PRINCIPLES OF LEARNING: ROBERT M. GAGNE

AND PETER EWELL

Prepared by:ShashaMimieNaniizzah

GAGNE’S PRINCIPLESignal learning

Stimulus-response learning

Learning through chaining

Learning through verbal association

Learning through multiple

discrimination

Concept learning

Principle learning

Problem-solving learning

• Signal learning-most primitive form of learning-it is formed through experience-e.g: people learn the signal of smoke as fire.

• Stimulus-response learning-it is called stimulus-response learning.-e.g: the teacher displays a concrete object for pupil to read out its name.

• Learning through chaining-Occur after the process of stimulus-response learning.-Aim: raising the learning stage to a higher level.- e.g: one can make sentences by relating words or synthesizing a few skills to become a complex skill.

• Learning through verbal association-A basic form of learning a language-e.g: relating an English word with its meaning in Malay.

• Learning through multiple discrimination-Refers to selecting one response only from the various stimuli in learning.-e.g: student will be able to differentiate the way of pronouncing the symbol e with ê.-bela, semak, etc.

• Concept learning– Form a concept with representative symbols

based on the same characteristics– E.g: beg, book and car are the concrete

object.

• Principle learning-The relationship between two or more concepts which have been learned.-e.g: “water flows to a lower level”-This principle is formed from few words whereby every one of them has its own concept.

• Problem-solving learning-Learning through thinking process-To think of a way to solve problem by using concepts and principles which have been learned.-e.g: mathematics problem.

EWELL’S PRINCIPLE• ACTIVE INVOLVEMENT

- "The learner is not a 'receptacle' of knowledge, but rather creates his or her learning actively and uniquely“.

- "This characterization of learning, of course, is quite at odds with our dominant instructional models“.

ACTIVE INVOLVEMENT

Participatory behavior. The student is active and

responsive, and engages in activities.

Creative thinking. The student comes up with his/her own

solutions/suggestions, brings new insights to the topic, and becomes able to relate what

has been previously learned to new contexts.

Engaged learning. The student is able to apply a

learning strategy for a given learning situation.

Construction of knowledge. Instead of passively receiving the information, the student is given tasks meant to lead

him/her to understanding and learning.

• PATTERN RECOGNITION AND CONNECTIVISM- This cognitive process "involves actively creating linkages among concepts, skill elements, people, and experiences“.- For the individual learner, this will be about 'making meaning' by establishing and re-working patterns, relationships, and connections.- New biological research reveals that "connection-making" is the core of both mental activity and brain development.

PATTERN RECOGNITION AND

CONNECTIVISM

Flexible thinking. The student is able to adapt to new learning contexts and tasks by

connecting, organizing, and working previous skills and knowledge into new structures.

Critical thinking. The student approaches a task comparing,

refining, and selecting from what he or she knows to find

the best solution to the problem.

Transfer. In backward-reaching transfer, the student makes connections to prior knowledge; in forward-reaching transfer the student makes connections to

how the information will be used in the future.

Sense-making. Given a specific learning context, the student is

able to use familiar patterns that are re-organized and extrapolated so that they become meaningful

in a new situation.

• INFORMAL LEARNING- "Every student learns all the time, both with us and despite us“.- Informal learning is implicit learning, which means it is derived from direct interaction and a range of cues given by peers and [instructors] that go well beyond what is explicitly being 'taught‘.

INFORMAL LEARNING

Apprenticeship. The student learns from exposure to and the supervision of a mentor,

for example, in job shadowing and school-to-work programs.

Implicit learning. Learning can occur in any life situation;

opportunities to learn often are not school-based. They may

occur in addition to the content being taught.

Field trips. The student interacts with the environment with the

purpose of exploring and learning.

Learning centers. At centers created within the community,

students can apply and practice theoretical

knowledge.

• DIRECT EXPERIENCE- Direct experience refers to built-in opportunities for active engagement in a learning environment which "decisively shape individual understandings“.- When students have little or misconstrued knowledge of a certain topic, direct experience is required to gain that understanding and create, change, or refine a mental model.

DIRECT EXPERIENCE

Learning in context. The student experiences an environment that

provides an opportunity to acquire knowledge and skills by directly

observing the object or phenomenon to be studied.

Creating a mental model. The student experiences repeatedly similar situations, thus making

associations between causes and effects, through which humans make

sense out of new situations.

Changing a mental model. The student re-uses existing brain connections for new purposes

and constructs new associations based on the

previous patterns of expectations.

• COMPELLING SITUATION- This learning component combines elements from direct experience and motivational readiness.- "But it adds a new wrinkle in its implication that there is a careful balance of challenge and opportunity in any learning situation“.- “Maximum learning tends to occur when people are confronted with specific, identifiable problems that they want to solve and that are within their capacity to do so”.

COMPELLING SITUATION

Challenging problem. The situation is complex and

motivating and yields emotion, attention, and

effort in finding a solution.

Real situation. The context is connected to the outside world and

not simulated.

Real consequences. The results of an actual

problem have practical applicability to everyday life.

• FREQUENT FEEDBACK- Frequent feedback provides opportunities for students to practice what they have previously learned.- Research tells us that the “brain’s flexibility allows the neural networks that were constructed to address such problems to be quickly reworked to deal with more pressing matters”.

FREQUENT FEEDBACK

Practice. Students exercise with the

purpose of enhancing

knowledge and skills. Teacher feedback.

The instructor gives students verbal or

written input.

Peer feedback. Peers provide

verbal or written input.

Cues about how to improve. The learner gets information

back that includes suggestions on how to do better.

Corrective feedback. This input is meant to

help improve performance.

Supportive feedback. A mentor or peer provides

encouragement.

• ENJOYABLE SETTING- “New insights into the ways traditional cultures gain and transmit knowledge (drawn from sociobiology and anthropology) remind us that effective learning is social and interactive”.- An enjoyable learning setting is a cultural and interpersonal context that provides interactions, considerable levels of individual personal support, and creates learning opportunities.- Most learning of this kind is group-oriented and oral.

ENJOYABLE SETTING

Personal interaction. This situation favors enjoyable

communication among individuals.

Social effects on learning. Learning takes place

through activities that involve harmonious

interaction and trust, such as play.

Personal support for manageable risk-taking. The encouragement and support shown through interactions within an enjoyable learning

context act as an incentive for students, especially those who

feel challenged, to take risks and manage them.

Similarity of Gagne and Ewell• Both use two way of learning method. Gagne

use stimulus-response and Ewell propose the active involvement in class.

• Ewell use pattern recognition and connectivism while Gagne propose learning

through chaining. Both of these ways are linking the knowledge that they have learned.