teaching learning principles and practices · • discuss kolb’s and tyler learning model •...

Teaching Learning Principles andPractices

Learning Theories and ModelsUnit – 3

Sohail SajidPrincipal

New Life College of NursingRN, DWA,DTA, Specialized in CHN, Post RN BScN

Learning Theories and ModelsUnit – 3

Sohail SajidPrincipal

New Life College of NursingRN, DWA,DTA, Specialized in CHN, Post RN BScN

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Objectives

• Define learning• Discuss learning process• Discuss learning theories• Discuss Kolb’S and Tyler learning model• Analyze learning theories and models in

daily learning activities• Compare teaching learning strategies which

enhance learning

• Define learning• Discuss learning process• Discuss learning theories• Discuss Kolb’S and Tyler learning model• Analyze learning theories and models in

daily learning activities• Compare teaching learning strategies which

enhance learning

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Learning

• When an individual gains knowledge, skilland understanding the subject learningchanges attitude and behavior it is known aslearning.

• Learning is considered as a change in aperson has caused by experience.

(Basanvanthappa)

• When an individual gains knowledge, skilland understanding the subject learningchanges attitude and behavior it is known aslearning.

• Learning is considered as a change in aperson has caused by experience.

(Basanvanthappa)

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Learning Process• To learning is to acquire knowledge or skill.

Learning also may involve a change inattitude or behavior. Children learn toidentify objects at an early age; teenagersmay learn to improve study habits; andadults can learn to solve complex problems.

• The challenge for the aviation instructor isto understand how people learn, and moreimportantly, to be able to apply thatknowledge to the learning environment.

• To learning is to acquire knowledge or skill.Learning also may involve a change inattitude or behavior. Children learn toidentify objects at an early age; teenagersmay learn to improve study habits; andadults can learn to solve complex problems.

• The challenge for the aviation instructor isto understand how people learn, and moreimportantly, to be able to apply thatknowledge to the learning environment.

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Teaching Learning Process

• Teaching learning process is a transactionor a complex cooperative and personalrelation between faculty and student.

(Basanvanthappa)

• Teaching learning process is a transactionor a complex cooperative and personalrelation between faculty and student.

(Basanvanthappa)

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Learning Theories

• Learning theory may be described as a bodyof principles advocated by psychologists andeducators to explain how people acquireskills, knowledge, and attitudes. Variousbranches of learning theory are used informal training programs to improve andaccelerate the learning process. Keyconcepts such as desired learning outcomes,objectives of the training, and depth oftraining also apply.

• Learning theory may be described as a bodyof principles advocated by psychologists andeducators to explain how people acquireskills, knowledge, and attitudes. Variousbranches of learning theory are used informal training programs to improve andaccelerate the learning process. Keyconcepts such as desired learning outcomes,objectives of the training, and depth oftraining also apply.

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Learning Theories

• When properly integrated, learningprinciples, derived from theories, can beuseful to aviation instructors and developersof instructional programs.

• Learning theories are conceptualframeworks describing how information isabsorbed, processed, and retainedduring learning. Cognitive, emotional, andenvironmental influence

• When properly integrated, learningprinciples, derived from theories, can beuseful to aviation instructors and developersof instructional programs.

• Learning theories are conceptualframeworks describing how information isabsorbed, processed, and retainedduring learning. Cognitive, emotional, andenvironmental influence

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Learning Theories

• Behaviorism• Cognitivism• Constructivism

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Behaviorism

• Behaviorism is a worldview that assumes alearner is essentially passive, responding toenvironmental stimuli. The learner starts offas a clean schedule and behavior is shapedthrough positive reinforcement or negativereinforcement.

• Both positive reinforcement and negativereinforcement increase the probability thatthe antecedent behavior will happen again.

• Behaviorism is a worldview that assumes alearner is essentially passive, responding toenvironmental stimuli. The learner starts offas a clean schedule and behavior is shapedthrough positive reinforcement or negativereinforcement.

• Both positive reinforcement and negativereinforcement increase the probability thatthe antecedent behavior will happen again.

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Behaviorism

• In contrast, punishment (both positive andnegative) decreases the likelihood that theantecedent behavior will happen again.

• Positive indicates the application of astimulus; Negative indicates the withholdingof a stimulus. Learning is therefore definedas a change in behavior in the learner.

