Pedagogical Approach

8/3/2019 Pedagogical Approach

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PEDAGOGICAL

APPROACH

Nur Fauzana bt Zulkifli


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PEDAGOGICAL APPROACH

Learning Theories

Methodsof teaching question and answer,

lecture, discussionFactors to consider when choosing a teaching

method


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According to Slj (1979), learning can bedivided

into five main categories

1Learning as a quantitative increase in knowledge.

Learning is acquiring information or knowing a lot.

2

3

4

Learning as memorizing. Learning is storing informationthat can be reproduced.

5

Learning as acquiring facts, skills, and methods thatcan be retained and used as necessary.

Learning as interpreting and understanding reality in adifferent way. Learning involves comprehending theworld by reinterpreting knowledge.

Learning as making sense or abstracting meaning.

Learning involves relating parts of the subject matter to

each other and to the real world.


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Learning

Theories

Behaviorism(Pavlov & A.Bandura)

Cognitivism (Wolfgang Kohler)

Constructivism


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BEHAVIORISME

Behaviorism isdescribed as adevelopmental theory thatmeasures

observable behaviorsproduced by a learners

response tostimuli.Responses tostimuli canbe reinforcedwith positiveor negative

feedback to condition desired behaviors


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classical conditioning - conditioning that pairs a neutral

stimulus with a stimulus that evokes a reflex, thestimulus that evokes the reflex is given whether or not

the conditioned response occurs until eventually the

neutral stimulus comes to evoke the reflex

conditioning - a learning process in which an

organism's behavior becomes dependent on the

occurrence of a stimulus in its environment

A. CLASSICAL CONDITIONING - PAVLOV


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A. CLASSICAL CONDITIONINGThe behavior becomes a reflex response to stimulus as in the case

of Pavlov's Dogs.Pavlov was interested in studying reflexes, when he saw that the

dogs drooled without the proper stimulus.

Although no food was in sight, their saliva still dribbled.

In a series of experiments, Pavlov then tried to figure out how these

phenomena were linked.

For example, he struck a bell when the dogs were fed.

If the bell was sounded in close association with their

meal, the dogs learned to associate the sound of the

bell with food.

After a while, at the mere sound of the bell, they

responded by drooling.


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A. CLASSICAL CONDITIONING

For example, in Pavlov's

experiments,

food is the unconditioned

stimulus that produces

salivation, a reflex or

unconditioned response.

The bell is the conditioned

stimulus, which eventually

produces salivation in the

absence of food.

This salivation is the

conditioned response


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A. CLASSICAL CONDITIONING

A process of behavior modification in which a subject learns torespond in a desired manner such that a neutral stimulus (theconditioned stimulus) is repeatedly presented in association

with a stimulus (the unconditioned stimulus) that elicits anatural response (the unconditioned response) until the

neutral stimulus alone elicits the same response (now called

the conditioned response).


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Social cognitive theory is a learning theory

basedon theideas thatpeople learn by

watchingwhatothersdo andwill notdo,theseprocesses are central to understanding

personality.

B. SOCIAL COGNITIVE


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In 1961 Bandura conducted a controversial experiment

known as the Bobo doll experiment, to study patterns of

behavior, at least in part, by social learning theory, and

that similar behaviors were learned by individuals shaping

their own behavior after the actions of models.

The experiment was criticized by some on ethical grounds,

for training children towards aggression.

Bandura's results from the Bobo Doll Experiment changed

the course of modern psychology, and were widelycredited for helping shift the focus in academic

psychology from pure behaviorism to cognitive and

psychology

B.COGNITIVE SOCIAL - A.BANDURA


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B.COGNITIVE SOCIAL - A.BANDURA

Reciprocal determinism is the theory set forth by psychologist AlbertBandura that a person's behavior both influences and is influenced

by personal factors and the social environment.

Bandura accepts the possibility of an individual's behavior being

conditioned through the use of consequences. At the same time he

asserts that a person's behavior (and personal factors, such ascognitive skills or attitudes) can impact the environment.

The basis of reciprocal determinism should transform individual

behavior by allowing subjective thought processes transparency

when contrasted with cognitive, environmental, and external social

stimulus events.


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B.COGNITIVE SOCIAL - A.BANDURAReciprocal determinism is the idea that behavior is controlled

or determined by the individual, through cognitive processes,and by the environment, through external social stimulus

events.

