learning perspectives abasolo austria mendoza
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LEARNING PERSPECTIVES
CS 295.016
Raymund Abasolo, Sarah Mendoza, Reagan Austria
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constructivism
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³a learning or meaning-making theory, that offers an
explanation of the nature of knowledge and how human
beings learn´ (Abdal-Haqq, 1998)
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key people
constructivism
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constructivism
Jean Piaget Swiss cognitive
psychologist child development
resear ch cognitive development
stages the basis of learning is
discovery
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Jerome S. Bruner (1915- ) one of the best known and
influential psychologists of the twentieth century.
one of the key figures in theso called 'cognitiverevolution'
has great influence in thefield of education
constructivism
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constructivism
Lev Vygotsky a Soviet psychologist
and the founder of cultural-histori
calpsychology
"Zone of proximaldevelopment" (ZPD)o range of tasks that are too
difficult for the child to master alone but that can be learnedwith guidance andassistance of adults or more-skilled children.
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constructivism
John Dewey led the progressive
movement in Americaneducation
instruction needs to becentered aroundactivities that aremeaningful to students'experiences
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characteristicsideas and concepts
constructivism
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constructivism
"Only by wrestling with the conditions of theproblem at hand, seeking and finding his ownsolution (not in isolation but in correspondencewith the teacher and other pupils) does one learn."
~ John Dewey, How We Think , 1910 ~
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constructivism
learning is an active process in which learnersconstruct new ideas or concepts based upon their
current/past knowledge (Bruner) cognitive structure provides meaning and
organization to experiences and allows the individualto "go beyond the information given"
http://tip.psychology.org/bruner.html
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constructivism
learner is at the center of the educational stage knowledge cannot be handed from one person to
another (teacher to learner), but must be"constructed" by each learner by interpreting andreinterpreting a constant flow of information.
a discovery approach based on the assumption thatstudents should build (construct) knowledge for themselves.
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teacher roles and learner roles
constructivism
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learner engages in an active dialog with teacher (i.e., socratic
learning) selects and transforms information, constructs
hypotheses, and makes decisions, relying on a cognitivestructure to do so
constructivism
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implications to teaching andlearning
constructivism
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Principles: Instruction must be concerned with the experiences
and contexts that make the student willing and ableto learn (readiness).
Instruction must be structured so that it can be easilygrasped by the student (spiral organization).
Instruction should be designed to facilitate
extrapolation and or fill in the gaps (going beyond theinformation given).
SOURCE: http://tip.psychology.org/bruner.html
constructivism
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constructivism
promotes authentic learning, critical thinking,individualized instruction, and project-based learning
relies heavily on the students' initiative
allows students to learn at their own speed
curriculum should be organized in a spiral manner sothat the student continually builds upon what they havealready learned.
learning activities are characterized by activeengagement, inquiry, problem solving, andcollaboration with others. "Correct" answers and singleinterpretations are de-emphasized.
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REFERENCES:Sadker, M. P. and D. M. Sadker (2005).Teachers, Schools, and Society. 7th edition. Boston : McGraw-Hill.Lefrancois, G. R. (1994). Psychology for Teaching . 8th edition. California : Wadsworth Publishing Company."Lev Vygotsky - Wikipedia, the free encyclopedia." Wikipedia, the free encyclopedia. N.p., n.d. Web. 24 July 2010.<http://en.wikipedia.org/wiki/Lev_Vygotsky>."IDKB - Models/Theories." George Mason University Classweb. N.p., n.d. Web. 24 July 2010.
