deped 2012 - k to 12 - learning dr villaneza
TRANSCRIPT
THEORIES
OF
LEARNING Rosalina J. Villaneza, Ph.D.
Head, NEPP /MTB-MLE
DepED, Central Office
Email Add. [email protected]
Cell. No. 09066781626
ANTICIPATION GUIDE
Directions:
Put a check mark (/) on the appropriate space for each statement to show if you
agree or disagree. Discuss your answers and come up with a response to each item.
AGREE DISAGREE
1. _______ Learning is merely a memorization of what the teacher _______
has taught.
2. _______ Learning theories helps us to understand why certain _______
approaches, practices need to be done and how to
develop appropriate learning activities for children in
our communities.
3. _______ The schema or background knowledge of the students _______
has nothing to do with the student’s learning in the
classroom.
4. _______ In the Zone of Proximal Development (ZPD) of _______
Vygotsky, he emphasizes the importance of the
teacher’s or any expert’s role in the child’s realization
of his/her full potential.
5. _______ Motivation is the only factor that contributes to learning. _______
Priming: Differentiated Chart
Directions:
• Divide the group into 10.
• Provide each group an activity chart to work on.
• Have the presentation of outputs after 5 minutes.
Group A – On the word THEORY (see attached activity sheet)
A.1 – Semantic Web
A.2 – Spider Web
A.3 – Know – What you want to know – What you learned (KWL)
A.4 – Thinking Chart
A.5 – Frayer Model
Group B – On the word LEARNING (see attached activity sheet)
B. 1 - Semantic Web
B. 2 - Spider Web
B. 3 - KWL
B. 4 - Thinking Chart
B. 5 - Frayer Model
Analysis:
1. What can you say about the
activity?
2. Did each group able to
develop the concept
(theory/learning)?
3. How did each group
develop the concept?
Activity:
Using the same grouping, have each group work on the
activity.
1. Have each group share their experiences on:
Group A – “Something learned successfully”.
Group B – “Something they failed to learn”.
2. Have them fill in the space provided for in the
chart.
3. Have them choose one experience to be shared
with the larger group after 10 mins.
Analysis:
Skills learned How did you know
that you develop
the skill/s?
What contributed
to your success?
What insights
have you learned
from the
experience?
What learning
theory/ies can be
attributed this
effect?
Skills learned How did you know
that you fail to
develop the
skill/s?
What contributed
to your failure?
What insights
have you learned
from the
experience?
What learning
theory/ies can be
attributed to this
effect?
Group A - Something learned successfully
Group B - Something you fail to learn
• What are the classroom implications of all these concepts?
• How can we make learning happen in the classroom?
• To what theory/ies of learning can you attribute the success or
failure of the activity/task ?
What is Learning Theory Good For?
Learning theory helps us to understand
our own personal learning history.
Learning theory helps us to
understand how to develop
appropriate learning activities
for children in our communities.
Learning Theories
1. Developmental Learning Theory (Piaget)
2. Schema Theory (Anderson)
3. Social Learning Theory (Bandura)
4. Sociocultural Learning Theory (Vygotsky)
1. Developmental Learning Theory
Jean Piaget, Swiss scientist
(1896-1980) noticed that children
who were the same age frequently
gave the same wrong answers to
questions.
Children learn by passing through a consistent
series of stages in cognitive development.
Four Stages of Cognitive Development
Sensory-motor stage (infancy)
Pre-operational stage
(toddler/early childhood)
Concrete operational stage
(primary/early adolescene)
Formal operatinal stage
(adolescence & adulthood)
Sensory-motor Stage (0-2)
Begins to make use of imitation,
memory, and thought.
Begins to recognize that objects
do not cease to exist when they
are hidden.
Moves from reflex actions to goal – directed
activity.
Preoperational Stage (2-5)
gradually develops use of language
and ability to think in symbolic form.
has difficulties seeing another
person’s point of view.
able to think operations through
logically in one directions.
Concrete Operationa (5-12)
able to solve concrete (hands-on)
problems in logical way.
understand laws of conservation:
the amount or number of something
does not change even if the
arrangement changes, provided
nothing is added or taken away.
Formal Operational, early
is able to group objects into
categories and to arrange
objects in sequential order
according to one aspect – (size,
weight, volume).
understands thinking backward,
from end to beginning (e.g. Counting
from 100 – 1; what happened before
all the houses fell down.
Formal Operational, later
able to solve abstract
problems in formal
logical fashion.
3x – 4
3x – 5x + 2
becomes more scientific
in thinking.
develops concerns about social
issues, identity.
9x – 6x + 4x
26x + 8x
(a) 1
3x +1
(b) 18x – 6x + 4x
30x +1x
Educational Research Implications
discovery learning
supports the developing interests of the child
encourages parents/teachers to challenge their
children... but not to present materials or
information that is too far beyond the child’s
level of ability.
encourages use of wide variety of experiences
to help children learn....
uses concrete objects (manipulatives)
encourages work groups in order to improve
ability to see things from another’s perspective;
engages in field trips, expriential learning, etc.
Constructivism & Piaget
Constructivism is a theory of knowledge.
