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Theoretical Approaches to Learning Dr A J Davison Uncle Buck Is this you teacher, dear teacher? You Are you able to open yourself up to new ideas, methods, techniques and approaches? Or, Are you stuck in your own mud? Are you a doer or a watcher? The Learning Pyramid Power Teaching 5 Rules • 1. Follow directions quickly • 2. Raise your hand for permission to speak • 3. Raise your hand for permission to leave your seat • 4. Make Smart decisions • 5. Keep your dear teacher happy Power teaching • 1) Class - OK. 2) Teach - OK. 3.) The scoreboard 4) Micro Lecture. 5) Hands and eyes 6) Comprehension check Learning Objectives by the end of the session you should be able to 1. Describe and involve yourself in power teaching 2. Describe the concept Classical conditioning and operant conditioning 3. Explain the main elements of Social Learning Theory including vicarious learning and self efficacy 4. Explain the basic concept of cognitive theory Power Teaching • 1) Class - OK. Teacher claps and says “Class”, students clap back and say “OK”. Gets their attention every time. 2) Teach - OK. The teacher teaches something, then claps, then says “Teach”. The students clap back, say “OK” and teach the item to their partner. Perfect way to learn by teaching. 3.) The scoreboard - keeping a score, but check the sounds he has them make, isn’t that so cool! 4) Micro Lecture. Teacher talking = sleepy students. Split the lesson into tiny, tiny little parts you introduce then do “TeachOK” 5) Hands and eyes - how to get the students’ attention for an important point. 6) Comprehension check - as the students are doing “Teach - OK” wonder around the class to see if they really have understood it or not. Pedagogy The learner Dependent. Teacher directs what, when, how a subject is learned and tests that it has been learned The learner's experience Of little worth. Hence teaching methods are didactic Readiness to learn People learn what society expects them to. So that the curriculum is standardized. Orientation to learning Acquisition of subject matter. Curriculum organized by subjects. Andragogy The learner Moves towards independence. Self-directing. Teacher encourages and nurtures this movement The learner's experience A rich resource for learning. Hence teaching methods include discussion, problem-solving etc. Readiness to learn People learn what they need to know, so that learning programmes organised around life application. Orientation to learning Learning experiences should be based around experiences, since people are performance centered in their learning Classical Conditioning Pavlov Classical Conditioning - Ivan Pavlov Classical Conditioning John Watson •Little Albert A Clockwork Orange Operant conditioning Skinner bf skinner on reinforcement Operant Conditioning There are four possible consequences to any behavior. 1. Something Good can start or be presented; 2. Something Good can end or be taken away; 3. Something Bad can start or be presented; 4. Something Bad can end or be taken away. Reinforcement (behavior increases) Punishment (behavior decreases) Positive Reinforcement: Something added increases behaviour Positive Punishment Something added decreases behaviour Negative Negative Reinforcement (something Something removed removed) increases behaviour Negative Punishment Something removed decreases behaviour Positive (something added) Reinforcement • • • • Reinforcement: (behavior increases) Punishment: (behavior decreases) Positive : (something added) Negative : (something removed) Give an example of the use of a positive reinforcer Give an example of the use of a negative reinforcer Give an example of the use of a positive punishment Give an example of the use of a positive punishment Premack Principle , "grandma's rule" – use high frequency activity to reinforce low frequency behaviour. • Access to preferred activity dependent on completing lowfrequency behaviour. • High frequency behaviour: use as Reinforcer determine by: – ask students what they like to do; – observe students during free time; or – determine what might be expected behaviour for a particular age group. Albert Bandura Bobo Dolls experiment Theory Master Theater - Social Learning Self Efficacy Theory Social Learning Theory 1 Social learning theory in classroom. Bandura - BOBO DOLL experiment 1. Students often learn simply by observing. 2.Describing consequences of behaviour: increase appropriate, decrease inappropriate behaviours 3. Teach new behaviour; Modelling alternative to shaping (op cond) faster, more efficient. 4. Effective modelling - 4 essential conditions 1.attention 2. retention 3. motor reproduction, and 4. motivation Social Learning Theory 2 5. model appropriate (not inappropriate) behaviours. 6. expose students to variety of models (end traditional stereotypes.) 7. Help students believe they are capable of accomplishing tasks. (+ self-efficacy.) Confidence-building messages, observe others success, experience own success. 8. Help set realistic expectations for academic accomplishments 9. Self-regulation techniques effective method for improving student behaviour. Social Learning Theory Self Efficacy “People are more likely to engage in particular behaviours when they believe they are capable of executing those behaviours successfully.” (self confidence in learning.) How self-efficacy affects behaviour: • enjoy : they choose activities they think they will be successful in doing. • Effort & persistence: they put more effort into activities and behaviours they think they will be successful in achieving. • Learning and achievement: they tend to be better students and achieve more. Competitive Learning Cooperative Learning Cooperative Learning Competitive Learning Cooperative Learning No interaction between pupils Active interaction with others Not accountable to others Accountable to others Responsible only to self Responsible to the group Homogeneous grouping, if any Heterogeneous grouping One student serves as Positive leader interdependency Social skills assumed or ignored Social skills taught directly Constructivism 1. By reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own “rules” and “mental models,” which we use to make sense of our experiences. Learning is simply the process of adjusting our mental models to accommodate new experiences. 2. Learning is a search for meaning - start with issues students actively trying to construct meaning. 3. Meaning requires understanding wholes as well as parts, primary concepts, not isolated facts. 4. Teacher must understand the mental models students use to perceive the world + assumptions made to support models. 5. Learning - individual to construct his or her own meaning, not just memorize “right” answers and repeat someone else’s meaning. • • • How Constructivism Impacts Learning Curriculum: promotes using curricula customized to students’ prior knowledge + hands-on problem solving. Instruction: focus on making connections between facts and fostering new understanding in students + use open-ended questions and promote extensive dialogue among students. Assessment: eliminate grades and standardized testing; assessment part of learning process students play larger role in judging own progress. Cooperative learning Key elements: 1. division of labour among group 2. face-to-face interaction between students 3. assignment of roles to students 4. group processing of task 5. positive interdependence all do assigned duties complete task 6. Individual accountability for one's own assigned duties 7. Development of social skills via cooperative interaction 8. Teacher provides group rewards NOW •READ •THINK •DISCUSS •REFLECT •WATCH •EXPERIMENT