Download Social Forces Human Development Learning and Learning Styles

  Social Forces   Human Development   Learning and Learning Styles   Change in individual’s knowledge or behavior that results from experience   Types of learning   Behavioral   Cognitive  
 
 
 
 
 
 
 
Emphasize observable changes that result from S-­‐R associations by the learner Thinking is part of the S-­‐R sequence Learning is a conditioned response Motivation is the desire to act based on stimulus from the environment Responses are the result of prior conditioning and physiological drives Person does not have to want to learn in order to learn it People can learn anything if they are willing to go through the process Major concept is Reward Response   Behavior is the result of specific stimuli and cause a certain response   Based on the work of Pavlov (1949-­‐1936) who saw the dog salivate before he was given food   Believed all learning is based on the S-­‐R model (Classical or type S conditioning) Expanded on Watson, developed operant or Type R conditioning   Satisfying responses are conditioned; Unsatisfying responses are not   Pleasant things have an energizing effect on behavior   Describes utopian society created though “behavioral engineering”   Focus on external conditions that shape and maintain human behavior that is observable  
  Albert Bandura originator of social learning theory.   All learning results from direct vicarious experience observing other people’s behavior and its consequences for them   Modeling or observational learning Bruner – structure, organization, discovery learning, meaningfulness, and the problems approach   Focuses on the mental processes people use to acquire knowledge and skills   Focus on unobservable processing, retrieval, and storage of information in the brain   Individual reacts to external forces; Individual acts, originates, and thinks, which is the source of learning. Individual reacts by responding to external forces   Emphasize personal meaning, generalizations, principles, advance organizers, discovery learning, coding   German term meaning “wholeness”   How learners organize information into patterns and wholes   Start with the whole then move to its parts. Nature of the whole determines the meaning of the parts and individual perceptions determine meaning   Whole always greater than the sum of its parts  
 
 
 
 
How learners construct understanding of new material How they construct meaning based on what they already know; seeks to organize new information into wholes Develop new knowledge through the process of active construction Trying to make sense of new information by relating it to what they already know about the topic (Brophy) Uses prompt and questions to enable student to develop a deeper understanding of the new material  
 
 
 
 
 
 
Curriculum designed to give students knowledge, skills, values, and dispositions that are useful in and out of school Goals emphasize developing student expertise within a context and with emphasis on conceptual understanding Supports limited content to support conceptual understanding Content organized around set of ideas (basic understandings) Teacher’s role is to frame and respond to student’s learning effort Students’ role is actively make sense and construct meaning Student’s prior knowledge used as a starting point for instruction for conceptual change Scaffolding – providing learners with greater support during early phase and gradually reducing as the become more competent   Vygotsky (1896-­‐1934) zone of proximal development the point at which the learner needs assistance to continue learning   Effective instruction either exceeds or underestimates the learner’s ability to learn independent of the teacher. Varies the amount of help given to students  
Ways of processing information and seeking meaning   Preferred styles determines by a combination of hereditary and environmental factors   No one correct view of learning style for curriculum planners   Cultural differences in learning styles   Some curricula more suited to one style than another   Can change as a person matures  
  Logical-­‐mathematical   Linguistic   Musical   Spatial   Bodily-­‐kinesthetic   Intrapersonal   Interpersonal   Naturalist (developed in mid-­‐1990s)  
 
Logical-­‐mathematical -­‐ Think conceptually, abstractly and are able to see and explore patterns and relationships. Like to experiment, solve puzzles. They need to learn and form concepts before they can deal with details. Linguistic -­‐ These learners have highly developed auditory skills and often think in words. They like reading, playing word games, making up poetry or stories. They can be taught by encouraging them to say and see words, read books together  
Musical -­‐love music, but they are also sensitive to sounds in their environments. They may study better with music in the background. They can be taught by turning lessons into lyrics, speaking rhythmically, tapping out time  
Spatial -­‐ think in terms of physical space, as do architects and sailors. Very aware of their environments. They can be taught through drawings, verbal and physical imagery  
 
Bodily-­‐kinesthetic -­‐ Keen sense of body awareness. They like movement, making things, touching. They communicate well through body language and be taught through physical activity, hands-­‐on learning, acting out, role playing. Intrapersonal -­‐ These learners tend to shy away from others. They're in tune with their inner feelings; they have wisdom, intuition and motivation, as well as a strong will, confidence and opinions.   Interpersonal -­‐ These students learn through interaction. They have many friends, empathy for others, street smarts. They can be taught through group activities, seminars, dialogues.   Naturalist (developed in mid-­‐1990s) -­‐ enables human beings to recognize, categorize and draw upon certain features of the environment.