Transcript

Learning Styles Theories of Learning

CHRISTINE JOY D. BLABAGNO

 Learning

is the process of having one’s behavior modified, more or less permanently, by what happens in the world around him, by what he does or by what he observes. is any change in behavior that results from experience.

 It

readiness. Learning is a lifetime process. reinforcement and generalization. goal. responses.  Learning processes are characterized by motivation. .

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 Learning styles are simply approaches or ways of learning. different .

 Visual/Verbal Learning Style  Visual/Nonverbal Learning Style Learning Style  Tactile/Kinaesthetic  The Auditory/Verbal Learning Style .

. They benefit from information obtained from textbooks and class notes. In a classroom setting.     The learner learns best when information is presented visually and in a written language format. They tend to like to study on their own in a quiet room. They often see information "in their mind's eye" when they are trying to remember something. or who provide them with an outline to follow along with during lecture. the learner benefits from instructors who use the blackboard (or overhead projector) to list the essential points of a lecture.

. and field work outside the classroom. They benefit from instructors who encourage inclass demonstrations. In the classroom. They learn best when they can be physically active in the learning environment. "hands on" student learning experiences. they benefit from a lab setting where they can manipulate materials to learn new information.    The learner learns best when physically engaged in a "hands on" activity.

In a classroom setting. They benefit from information obtained from the pictures and diagrams in textbooks. . they can often visualize a picture of it in their mind. They may have an artistic side that enjoys activities having to do with visual art and design. They tend to like to work in a quiet room and may not like to work in study groups. maps and charts.      The learner learns best when information is presented visually and in a picture or design format. video. they benefit from instructors who use visual aids such as film. When trying to remember something.

or the way they previously repeated it out loud. they benefit from listening to lecture and participating in group discussions. . They learn best when interacting with others in a listening/speaking exchange . They also benefit from obtaining information from audio tape. In a classroom setting.     The learner learns best when information is presented auditory in an oral language format. they can often "hear" the way someone told them the information. When trying to remember something.

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 Type  Type  Type  Type 1: Innovative Learners 2: Analytic Learners 3: Common Sense Learners 4: Dynamic Learners .

 Some of the many instructional modes effective with this learner type are cooperative learning.g.  .. brainstorming. and integration of content areas (e. science with social studies. etc.  They need to have reasons for learning-ideally. writing with the arts.). reasons that connect new information with personal experience and establish that information's usefulness in daily life.are primarily interested in personal meaning.

analysis of data.  They are capable of learning effectively from lectures. and enjoy independent research. and hearing what "the experts" have to say.are primarily interested in acquiring facts in order to deepen their understanding of concepts and processes.  .

they want to "get in and try it. experiential learning activities work best for them--using manipulatives.  ."  Concrete. kinesthetic experience. etc. hands-on tasks.are primarily interested in how things work.

role play.are primarily interested in self-directed discovery. and games.  They rely heavily on their own intuition.  They also enjoy simulations.  . and seek to teach both themselves and others.  Any type of independent study is effective for these learners.

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 Are concerned with the practical application of education. that is used to understand to complexity of the process of learning .

But there are 3 main theories: Behaviorism Cognitivism Social Learning Theory .Q: How do people learn? A: Nobody really knows.

 Primary   Focus  Major    Theorists Observable behaviour Stimulus-response connections Learning is a result of environmental forces Contiguity Respondent (Classical) Operant (Instrumental) Thorndike Pavlov Skinner  Assumptions   Principles      Subcategories    Time/place pairings Biological basis of behaviour Consequences Modelling .

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Contiguity
– Stimulus and response connected and associated in time and space

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Respondent or Classical Conditioning
– We make associations with stimuli – Example: The Pavlov Dog.

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Operant or Instrumental Conditioning
– Learning is the result of the application of consequences; that is, learners begin to connect certain responses with certain stimuli. – Examples: Positive Reinforcement, Negative Reinforcement

 by

Edward Lee Thorndike  also known stimulus-response theory  human activity is based on association between stimuli and response

 Any

activity is seen as:  a situation which influences or affects the individual  a response which the individual makes to the situation  a connection between the situation and the response by means of which the former is enabled to produce the latter  the connection is called S-R bond  to respond in a particular manner to a given stimulus

he conceived the 3 principal laws of learning Law of readiness 2. Law of effect 1. .To make his connectionism theory more effective.. Law of exercise 3.

Law of readiness .1. not to make him act is annoying . to make act is satisfying.states that if the learner is prepare to act.

2.states that exercise. Law of exercise . . practice or repetition strengthens the bonds or connection between the stimulus and the response.

3. Law of effect .states that learning is strengthened if it results in satisfaction but it is weakened if it leads to annoyance .

 Operant or Instrumental Conditioning – Learning is the result of the application of consequences. learners begin to connect certain responses with certain stimuli. – Examples: Positive Reinforcement. that is. Contiguity – Stimulus and response connected and associated in time and space  Respondent or Classical Conditioning – We make associations with stimuli – Example: The Pavlov Dog. Negative Reinforcement .

 Ivan Pavlov on classical conditioning A stimulus is presented in order to get a response: S R .

the substitution of a new stimulus – previously a neutral one .for the stimulus which originally elicited the response  Involves .a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus.

