educational theory part 5

8/14/2019 Educational Theory part 5

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Learning proceeds step by step, andLearning proceeds step by step, and

strengthened by repeated successstrengthened by repeated success learning takes timelearning takes time

past success provide motivation for presentpast success provide motivation for presentlearninglearning

if a learner is never success in your lesson, heif a learner is never success in your lesson, hewill soon give upwill soon give up

duty of the teacher is to break down the taskduty of the teacher is to break down the task

as each step is achieve student will gainas each step is achieve student will gainconfidenceconfidence


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Learner require some reward orLearner require some reward or

reinforcement for learningreinforcement for learning

set achievable tasks for your studentsset achievable tasks for your students

divide long tasks into a number of shorterdivide long tasks into a number of shortertasktask

TargetTarget successsuccess reinforcementreinforcement new targetnew target


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Information

Student Student Student Student Student Student Student Student

Student Student Student Student Student Student Student Student

L


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Reinforcement should follow the desiredReinforcement should follow the desired

behaviour as soon as possiblebehaviour as soon as possible

use feed back as reinforcer

give feed back as soon as possible

if reinforcement is delay, learning takes

longer


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Critiques?Critiques?


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CognitivismCognitivism

Definitions of cognitionDefinitions of cognition

the act or process of knowing in the

broadest sense all the processes by which the sensory

input is transformed, reduced, elaborated,

stored, recovered and used


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Cognitivist Learning TheoryCognitivist Learning Theory

leaning is not the same as rememberingleaning is not the same as remembering learning is active meaning making processlearning is active meaning making process

schema is an internal knowledge structure.new information is compared to existing

cognitive structures called schema


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Concepts of CognitivismConcepts of Cognitivism

learners are not merely passive organism whomerely respond to stimuli in a certain way but

think about things, select out and process

information and than act in different ways to

alter circumstance

learning is based on mental structure, strategy

and organization not on the S-R model


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Value cumulative knowledge

Look for patterns Construct relationships Transfer constructs and patterns



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Gestalt PsychologyGestalt Psychology

Gestalt psychology takes its name form the Germanword Gestalt - a pattern, structure, or configuration.

It concerns with the significance of organized formsand pattern in human perception, thinking and learning


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Laws of Gestalt PsychologyLaws of Gestalt Psychology

law of simplicitylaw of simplicity

law of similaritylaw of similarity

law of proximitylaw of proximity law of figure-grounded relationshiplaw of figure-grounded relationship

law of closurelaw of closure


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Law of Simplicity


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Law of Simplicity


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Law of Similarity


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Law of Proximity


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Law of Figure-grounded

Relationship


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Law of Closure


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Meaningful Effect

Meaningful information is easier to learn and

remember

Serial Positioning Effect

It is easier to remember items from the

beginning or end of a list rather than those in themiddle of the list.


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Practice Effect

practicing or rehearsing improves retention

Transfer Effectthe effect of prior learning on learning new tasks

or material

Interference Effect

occurs when prior learning interferes with

learning of new materials


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Organization EffectOrganization Effect

occurs when a learner categorizes input

Mnemonic EffectMnemonic Effect

strategies used by learners to organize relatively

meaningless input into more meaningful images or

semantic context egPITOMS

Schema EffectSchema Effect

if information does not fit a persons schema, it may

be more difficult to remember


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Teaching by asking rather than tellingTeaching by asking rather than telling

ask question to your students facilitate their thinking process

encourage reasoning

student can make their own meaning

Asking question:

- some question only require recall

- try to ask more demanding questions

- let your learners reason in various ways


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Setting tasks that involve creative thinking

Let your student

to solve the problem make decisions

form opinions


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Thank youThank you

educational theory part 5

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