<http://classweb.gmu.edu/ndabbagh/Resour ces/IDKB/models_theories.htm>.Moore, Julie. "Learning Theory Fundamentals." Encyclopedia of Educational Technology . N.p., n.d. Web. 24 July 2010. www.etc.edu.cn/eet/eet/."Jerome Bruner and the Process of Education". The Encyclopaedia of Informal Education . N.p., n.d. Web. 23 July 2010.http://www.infed.org/thinkers/bruner.htm."IDKB - Models/Theories." George Mason University Classweb. N.p., n.d. Web. 24 July 2010.http://classweb.gmu.edu/ndabbagh/Resour ces/IDKB/models_theories.htm."Emerging Perspectives on Learning, Teaching and Technology." Projects Server Introduction. University of Georgia, Association for EducationalCommunications and Technology, n.d. Web. 24 July 2010. http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.Thanasoulas, Dimitrios "Constructivist Learning." SEAsite - SE Asian Languages and Cultures. N.p., n.d. Web. 24 July 2010.<http://www.seasite.niu.edu/Tagalog/Teachers_Page/Language_Learning_Articles/constructivist_learning.htm>.Ismat , Abdal-Haqq. "Constructivism in Teacher Education: Considerations for Those Who Would Link Practice to Theory. ERIC Digest. ."ERICDigests.Org - Providing full-text access to ERIC Digests. N.p., n.d. Web. 24 July 2010. <http://www.ericdigests.org/1999-3/theory.htm>.
"Constructivism as a Paradigm for Teaching and Learning." THIRTEEN - New York Public Media. N.p., n.d. Web. 2 Aug. 2010.<http://www.thirteen.org/edonline/concept2class/constructivism/index.html>.Jones, M. Gail , and L. Brader-Araje. "The Impact of Constructivism on Education: Language, Discourse, and Meaning." American CommunicationJournal 5.3 (2002): n. pag. American Communication Journal . Web. 2 Aug. 2010.Grow, Gerald. "Cognitive Model of Learning." Longleaf Publications home page. N.p., n.d. Web. 2 Aug. 2010.<http://www.longleaf.net/ggrow/StrategicReader/StratModel.html>.
Ar chives Jean Piaget . Web. 2 Aug. 2010. <www.ar chivespiaget.ch >.
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Cognitivism
Raymund AbasoloReagan Austria
Sarah Mendoza
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Short Intro
Etymology (meriam-webster online)
cog·ni·tionPronunciation: \käg-ni-shn\Etymology: from Latin word ³cognoscere´ meaning ± to come toknow, investigate
cog·ni·tive1 : of, relating to, being, or involving conscious intellectual activity2 : based on or capable of being reduced to empirical factual
knowledge
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Cognitive learning is about enabling people tolearn by using their reason, intuition and
per ception.
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CharacteristicsIdeas and Concepts
challenge the limitations of behaviorismo people are not ³programmed animals´ that merely
respond to environmental stimuli, focus more on the internal processes and connections
that take place during learning.
Focus is on how learners remember, retrieve, and storeinformation in memory
Examines the mental structure and processes relatedto learning
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Key People Richard Atkinson and Richard Shiffrin Frederic Bartlett
David Ausubel Robert Gagne Charles M.Reigeluth
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Atkinson - Shriffin
proposed a model of human memory Identified 3 memory stores:
o Sensory memoryo Short Term memory or working memoryo Long term memory
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Frederic Bartlett
developed the Schema theory views organized knowledge as an elaborate network of
abstract mental structures which represent one's
understanding of the world. Schema - internal knowledge structure. New information
is compared to existing cognitive structures called"schema". Schema may be combined, extended or alteredto accommodate new information. (schemata - plural)
Schemata grow and change as new information isacquired.
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A diagram that describes how a person's schema of "egg" mightinclude the components shown:
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David Ausubel
He was active in his field between the 1950s and 1970s Subsumption Theory concerned with how individuals learn large amounts of
meaningful material from verbal/textual presentations in a school
setting
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Main Principles:o most general ideas of a subject should be presented firsto differentiated in terms of detail and specificityo prior knowledge is essential for the comprehension of new informationo Advance Organizers
An advance organizer is information that is presented prior to learningand that can be used by the learner to organize and interpret new
incoming information Expository - describe the new content. Narrative - presents the new information in the form of a story to
students. Skimming - used to look over the new material and gain a basic
overview. Graphic organizer - visuals to set up or outline the new information. Concept mapping
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Robert Gagne
Conditions of Learning learning tasks for intellectual skills can be organized in ahierar chy according to complexity: stimulus recognition,response generation, procedure following, use of terminology,
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outlines nine instructional events and correspondingcognitive processes:
(1) gaining attention (reception)(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)(4) presenting the stimulus (selective per ception)(5) providing learning guidance (semantic encoding)(6) eliciting performance (responding)(7) providing feedback (reinfor cement)(8) assessing performance (retrieval)(9) enhancing retention and transfer (generalization).
