FL PRC Prof. Ed. Competencies: 3.1 Analyze the cognitive, meta-cognitive, motivational socio-cultural factors that affect learning. 3.2 Apply theories of learning and development to the teaching and learning process. 3.3 Draw educational implications of research findings 3.4 Organize a learning environment that is responsive to the learner’s need and that promotes fairness among learners LEARNING defined as a relatively permanent change in behavior potentiality that occurs due to experience and reinforced practice. Good and Grophy, is the development of new associations as a result of experience. Garrison and Magoon, is the modification of an organism’s behavior as a result of maturation and environmental experience. Goodwin and Klausmeier, is a process inferred from relatively stable changes in behavior that result through practice or interaction with and adaptation to the environment. Elements of the Learning Act (Kolesnik) 1. Stimuli 2. Goal 3. Motivation 4. Integration 5. Perception 6. Response 7. Reinforcement Cognitive Learning-Is concerned with the development of ideas and concepts. Affective Learning-Involves assimilation of values, emotional reaction and acquisition of attitudes. Psychomotor Learning-understanding the external world through the senses and muscles. The Theory of Transfer of Learning was introduced by Thorndike and Woodworth (1901). They explored how individuals would transfer learning in one context to another context that shared similar characteristics. Theory Implication: Transfer of learning depends on the learning task. Meta-cognition – refers to thinking about cognition (memory, perception, calculation, association) itself or to think/reason about one’s own thinking. It aimed at developing learner autonomy, independence and self-regulated learners. 2 types of knowledge: Explicit, conscious, factual knowledge Implicit, unconscious knowledge Goal Setting Theory – is based on the notion that individuals sometimes have a drive to reach a clearly defined end state (reward in itself). Its efficiency is affected by three features; proximity, difficulty, and specificity. Goal Theory – the central proposition of achievement goal theory revolves around the manner in which individuals determine their goals in achievement settings such as sport, P.E, and the classroom. Three factors interact to determine persons motivation; Achievement goals, Perceived ability, and Achievement behavior. Main Axes of Goal Theory Mastery/Performance – achieve highly on external indicators of success such as grades. Task/Ego Involvement – seeking to perform the task to boost their own ego for because completing the task confirms their own self-concept. Approach/Avoidance Goals – Goals maybe directed towards Approaching a desirable outcome (good grades) and also be directed towards Avoiding an undesirable outcome (being grounded for failure). Gestalt Psychology – was the initial cognitive response to behaviorism ( Kohler, Wertheimer, Lewin,Koffka) – the primary focus of this theory is on perception and how people assign meanings to visual stimuli. “ The whole is more than the sum of its parts”. Gestalt Principles: Law of Proximity Law of Similarity Law of Closure Law of Good Continuation Law of Good Pragnanz Law of Figure/Ground Bruner’s Instrumental Conceptualism Theory – Learning involves 3 simultaneous processes: acquisition, transformation and evaluation. Major Aspects the theory of instruction: 1.Predisposition to learn 2.Structure of Knowledge 3.Effective Sequencing 4.Reinforcement Three ways to represent knowledge: Enactive, Iconic, Symbolic DAVID AUSUBEL Types of Advance Organizers: 1.Expository 2.Narrative 3.Skimming 4.Graphic Organizer Basic Concepts: Elaboration – expanding on new info based on what one already knows Visual Imagery- forming a mental image of the information Advance Organizers-initial statements, activities, and techniques that provide a structure for the new info and relate it to info students already possess 5 CATEGORIES OF LEARNING: 1.Verbal information 2.Intellectual skills 3.Cognitive strategies 4.Motor Skills 5.Attitudes Gagne’s Cumulative Learning Theory –learning occurs as the individual develops higher level skills that build successively on lower skills TYPE 1: Accommodator – Adaptive; intuitive rather than logical; trial and error TYPE 2: Diverger – Imaginative ability; emotional ; looks at whole rather than parts TYPE 3: Converger – Deductive; practical application of ideas; systematic planner TYPE 4: Assimilator – Creates theoretical models; abstract; operates well as a goal setter DAVID KOLB (1984) perception and process Imaginative – interested in personal meaning; Teacher is motivator Analytic – facts that lead to conceptual understanding; Teacher is information provider Commonsense – discover on how things work; Teacher is facilitator and coach Dynamic – self-discovery; experience and experiment; Teacher is resource & evaluator Bernice McCarthy blends modalities & styles ROBERT STERNBERG’s VIEW OF INTELLIGENCE TRIARCHIC MODEL (1996) CREATIVE – thinking outside the box ANALYTIC – judge critically PRACTICAL – action oriented ----Dr. Jewish A. Merin----
Posted on: Sat, 27 Jul 2013 11:54:09 +0000