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Pavlov's Experiment  Before conditioning. ringing the bell caused no response from the dog.  During conditioning. the bell was rung a few seconds before the dog was presented with food. the ringing of the bell alone produced salivation . Placing food in front of the dog initiated salivation.  After conditioning.

it will salivate at other similar sounds. .  Spontaneous Recovery: Extinguished responses can be "recovered" after an elapsed time.  Extinction: If you stop pairing the bell with the food. salivation will eventually cease in response to the bell. but will soon extinguish again if the dog is not presented with food.Observations Made by Pavlov  Stimulus Generalization: Once the dog has learned to salivate at the sound of the bell.

Eventually the dog will salivate at the flash of the light without the sound of the bell. such as a light may be flashed at the same time that the bell is rung.  Higher-Order Conditioning: Once the dog has been conditioned to associate the bell with food.Observations Made by Pavlov  Discrimination: The dog could learn to discriminate between similar bells (stimuli) and discern which bell would result in the presentation of food and which would not. . another unconditioned stimulus.

Negative Reinforcement . – Examples: Positive Reinforcement. that is. Contiguity – Stimulus and response connected and associated in time and space  Respondent or Classical Conditioning – We make associations with stimuli – Example: The Pavlov Dog. learners begin to connect certain responses with certain stimuli.  Operant or Instrumental Conditioning – Learning is the result of the application of consequences.

.Skinner The response is made first. Operant Conditioning . then reinforcement follows.

(Good grades reinforce careful study.) •Negative Reinforcement: Responses that allow escape from painful or undesirable situations are likely to be repeated.) .Skinner's Operant Conditioning Mechanisms •Positive Reinforcement or reward: Responses that are rewarded are likely to be repeated. (Being excused from writing a final because of good term work.

) •Punishment: Responses that bring painful or undesirable consequences will be suppressed. (Ignoring student misbehavior should extinguish that behavior.) .Skinner's Operant Conditioning Mechanisms •Extinction or Non-Reinforcement : Responses that are not reinforced are not likely to be repeated. (Penalizing late students by withdrawing privileges should stop their lateness. but may reappear if reinforcement contingencies change.

Learning is defined by the outward expression of new behaviors Focuses solely on observable behaviors A biological basis for learning Learning is context-independent Classical & Operant Conditioning Reflexes (Pavlov’s Dogs) Feedback/Reinforcement (Skinner’s Pigeon Box) .

Rewards and punishments Responsibility for student learning rests squarely with the teacher Lecture-based. highly structured .

   Behaviorism Cognitivism Social Learning Theory .

 Primary   Focus Mental behaviour Knowledge Learning is a result of mental operations/ processing Discovery Learning Meaningful Verbal Learning  Major   Theorists Bruner David Ausubel  Assumptions   Subcategories   .

problem-solving and the development of insights  emphasis . Learning is a process of discovering and understanding relationships. and of organizing and finding significance in the sensory experiences aroused by external situation here is on the importance of experience. meaning.

. discovery learning believes that it is best for learners to discover facts and relationships for themselves. Discovery Learning is a method of inquirybased instruction.

 He sees learning as a cognitive process that involves three (3) almost simultaneous processes: Acquisition Transformation Evaluation .

. Acquisition .the process of obtaining and assimilating with understanding the new information better than a previously learned one.

 Transformation . .the process of manipulating or utilizing the information gained to remove a difficulty or to solve a problem to which it is suited – is an application of learning.

 Evaluation .The process of finding out whether the information acquired is appropriately utilized. .

 According to Bruner. there are four basic concerns to any learning situation. otherwise no learning takes place Understanding Readiness Independence Motivation .

Of basic relationships in the structure of a subject  Readiness .is a prerequisite to learning  Independence . Understanding . .Learning is more effective if the learner is properly motivated.development of an individual pupil to be an independent learner  Motivation .

 Grew in response to Behaviorism is stored cognitively as symbols  Knowledge  Learning is the process of connecting symbols in a meaningful & memorable way focused on the mental processes that facilitate symbol connection  Studies .

 Inquiry-oriented projects  Opportunities for the testing of hypotheses encouraged  Curiosity  Staged scaffolding .

   Behaviorism Cognitivism Social Learning Theory .

Observational (Social)  Principles  Reciprocal determinism  Subcategories  . Primary  Focus Modelling  Major  Theorists  Assumptions  Bandura Learning is a result of influences of social environment on thinking.

 proponents: Albert Bandura and Richard Wallace  its emphasis is on observational learning which includes self-instruction and selfreinforcement .

. People can learn through observation.

The children in Bandura’s studies observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll. they began to imitate the aggressive actions they had previously observed. Bandura demonstrated that children learn and imitate behaviors they have observed in other people. his famous "Bobo doll" studies. . Observational  In Learning.

3. A verbal instructional model. A symbolic model. 2. television programs. Bandura identified three basic models of observational learning: 1. which involves descriptions and explanations of a behavior. films. . A live model. or online media. which involves real or fictional characters displaying behaviors in books. which involves an actual individual demonstrating or acting out a behavior.

4. Children experience emotions like those the model is feeling. Children believe they are like the model 3. . Children act like the model. Children want to be like the model 2.Four interrelated processes establish and strengthen identification with the model: 1.

children feel unhappy and insecure. children feel pleased and proud. When they identify with an inadequate model.Through identification. When they identify with a nurturant and competent model. . children come to believe they have the same characteristics as the model.

 Collaborative learning and group work responses and expectations to observe experts in action  Modeling  Opportunities .

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