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THEORIES OF LEARNING

Rosalina J. Villaneza, Ph.D. Head, NEPP /MTB-MLE DepED, Central Office Email Add. rosevill62@yahoo.com 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

_______ _______

2. _______

3. _______

4. _______

5. _______

has taught. 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. The schema or background knowledge of the students has nothing to do with the students learning in the classroom. In the Zone of Proximal Development (ZPD) of Vygotsky, he emphasizes the importance of the teachers or any experts role in the childs realization of his/her full potential. 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:
Group A - Something learned successfully
Skills learned How did you know What contributed What insights that you develop to your success? have you learned the skill/s? from the experience? What learning theory/ies can be attributed this effect?

Group B - Something you fail to learn


Skills learned How did you know What contributed that you fail to to your failure? develop the skill/s? What insights have you learned from the experience? What learning theory/ies can be attributed to this effect?

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. able to think operations through logically in one directions. has difficulties seeing another persons point of view.

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 9x 6x + 4x 26x + 8x

(a) 1 (b) 18x 6x + 4x becomes more scientific 3x +1 30x +1x

in thinking.

develops concerns about social issues, identity.

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 childs 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 anothers 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. Piagets 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


Jeep Bus Land Multicub Taxi Van Truck Trycicle

R.C. Anderson, a

Transportation

Submarine

Boat

Rocket

Raft

Water

Ship Airplane

Jet Air

Pumpboat

Speedboat

Helicopter

resepcted educational psychologist. views organized knowledge as an elaborate network of abstract mental structures which represents ones understanding of the world.

General Knowledge
it is important to teach Jeep Trycicle Bus general knowledge and Land Truck generic concepts. Multicub Van Taxi generic concepts can explain many different Transportation features of a particular field of study. Rocket Boat Submarine a large proportion of Jet Ship learned difficulties Water Air Raft Airplane can be traced to Pumpboat Speedboat Helicopter insufficient general knowledge, especially in cross-cultural situations.

Making Connections
Jeep Bus Trycicle

Land
Multicub Taxi

Truck Van

Transportation

Submarine

Boat

Rocket

Raft

Water

Ship Airplane

Jet Air

Pumpboat

Speedboat

Helicopter

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 its 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 Piagets theory: the role of the childs cultural and social group. Underestimated in Piagets 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 Piagets theory of the individual passing through stages of cognitive development in a set of sequence.

Key Vygotskian Concepts


Everything is Thought and speech learned twice: first are keys to human socially (that is, with consciousness (that the help of other human is, to the human beings), then privately. beings (internalized) consciousness of herself/himself All knowledge is socially and others. constructed; that is, all Thought is aided by learning is group learning 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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