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Example:The following example illustrates a teaching sequence
corresponding to the nine instructional events for the objective,Recognize an equilateral triangle:1. Gain attention - show variety of computer generated triangles2. Identify objective - pose question: "What is an equilateraltriangle?"3. Recall prior learning - review definitions of triangles4. Present stimulus - give definition of equilateral triangle5. Guide learning- show example of how to create equilateral6. Elicit per formance - ask students to create 5 differentexamples7. Provide feedback - check all examples as correct/incorrect
8. Assess performance- provide scores and remediation9. Enhance retention/transfer - show pictures of objects and askstudents to identify equilaterals
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Elaboration theory proposes seven major strategy components:1. An elaborative sequence
- choose organizing structure: (conceptual, procedural,theoretical)
Learning prerequisite sequences-learner's background
Summary Synthesis
- integration of previously presented ideas Analogies
- relate to the learners field of experience
Cognitive strategies-embedded/ detached cues Learner control
- learner's motivation and relevance
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Teacher Roles
use of graphic organizers and concept maps to ³offer students the concrete experience needed for cognitivelearning to take place´
use technology in the classroom to allow exploration
and attract attention understand the learner's background present ideas in an increasing order of complexity ask questions that will guide, and trigger learner's mind
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Learner Roles
do not simply know and memorize. connecting and organizing knowledge around
important concept
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Other Concepts:
Practicing or rehearsing improves retention especiallywhen it is distributed practice.
Serial Position Effects - It is easier to remember items
from the beginning or end of a list rather than those inthe middle of the list, unless that item is distinctlydifferent.
Meaningful Effects - Meaningful information is easier tolearn and remember
Organization Effects - When a learner categorizes inputsuch as a grocery list, it is easier to remember.
you can't for ce someone to learn
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Reference:
Martin, S. (2006). Definition of Cognitive Learning . Retrieved July 16, 2010 from:http://ezinearticles.com/?Definition-of-Cognitive-Learning&id=365039
Instr ctional Design Knowledge Base (2006). Instructional Models. Retrieved July16, 2010 from:http://classweb.gmu.edu/ndabbagh/Resour ces/IDKB/models_theories.htm
Ho, Wenyi (). Cognitive Theories of Learning. Retrieved July 16, 2010 from:http://www.personal.psu.edu/users/w/x/wxh139/ cognitive_1.htm#gestalt
Learning-Theories.com (2008). Cognitivism. Retrieved July 20, 2010 from:http://www.learning-theories.com/cognitivism.html
Kearsley, Greg (2010). Subsumption Theory (D.Ausubel). Retrieved July 20,2010 from: http://tip.psychology.org/ausubel.html
Kearsley, ACT * J.Anderson. Retrieved July 20, 2010 from:http://tip.psychology.org/anderson.html
Kearsley, Greg (2010). Conditions of Learning (Gagne). Retrieved July 20, 2010
from: http://tip.psychology.org/gagne.html Wikipedia. (2010). Advance Organizers. Retrieved July 21, 2010 from
http://wik.ed.uiuc.edu/index.php/Advance_organizers Abott, Bruce (2009). Human Memory. Retrieved July 21, 2010 from:
http://users.ipfw.edu/abbott/120/AtkinsonShifrin.html Sabine, Reljic (2010). Elaboration Theory. Retrieved July 21, 2010 from:
http://www.slideshare.net/sreljic/elaboration-theory
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BEHAVIORISM
Raymund Abasolo
Reagan AustriaSarah Mendoza
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BEHAVIORISM: concepts
Tries to explain behaviors ± observableand predictable responses
SR (stimulus-response) theory
tabula rasa ± blank slate behavior can be learned or unlearned repeated behavior becomes an automatic
response memory is associated with events
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BEHAVIORISM: concepts
STIMULUS RESPONSE
REINFORCEMENT PUNISHMENT BEHAVIORAL MODIFICATION
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BEHAVIORISM: concepts
Classical conditioning ±learningthru stimulus substitution.
