for those subjects. However, for educators of arts and language, the inclusion of the affective domain is imperative wherever possible. Source: https://teacherofsci.com/learning-theories-in-education/#3_Blooms_Domains_of_Learning

28. PSYCHOMOTOR DOMAIN Psychomotor learning refers to how we use our bodies and senses to interact with the world around us, such as learning how to move our bodies in dance or gymnastics.

29. Bloom’s digital taxonomy (Andrew Churches)

30. SOURCE: https:// teachonline.asu.edu /2016/05/integrating-technology-blooms-taxonomy/

31. HUMANISTIC LEARNING THEORIES

32. Humanistic LT recognize that humans have a natural tendency to evolve, grow, learn & develop fully (Johnson, p.107,2019) Maslow (1968) Rogers (1969)

33. Humanistic learning seems to share 3 overriding tenets

34. Does our education practice “dehumanize” students?

35. Carl Rogers: facilitation facilitation Being true to yourself & not being afraid to express your feelings in an effort to establish a rapport with others Being willing to consider issues from the other person’s standpoint Accepting others for what they are in a non-critical & non-judgemental manner Teacher’s role: authority/expertise to facilitate the process of individuals arriving at their own solutions.

36. A good facilitation should: (Bates, 2019) Start by setting the mood and climate for the session Find out what others are expecting from the session Have a range of learning resources avalaible Act as a flexible resource to be utilized by learners Find out what learners gained Be receptive to criticism and never be afraid to accept your own limitations

37. Maslow’s hierarchy of needs Reaching full potential Self-belief & satisfaction (reputation, respect) Sense of belonging (affection & love) freedom from fear (certainty, stability, organization) Basic survival needs (food, warmth, rest) Source: Bates, 2019)

38. Supporting principles for Humanistic Learning (Johnson,2019)

39. What do you think? Maslow claimed that people can’t be motivated to learn unless they have an inner desire to do so. Do you agree with this?

40. Neurological LEARNING THEORIES

41. Brainstem: regulate our life support systems; do not take conscious thought. Cerebellum: motor control; to coordinate movements of the muscles and skeleton. Cerebrum: responsible for higher cognitive functions - thinking, reasoning, imagination, decision making and problem solving.

42. Associative Learning (Donald Hebb) Baby hears footsteps (audio assembles) Baby sees a face (visual assembles) Baby feels hands picking him up (tactile assembles) Baby connects hearing with seeing and feeling (synapses) Unfriendly face + cold touch = fear of footsteps Friendly face + warm touch = no fear of footsteps assemblies connections associations

43. How to apply? (Bates, 2019) Accept that people learn differently; some will have a greater capacity to organize the knowledge and thus be able to make the associations easier than others. Develop a strategy for dealing with different levels of learners in a class. Use teaching resources/aids to support learning – develop meaningful connections, see patterns and make sense of new data.

44. According to Gardner… Human beings have several types of intelligence that form the potential to process information in a range of different context An individual’s capacity in a particular intelligence will have a direct bearing on the way they learn. Therefore…. Be aware that students have different strengths and will react differently according to the nature of the tasks set Allow students the opportunity to tackle assignments in different ways Consider taking students out their comfort zones and approach problems in ways that might not be compatible with their preferred intelligences.

45. Multiple intelligences Linguistic : the capacity to understand and use spoken & written language Logical-mathematical : the capacity to analyze problems logically Musical : the capacity to compose, perform & appreciate musical patterns Bodily- kinaesthetic : the capacity to use & interpret expressive movements Visual-spatial : the capacity to recognize patterns and dimensions Interpersonal : the capacity to understand the intentions and desires of others Intrapersonal : the capacity to one’s own feelings, fears and needs Naturalistic : the capacity to recognize and categorize objects in nature Existential : the capacity to tackle deep questions about meaning of life

46. THANK YOU