Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
M
June 26, 2011
2
Focus of Humanism
3
View of Learning
4
View of Learning
5
Erik Erikson
6
Erikson’s Stages
7
• Challenges well handled –
moves smoothly to the next
stage, in a strong position to deal
with the challenges there
8
Dealing with the Challenges
9
Dealing with the Challeges
• Challenges inadequately
handled – will constantly
reappear throughout the person’s
life, hindering his being able to
deal appropriately with
subsequent stages and their
challenges
10
Competence, Fidelity
• Challenge (Adolescence) –
search for personal identity
• Successfully handled –
develops a strong sense of self-
identity / self acceptance, less
susceptible to peer pressure, has
high hopes for the future
11
• Inadequately handled – role
confusion, anti-social behaviour,
aimlessness, no fixed goals
towards which to aspire
12
Implications for learning
13
Bases of Maslow's theory
14
Abraham Maslow
15
Deficiency needs
16
Being Needs
17
Revised Structure
– Self actualization
– Aesthetic needs
– Cognitive needs
18
Implications for the
Classroom
19
Implications
• Importance of establishing a
secure environment where
learners feel that they belong,
receive / give respect,
encouraged to be creative
20
Implications
21
Implications
22
Application
23
Application
• Design purposeful tasks
24
Social Interactionism
• Combination of Cognitive and
Humanist perspectives of
learning processes
25
• Focus placed on the importance
of the learning context (climate,
environment) and the nature of
social and communicative
interaction in the classroom
26
Domains of the Learning
Environment / Context
• Physical – physical aspects of
the classroom
• Social – competitive, cooperative,
individualistic
• Instructional – selection of
content, materials, methods,
teaching and assessment
strategies
27
• Psychological – concerns the
creation and maintenance of a
positive and warm classroom
environment which supports
learning and the development of
confidence and self-esteem.
Learners are willing
– to use the language, to learn from
mistakes
– try out new ways to express
June 26, 2011
meanings
28
Lev Vygotsky
• Children are born into a social
world and learning occurs through
interaction with people
• Supports a communicative
approach to language teaching –
learning the language through
using the language for meaningful
communication
29
• Effective learning results from the
interaction between two persons
with different levels of knowledge
– teacher or more competent peer
/ learner
30
SUMMARY
• Learning is a complex process
with cognitive, affective and social
dimensions. It is linked with
feelings, attitudes and self-
concepts
• Learning cannot take place in a
vacuum. Physical and
psychological conditions must
support learning
June 26, 2011
31
• Learning is influenced by the
context in which it occurs
(physical, psychological, social,
learning task)
• Learning differs from individual to
individual
• Learning is a lifelong process
32
Forms of Learning
• A quantitative increase in
knowledge
• Rote learning, memorization
• Acquisition of facts and
procedures to be retained and / or
applied
• Abstraction of meaning
• Interpretive process
June 26, 2011
33
Factors affecting
Learning
LEARNING
Cognitive Affective
Dimension Dimension
34