Watson¶s behaviorism Connectionism Operant Conditioning
Social Learning Theory
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IVAN PAVLOV
physiologist knownfor classicalconditioning.
EXPERIMENT:Involves a food, adog and a bell
IMAGE SOURCE:
http://kentsimmons.uwinnipeg.ca/16cm05/1116/pavlov.jpg
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IMAGE SOURCE: http://www.northern.ac.uk/learning/NCMaterial/Psychology/lifespan%20folder/PAVLOV.gif
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JOHN WATSON
father of Behaviorism 1913 article "Psychology as the Behaviorist
Views It ³
humans are born with a few reflexes emphasized the importance of learning and
environmental influences in humandevelopment
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JOHN WATSON
The Little Albert Experiment: Albert is not afraid of rats Rat is paired with loud noise Albert is frightened by the sound
Albert is afraid of rats Albert is afraid of white, furry objects Reversing the experience
Twelve Infants Quote
IMAGE SOURCE: http://www.nndb.com/people/078/000030985/john-b-watson-1-sized.jpg
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EDWARD L. THORNDIKE
3 PRIMARY LAWS law of exer cise/repetition:
Repetition = retention
law of effectpleasure and pain principle)
law of readiness
Someconne
ctions are more predisposed tohappen
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Burrhus Frederic Skinner
Learning is based onthe effects of behavior (reinfor cement and
punishment) OPERANT ± random
behavior; not caused
by any stimulus
IMAGE SOURCE:
http://4.bp.blogspot.com/_d8ls7V72AkA/SyvENnrkplI/AAAAAAAAAV4/KuXaFC9ylb c/S700skinner-80s-smilin %5B1%5D.
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Burrhus Frederic Skinner
OPERANT CONDITIONING positive reinfor cement (reward)Peter is given a jelly bean for being good. Presenting unpleasant stimulus (punishment I)
Peter¶s nose was tweaked for being bad. punishment II (penalty)Peter¶s jelly bean is taken away for being bad
negative reinfor cement (relief)Peter¶s nose is released because he said sorry
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Skinner Box "engineer the
environment and
you can engineer human behavior´
B. F. Skinner
IMAGE SOURCE: http://mrbakerrocks.info/IMAGES/SkinnerRat.jpg
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BF SKINNER
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ALBERT BANDURA
psychologist doing a study onadolescent aggression
focused on learning,
modeling, and imitation BoBo Doll Study (1961) departed from behaviorism Social cognitivism
IMAGE SOURCE:http://www.psychnews.co.uk/wp-content/uploads/2008/05/bozo-300x300.jpg
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ALBERT BANDURA
SOCIAL LEARNING THEORY Human learning is a function
of observation and imitation.
Steps in the modelingprocess:
Attention > Retention > Reproduction > Motivation
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BEHAVIORISMin
EDUCATION
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TEACHER ROLES
Teacher ± centered focuses on a new behavioral pattern being
repeated until it becomes automatic
providing stimulus material and promptingthe correct response
view errors as not enough conditioning
model
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STUDENT ROLES
Passive listeners receiver of the information response
until the behavioral change ispermanent
absorb instructional presentations andmaterial, and use them to create
performances which indicateattainment of correct mental models
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IMPLICATIONS
Behaviorism is seen in directinstruction
students learn their attitudes towardschool, subjects due to classicalconditioning
Rewarding correct trials
Carefully chosen reinfor cementimproves learning
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IMPLICATIONS
Shaping is useful in classroommanagement
Modeling and learning Monitoring and feedback
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