Actions do not go one way or the other, as it is affected by

repercussions.

Meaning ones behavior is complicated and cant be thoughtof as individual and environmental means.

Behavior consist of environmental and individual parts that

interlink together to function.


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cognitivISME

In psychology, cognitivism is atheoretical framework for understanding the

mind that came into usage in the 1950s.

Cognitive psychology derived its name fromthe Latin cognoscere, referring to knowing

and information,

thus cognitive psychology is an informationprocessing psychology derived in part from

earlier traditions of the investigation of

thought and problem solving.


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Schema (or

scheme)

The representation in the mind of a set of perceptions, ideas,

and/or actions, which go together.

PIAGET'S THEORY

Adaptation What it says: adapting to the world through assimilation andaccommodation

Assimilation The process by which a person takes material into their mind

from the environment, which may mean changing the

evidence of their senses to make it fit.

Accommodati

on

The difference made to one's mind or concepts by the

process of assimilation.Note that assimilation and accommodation go together: you

can't have one without the other.

Operation The process of working something out in your head. Young

children (in the sensorimotor and pre-operational stages)

have to act, and try things out in the real world, to work

things out (like count on fingers): older children and adults

can do more in their heads.


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PIAGET'S THEORYStages of Cognitive Development


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Vygotsky introduced the notion of zone of proximaldevelopment, an innovative metaphor capable of describingnot the actual, but the potential of human cognitivedevelopment.

Vygotsky investigated child development and how this wasguided by the role of culture and interpersonalcommunication.

He observed how higher mental functions developedhistorically within particular cultural groups, as well asindividually through social interactions with significant peoplein a child's life, particularly parents, but also other adults.

Through these interactions, a child came to learn the habits ofmind of her/his culture, including speech patterns, writtenlanguage, and other symbolic knowledge through which thechild derived meaning and which affected a child'sconstruction of her/his knowledge.

VYGOTSKY THEORY


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The zone of proximal developmentis

the difference between what a learnercan do without help and what he orshe can do with help.

Vygotsky stated that a child follows anadult's example and gradually

develops the ability to do certain taskswithout help.

Vygotsky's often-quoted definition ofzone of proximal developmentpresents it as

the distance between the actualdevelopmental level as determined byindependent problem solving and thelevel of potential development asdetermined through problem solvingunder adult guidance, or in

collaboration with more capable peers

ZONE OF PROXIMAL DEVELOPMENTVYGOTSKY


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In this research, Khler observed the manner in which chimpanzees solve

problems, such as that of retrieving bananas when positioned out of

reach.

He found thatthey stacked wooden crates to use as makeshift ladders, in

order to retrieve the food.

If the bananas were placed on the ground outside of the cage, they used

sticks to lengthen the reach of their arms.

Khler concluded that the chimps had not arrived at these methodsthrough trial-and-error but rather that they had experienced an insight, in

which, having realized the answer, they then proceeded to carry it out in a

way that was, in Khlers words, unwaveringly purposeful.

After many observations with chimpanzees, it was

concluded that these animals were capable of

problem-solving and that they did not arrive at their

methods through trial and error.

This is one of the prominent findings from the

research done on apes.

COGNITIVISMW. KOHLER


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Constructivism

Constructivism is a theory of knowledge

(epistemology) that argues thathumans

generate knowledge and meaning from an

interaction between their experiences andtheir ideas.


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However, constructivism is often associated with pedagogicapproaches that promote active learning, or learning by doing.

There are many critics of "learning by doing" ("discovery

learning") as an instructional strategy

This is unfortunate because there is quite a bit of promise to theeducational philosophy behind constructivism, but

constructivists seem to be having difficulties defining testable

learning theories.

Constructivism


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Menyusun atau menstruktur pengajaran dan pembelajaran disekitar idea utama atau penting

Pembelajaran dahulu atau pengetahuan sedia ada penting

untuk pembelajaran baru

Guru harus menimbulkan keraguan atau persoalan mencabar

dalam minda murid untuk mengalakkan murid meneroka

mencari jawapan

Guru perlu menilai atau mengukur kefahaman pelajar tentangmaklumat yang disampaikan semasa P&P

CIRI-CIRI PENGAJARANKONSTRUKTIVISME

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Pedagogical Approach