• In contrast, punishment (both positive andnegative) decreases the likelihood that theantecedent behavior will happen again.

• Positive indicates the application of astimulus; Negative indicates the withholdingof a stimulus. Learning is therefore definedas a change in behavior in the learner.

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Representations of the LearningProcess

• Behaviorism– Stimulus-Response– Reinforced Behavior– Antecedent Behavior Consequence– Sequenced knowledge and skills presented in logical

limited steps

• Behaviorism– Stimulus-Response– Reinforced Behavior– Antecedent Behavior Consequence– Sequenced knowledge and skills presented in logical

limited steps

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Relevant Frameworks

• Behaviorism– Programmed Instruction (logical

presentation of content, clear responses,immediate knowledge of correctness)

• Behaviorism– Programmed Instruction (logical

presentation of content, clear responses,immediate knowledge of correctness)

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Key Principles: Behaviorism

• Learning happens when a correctresponse is demonstrated following thepresentation of a specific environmentalstimulus.

• Emphasis is on observable and measurablebehaviors

• Learning happens when a correctresponse is demonstrated following thepresentation of a specific environmentalstimulus.

• Emphasis is on observable and measurablebehaviors

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Goal of Instruction: Behaviorism

• Communicate or transfer behaviorsrepresenting knowledge and skills to thelearner (does not consider mental processing)

• Instruction is to obtain the desired responsefrom the learner who is presented with a targetstimulus.

• Learner must know how to implement theproper response as well as the conditions underwhich the response is made.

• Instruction utilizes consequences andreinforcement of learned behaviors

• Communicate or transfer behaviorsrepresenting knowledge and skills to thelearner (does not consider mental processing)

• Instruction is to obtain the desired responsefrom the learner who is presented with a targetstimulus.

• Learner must know how to implement theproper response as well as the conditions underwhich the response is made.

• Instruction utilizes consequences andreinforcement of learned behaviors

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Critiques on Behaviorism

• Behaviorism does not account for all kinds oflearning, since it disregards the activities ofthe mind.

• Behaviorism does not explain some learning--such as therecognition of new language patterns by young children--for which there is no reinforcement mechanism.

• Research has shown that animals adapt their reinforcedpatterns to new information. For instance, a rat can shiftits behavior to respond to changes in the layout of a holeit had previously mastered through reinforcements.

• Behaviorism does not account for all kinds oflearning, since it disregards the activities ofthe mind.

• Behaviorism does not explain some learning--such as therecognition of new language patterns by young children--for which there is no reinforcement mechanism.

• Research has shown that animals adapt their reinforcedpatterns to new information. For instance, a rat can shiftits behavior to respond to changes in the layout of a holeit had previously mastered through reinforcements.

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Cognitivism

• Cognitivism focuses on the inner mentalactivities – opening the “black box” of thehuman mind is valuable and necessary forunderstanding how people learn. Mentalprocesses such as thinking, memory,knowing, and problem-solving need to beexplored. Knowledge can be seen asdiagram or symbolic mental constructions.

• Cognitivism focuses on the inner mentalactivities – opening the “black box” of thehuman mind is valuable and necessary forunderstanding how people learn. Mentalprocesses such as thinking, memory,knowing, and problem-solving need to beexplored. Knowledge can be seen asdiagram or symbolic mental constructions.

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Representations of the LearningProcess

• Cognitivism– Cognitivism Learning Perspective– Information Processing– Schema (Plan)– Mental Models

• Cognitivism– Cognitivism Learning Perspective– Information Processing– Schema (Plan)– Mental Models

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Relevant Frameworks

• Cognitivism– Events of Instruction (Conditions of Learning)

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Key Principles: Cognitivism

• Learning is a change of knowledge state• Knowledge acquisition is described as a mental

activity that entails internal coding andstructuring by the learner.

• Learner is viewed as an active participant inthe learning process

• Emphasis is on the building blocks ofknowledge (e.g. identifying prerequisiterelationships of content)

• Emphasis on structuring, organizing andsequencing information to facilitate optimalprocessing

• Learning is a change of knowledge state• Knowledge acquisition is described as a mental

activity that entails internal coding andstructuring by the learner.