It argue that human beings generate knowledge
and meaning from interaction between their
experiences and their ideas.... Piaget called
these schemas.
Piaget’s theory of constructivist learning has
had wide-ranging impact on learning theories
and teaching methods in education and is an
underlying theme of many education reform
movements.
Social constructivism has been criticized for
being a kind of behaviorism, which introduces
the individual to his or her social environment
2. Schema Theory of Learning
Submarine
Transportation
Bus
Land
Trycicle Jeep
Truck
Ship
Boat
Airplane
Multicub
Van Taxi
Water Air Raft
Pumpboat Speedboat
Jet
Helicopter
Rocket
R.C. Anderson, a
resepcted educational
psychologist.
views organized
knowledge as an
elaborate network of
abstract mental
structures which
represents one’s
understanding
of the world.
General Knowledge
Transportation
Bus
Land
Trycicle Jeep
Truck
Ship
Boat
Airplane
Multicub
Van Taxi
Water Air Raft
Pumpboat Speedboat
Jet
Helicopter
Rocket
it is important to teach
general knowledge and
generic concepts.
generic concepts can
explain many different
features of a particular
field of study.
a large proportion of
learned difficulties
can be traced to
insufficient general
knowledge, especially
in cross-cultural situations.
Submarine
Transportation
Bus
Land
Trycicle Jeep
Truck
Ship
Boat
Airplane
Multicub
Van Taxi
Water Air Raft
Pumpboat Speedboat
Jet
Helicopter
Rocket Submarine
Making Connections
teachers must help
learners to build
schemata and to make
connections between
ideas.
Techniques used to
strengthen connections:
o discussion, songs,
role play, illustrations,
visual aids, and
explanations of how
a piece of knowledge
applies.
Educational Implications
prior knowledge is essential for the comprehension
of new information, teachers either need to;
help students build the prerequisite knowledge, or
remind them of what they already know before
introducing new materials.
schemata grow and change as new information
is acquired.
schema research indicates that abstract concepts
are best understood after a foundation of concrete,
relevant information has been established.
Learners Conflict ...
learners feel internal conflict if they are trying
to assimilate schemate which contradict their
understanding of things. Teachers need to
understand and be symphatetic to this tension.
deep – seated schemata are hard to change. An
individual will often prefer to live with
inconsistencies than to change a deeply-held
value or belief.
Characteristics of Schema
Meaningful. Always organized meanifully.
Without meaningful connections, important
information can be easily lost.
Embedded. Each schema is embedded in other
schemata and itself contains sub – schema.
e.g.“Transportation” schema includes “motorbike”
which is it’s own schema. “Transportation” is
part of a “country infrastructure” schema.
Changing. Schema change moment by moment
as new information is received.
Moveable. Schema may also be reorganized
when incoming data reveals a need to change
or restructure the concept.
3. Social Theory of Learning
Albert Bandura asked the question,
“How are societies so successful in
transmitting their ideas of what is
good and bad behavior, of what is
valued, and of what skills are
most important?”
The learners in these societies often seem
unaware that they have been “taught” these
behaviors.
Key Findings ........
Much human learning is the result of observing
the behavior of other people;
We learn to imitate certain behaviors by being
reinforced (rewarded) for doing so; and
“Significant others” – parents, sports heroes,
mass media stars, teachers, spouses, friends –
wield powerful influence on the lives of others.
4. Sociocultural Theory of Learning
Lev Vygotsky, Russian psychologist
(1896 – 1934)
Missing in Piaget’s theory: the role
of the child’s cultural and social
group.
Underestimated in Piaget’s theory:
the role and importance of language.
Vygotskian Perspectives.........
Vygotdsky believed that all knowledge in
socially constructed, a product of dialogue
and interaction between thought and speech.
His emphasis on the social nature of learning
complements Piaget’s theory of the individual
passing through stages of cognitive development
in a set of sequence.
Key Vygotskian Concepts
Everything is
learned twice: first
socially (that is, with
the help of other human
beings), then privately.
(internalized)
All knowledge is socially
constructed; that is, all
learning is group learning
Thought and speech
are keys to human
consciousness (that
is, to the human
being’s
consciousness
of herself/himself
and others.
Thought is aided by
speech.
Zone of Proximal Development
Learning takes place when there is
some knowledge, understanding or
skill, beyond the grasp of the learner,
which the learner is “prepared” to
learn but cannot do so by herself.
The learner needs an older or more
knowledgeable or skilled person to
assist her/him in understanding/doing
the new concept/skill.
The more knowledgeable person helps
the learner in the process of acquiring
the knowledge until the learner is able
to understand or perform by
her/himself
The time period in which the two are
working together in what Vygotsky means
by “Zone of Proximal Development”
Implication for Education
If knowledge is socially constructed, then learners
need to converse, to exchange ideas, to interact
with their teacher and classmates.
If thought develops as people use speech, then the
act of speaking is as important as the act of
listening for learning new information, concepts,
and skills.
The role of the teacher or facilitator is to provide
opportunities for learners to dialogue.
Application
Formulate a teaching principle which
you can apply when you go back to your
school based on the four theories of
learning.
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