Transcript T&P Lesson 3 Theories v3 (new window)

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