• Learner is viewed as an active participant inthe learning process

• Emphasis is on the building blocks ofknowledge (e.g. identifying prerequisiterelationships of content)

• Emphasis on structuring, organizing andsequencing information to facilitate optimalprocessing

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Goal of Instruction: Cognitivism

• Communicate or transfer knowledge in themost efficient, effective manner (mind-independent, can be mapped onto learners)

• Focus of instruction is to create learning orchange by encouraging the learner to useappropriate learning strategies

• Learning results when information is stored inmemory in an organized, meaningful way.

• Teachers/designers are responsible for assistinglearners in organizing information in anoptimal way so that it can be readily learned

• Communicate or transfer knowledge in themost efficient, effective manner (mind-independent, can be mapped onto learners)

• Focus of instruction is to create learning orchange by encouraging the learner to useappropriate learning strategies

• Learning results when information is stored inmemory in an organized, meaningful way.

• Teachers/designers are responsible for assistinglearners in organizing information in anoptimal way so that it can be readily learned

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Constructivism

• Constructivism states that learning is an active,contextualized process of constructingknowledge rather than acquiring it. Knowledgeis constructed based on personal experiencesand hypotheses of the environment. Learnerscontinuously test these hypotheses throughsocial negotiation. Each person has a differentinterpretation and construction of knowledgeprocess. The learner is not a blank schedulebut brings past experiences and culturalfactors to a situation.

• Constructivism states that learning is an active,contextualized process of constructingknowledge rather than acquiring it. Knowledgeis constructed based on personal experiencesand hypotheses of the environment. Learnerscontinuously test these hypotheses throughsocial negotiation. Each person has a differentinterpretation and construction of knowledgeprocess. The learner is not a blank schedulebut brings past experiences and culturalfactors to a situation.

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Representations of the LearningProcess

• Constructivism– Inquiry-based– Discovery learning

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Relevant Frameworks

• Constructivism– Cognitive Apprenticeship– Cognitive Flexibility– Situated Learning– Zone of Proximal Development

• Constructivism– Cognitive Apprenticeship– Cognitive Flexibility– Situated Learning– Zone of Proximal Development

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Key Principles: Constructivism

• Learners build personal interpretation of theworld based on experiences and interactions

• Knowledge is fixed in the context in which it isused (authentic tasks in meaningful realisticsettings)

• Create original and situation-specificunderstandings by "assembling" knowledgefrom different sources appropriate to theproblem at hand (flexible use of knowledge)

• Learners build personal interpretation of theworld based on experiences and interactions

• Knowledge is fixed in the context in which it isused (authentic tasks in meaningful realisticsettings)

• Create original and situation-specificunderstandings by "assembling" knowledgefrom different sources appropriate to theproblem at hand (flexible use of knowledge)

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Goal of Instruction: Constructivism

• Build personal interpretations of the world based onindividual experiences and interactions (constantlyopen to change, cannot achieve a predetermined,"correct" meaning, knowledge emerges in relevantcontexts)

• Learning is an active process of constructing ratherthan acquiring knowledge.

• Instruction is a process of supporting knowledgeconstruction rather than communicating knowledge

• Do not structure learning for the task, but engagelearner in the actual use of the tools in real worldsituations.

• Build personal interpretations of the world based onindividual experiences and interactions (constantlyopen to change, cannot achieve a predetermined,"correct" meaning, knowledge emerges in relevantcontexts)

• Learning is an active process of constructing ratherthan acquiring knowledge.

• Instruction is a process of supporting knowledgeconstruction rather than communicating knowledge

• Do not structure learning for the task, but engagelearner in the actual use of the tools in real worldsituations.

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The Experiential Learning Cycle

• David Kolb published his learning stylesmodel in 1984 from which he developed hislearning style inventory.

• Kolb's experiential learning theory workson two levels: a four stage cycle of learningand four separate learning styles. Much ofKolb’s theory is concerned with thelearner’s internal cognitive processes.

• David Kolb published his learning stylesmodel in 1984 from which he developed hislearning style inventory.

• Kolb's experiential learning theory workson two levels: a four stage cycle of learningand four separate learning styles. Much ofKolb’s theory is concerned with thelearner’s internal cognitive processes.

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Cont

• Kolb states that learning involves theachievement of abstract concepts that canbe applied flexibly in a range ofsituations. In Kolb’s theory, the force forthe development of new concepts isprovided by new experiences.

• “Learning is the process wherebyknowledge is created through thetransformation of experience” (Kolb, 1984).

• Kolb states that learning involves theachievement of abstract concepts that canbe applied flexibly in a range ofsituations. In Kolb’s theory, the force forthe development of new concepts isprovided by new experiences.

• “Learning is the process wherebyknowledge is created through thetransformation of experience” (Kolb, 1984).

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The Experiential Learning Cycle

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Description cont

1. Concrete Experience - (a new experience of situationis encountered, or a reinterpretation of existingexperience).

2. Reflective Observation ( the new experience ofparticular importance are any inconsistenciesbetween experience and understanding).

3. Abstract Conceptualization (Reflection gives rise toa new idea, or a modification of an existing abstractconcept).

4. Active Experimentation (the learner applies them tothe world around them to see what results).

1. Concrete Experience - (a new experience of situationis encountered, or a reinterpretation of existingexperience).

2. Reflective Observation ( the new experience ofparticular importance are any inconsistenciesbetween experience and understanding).

3. Abstract Conceptualization (Reflection gives rise toa new idea, or a modification of an existing abstractconcept).

4. Active Experimentation (the learner applies them tothe world around them to see what results).

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Stages of Four Cycles

Effective learning is seen when a personprogresses through a cycle of four stages.

(1) having a concrete experience followed by(2) observation of and reflection on that

experience which leads to(3) the formation of abstract concepts (analysis)

and generalizations (conclusions) which arethen

(4) used to test hypothesis in future situations,resulting in new experiences.

Effective learning is seen when a personprogresses through a cycle of four stages.

(1) having a concrete experience followed by(2) observation of and reflection on that

experience which leads to(3) the formation of abstract concepts (analysis)

and generalizations (conclusions) which arethen

(4) used to test hypothesis in future situations,resulting in new experiences.

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Stages of Four Cycles

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Kolb’s Experiential LearningModel?

According to Kolb, “Knowledge resultsfrom the combination of graspingexperience and transforming it.” In hismodel, there are four distinct segments tolearning:

• Description of Concrete experience• Reflections• Generalizations/Principles/Theories• Testing and Application

According to Kolb, “Knowledge resultsfrom the combination of graspingexperience and transforming it.” In hismodel, there are four distinct segments tolearning:

• Description of Concrete experience• Reflections• Generalizations/Principles/Theories• Testing and Application

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Applying Kolb’s Model to Your Essay

• Description of Concrete experienceDiscuss your experiences with the way yourbody reacts to specific types of foods,namely proteins, carbohydrates, and fats,and how these contribute to your overallhealth.

• Description of Concrete experienceDiscuss your experiences with the way yourbody reacts to specific types of foods,namely proteins, carbohydrates, and fats,and how these contribute to your overallhealth.

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Reflections

• Describe your feelings about yourexperiences and how your thoughts,attitudes and observations developedthrough the reflective process. For instance,as you experimented with different foods,how did your thoughts change about yournutrition plan? Did you grow to like foodsthat you didn’t like before? Explain.

• Describe your feelings about yourexperiences and how your thoughts,attitudes and observations developedthrough the reflective process. For instance,as you experimented with different foods,how did your thoughts change about yournutrition plan? Did you grow to like foodsthat you didn’t like before? Explain.

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Generalizations/Principles/Theories

• Explain specific theories and principles ofthe physiology of proteins, carbohydratesand fats and how they support yourknowledge of the topic in the area ofnutrition and health. Discuss what yourhealth care provider explained to you aboutthis topic.

• Explain specific theories and principles ofthe physiology of proteins, carbohydratesand fats and how they support yourknowledge of the topic in the area ofnutrition and health. Discuss what yourhealth care provider explained to you aboutthis topic.

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Testing and Application

• Discuss how you tested the theories aboutprotein, carbohydrates and fat. Didapplying a particular principle bring aboutthe desired outcome? Why or why not? Youcan add more to this discussion by writingabout how more recent experiences haveimpacted your generalizations, principlesand theories.

• Discuss how you tested the theories aboutprotein, carbohydrates and fat. Didapplying a particular principle bring aboutthe desired outcome? Why or why not? Youcan add more to this discussion by writingabout how more recent experiences haveimpacted your generalizations, principlesand theories.

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Tyler learning Model

• The Tyler Model is often referred to as the‘objective model’ because of it’s objectiveapproach to educational evaluation.

• It emphasizes consistency amongobjectives, learning experiences, andoutcomes.

• Curriculum objectives indicate bothbehavior to be developed and area ofcontent to be applied (Keating, 2006)

• The Tyler Model is often referred to as the‘objective model’ because of it’s objectiveapproach to educational evaluation.

• It emphasizes consistency amongobjectives, learning experiences, andoutcomes.

• Curriculum objectives indicate bothbehavior to be developed and area ofcontent to be applied (Keating, 2006)

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Tyler’s Four Principles of Teaching

• Defining Appropriate Learning Objectives• Establishing Useful Learning Experiences• Organizing Learning Experiences to Have a

Maximum Cumulative Effect• Evaluating the Curriculum and Revising

Those Aspects That Did Not Prove to beEffective (Keating, 2006)

• Defining Appropriate Learning Objectives• Establishing Useful Learning Experiences• Organizing Learning Experiences to Have a

Maximum Cumulative Effect• Evaluating the Curriculum and Revising

Those Aspects That Did Not Prove to beEffective (Keating, 2006)

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Teaching Strategies Which EnhanceLearning

• Active Learning• Collaborative/Cooperative Learning• Critical Thinking• Discussion Strategies• Experiential Learning• Humor in the Classroom• Interdisciplinary Teaching• Learner-Centered Teaching

• Active Learning• Collaborative/Cooperative Learning• Critical Thinking• Discussion Strategies• Experiential Learning• Humor in the Classroom• Interdisciplinary Teaching• Learner-Centered Teaching

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Teaching Strategies Which EnhanceLearning

• Learning Communities• Lecture Strategies• Problem-Based Learning• Service Learning• Social Networking Tools• Team Teaching• Writing Assignments

• Learning Communities• Lecture Strategies• Problem-Based Learning• Service Learning• Social Networking Tools• Team Teaching• Writing Assignments

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Learning Strategies which EnhanceTeaching

1. Have students lead conferences with eachother and with you. When students take thelead, their interest and confidence rises.

2. When you are delivering instruction, pausefrequently and have students write a summaryof what you have said in the previous 3-5minutes.

3. Brainstorm ideas.4. Allow students opportunities to independently

read selections of their own choosing.

1. Have students lead conferences with eachother and with you. When students take thelead, their interest and confidence rises.

2. When you are delivering instruction, pausefrequently and have students write a summaryof what you have said in the previous 3-5minutes.

3. Brainstorm ideas.4. Allow students opportunities to independently

read selections of their own choosing.

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Learning Strategies which EnhanceTeaching

5. Ask the entire class an interesting generalquestion that relates to the topic understudy.

6. Have students participate in small groupRound Robin activities.

7. Have students make flashcards and usethem to study together.

8. Ask students to model the right way to dosomething or answer a question.

5. Ask the entire class an interesting generalquestion that relates to the topic understudy.

6. Have students participate in small groupRound Robin activities.

7. Have students make flashcards and usethem to study together.

8. Ask students to model the right way to dosomething or answer a question.

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Learning Strategies which EnhanceLearning

9. If your subject matter lends itself, havestudents role play in brief sketches.

10. Offer students opportunities to learn theirvocabulary words and other facts in puzzlesof various types.

11. Have students sit in a circle.12. Hold sporting events. Divide your students

into teams,

9. If your subject matter lends itself, havestudents role play in brief sketches.

10. Offer students opportunities to learn theirvocabulary words and other facts in puzzlesof various types.

11. Have students sit in a circle.12. Hold sporting events. Divide your students

into teams,

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Learning Strategies which EnhanceLearning

13. Stage a fishbowl question and discussiongroup.

14. Ask students to create questions that theybelieve could possibly stump their classmates.

15. Give students a brief passage and have themread it silently. Then ask them to comment onthe passage or answer questions about it.

13. Stage a fishbowl question and discussiongroup.

14. Ask students to create questions that theybelieve could possibly stump their classmates.

15. Give students a brief passage and have themread it silently. Then ask them to comment onthe passage or answer questions about it.

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Any QuestionAny Question

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Thank youThank you

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