Report in Teach 2

7/31/2019 Report in Teach 2

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THE NATURE OF LEARNING

LEARNING IS THE ACQISITION, THROUGHMATURATION AND EXPERIENCE, OF NEWAND MORE KNOWLEDGE SKILLS ,

ATTITUDES THAT WILL ENABLE THELEARNER TO MAKE BETTER AND MOREADEQUATE REACTIONS,RESPONSES, ANDADJUSTMENTS TO NEW SITUATIONS AND

CONDITIONS


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TYPES OF LEARNING

1. COGNITIVE LEARNING- This is the of knowledge,facts and information, principles, ideas, concepts,understanding, reasoning, etc. There are two types of

cognitive learning. There are two types of cognitivelearning.

These are:


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TYPES OF LEARNING

b) Problem -Solving Learning- Problem solving is the processof overcoming difficulties that hinder the attainment of goal byusing knowledge and skills gained from associate learning andother types of learning. In this type of learning, reflective,analytical, and constructive thinking are very much needed.

This type of learning is used in all subjects . When the problemhas several aspects to be tackled, the class may be dividedinto groups each group tackling one aspect of the problem.

2. Attitudinal or Effective Learning This type of learning is theformation of good and acceptable attitudes, judgmentsappreciations, and values. It is the acquisition or developmentof sound moral and spiritual values such as honesty, integrity,punctuality, piety, etc. There are two types of appreciativelearning These are:


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TYPES OF LEARNING

a. Aesthetic Learning- The appreciation of what is goodand abhorrence

b. Intellectual Learning This may be developed byreading good and classical literary pieces, the bible(Christians) and the koran (muslim) and other similaractivities


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Psychomotor Learning- This involves the use of themuscles in bodily movement. The reflexes are especiallyimportant because the activities are usually responsive to

certain stimuli. There are two types of psychomotor learningthese are:a.) Bodily movement coordination The harmoniousfunctioning of the different parts of the body in order toattain the desired performance of the activity. This is true in

dancing, physical education, sports and games such asrunning, volleyball, basketball, tennis and the like. Precisionand accuracy result to muscular coordination.

b.) Manipulative dexterity- The skillful use of the hands and

feet. Precision and accuracy are necessary in both basicand complicated activities such as writing, typing, stenographing, handling and operating gadgets and machinessuch as carpentry tolls, laboratory equipment , car and thelike.


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THE TESTS OF LEARNING1. Greater Speed . One has learned how to write, writes faster than one

who has not.

2. Greater precision and accuracy. One who has learned a dance canexecute the steps in greater precision and accuracy than one who hasnot.

3. Reduced effort. One who has already learned to write exerts lesseffort in writing than one who is just learning how to write

4. Less expense, hence more savings. Ne who has learned how to typedoes not need to hire a typist to type. He cuts down on expenses

5. Greater knowledge, information, and ideas One who has gone toschool to learn has greater knowledge information and ideas of thethings around him than one who has not

6. Greater understanding. One who has studied has better

understanding of the things communicated to him than one who hasnot7. Greater facility of communication. One who has gone to school has

learned the mechanics of the language and so has a greater facility incommunicating his ideas than one who has not.

8. More logical reason . One who has learned how to reason out can

make more logical reasoning than one who has not.


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THE TEST OF LEARNING9. Greater innovativeness and creativity. An educated person

has more innovative and creative ideas than one who is not.

10.Greater chance of employment. One who has acquired skillsmore chances of employment than the one who has not

OTHER KINDS OF LEARNINGLearning may be classified as:1. Direct Learning. Example of direct learning is riding a bike

2. Indirect learning. This can be gain from reading newspapers,magazines and other publication, listening to the radio andviewing television shows

According to Burnham learning can be classifies as:1. Congenital. Reflex action such as the sudden withdrawal of

the foot as steps on live charcoal.2. Temporary Learning. Forgetting portions of a poem or lines

in a play.3. Permanent Learning. Knowledge used in lifetime such as

basic mathematical operation, language, values etc.


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OTHER KINDS OF LEARNING

1. Sensory Learning such as Braille readingused by the blind

2. Motor Learning as in typing and writing3. Verbal Learning such as solving a

mathematical problem or memorizing aprinciple

4. Ideational Learning such as writing a storyor novel.

5. Attitudinal Learning as in learning values


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THEORIES OF LEARNINGA. Trial and Error

- According to the theory, a series of

responses are conducted until the correctresponse is achieved. In problem solving, aseries of trial solutions are conducted withavailable information until the right solution isachieved.

B. Association or Stimulus Response Theories

Thorndike's Connectionism Theory. Theconnectionism or stimulus-response theory isbased on the association between stimuli andresponses. For every stimulus there iscorresponding response and the connectionbetween the stimulus and the response is

called S-R Bond


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THORNDIKES LAWS OF LEARNING:1. The Law of readiness- states that when an organism

is ready to act, action is satisfying, inaction isannoying. The reverse is true. When the organism isnot ready to act, action is annoying and inaction issatisfying. A student who knows the answer when heis called is satisfied with his answer. Failure to recitemakes him feel disappointed.

2. The Law of exercise means that exercise or

practice reinforces learning. This puts importance ondrill, repetition and review. Retention is invariablyresults. Frequent recitation of poem if fullycomprehended results to mastery

3. The Law of effects states that learning isstrengthened if it gives satisfaction to the learned. Itis weakened but gives satisfaction to the learner.The implication is that the teacher should makelearning sessions as enjoyable as possible. One way

of doing this is praising appropriately those whoperforming well


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THEORIES OF LEARNING

2. Conditioning Theories- These are two theoriesinvolving conditioning . These are classicalconditioning and operant conditioning

a.) Classical conditioning theory- This theory isexemplified by experiment of Pavlov. A sample of thistheory is teaching the alphabet to the students.


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b.) Operant conditioning theory- This theory was

develop by Skinner .It is motivational as well aslearning device. If student accidentally hits theright solutions to the problem, he is encourage togo on solving similar problem; other wise he triesto find other solution. until he finds the correctone. The learner is an active one and theelement of trial and error is also present

c.) Social Learning Theory.

This is the theory ofBandurra and Wallace. This is learning fromobservation and imitation. According to Bandurathere are four sub processes involved namely:


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1.) Attention- The behavior or value desired has caught theattention and interest of the learner.2.) Retention The learner retains the behavior or value tobe learned3.) Motoric reproduction The learner now imitates oremulates to be learned

4.) Reinforcement- The learner now practices what he hasimitated.

*Learners learn heavily from the observation and imitation.They imitate models like parents, teacher, and other oldersiblings. A child learns language used at home, the

dispositions, speaking habits, the religiosity, values andhealth habits or his role models.

* Therefore teacher should be a good models to their pupilsin good manners, fair dealing with others good values andfriendliness.


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C. Cognitive Field Theories of Learning- According to this theories, insight and understanding are utilized indiscovering the logical relationships of things and situation which arethen organized into a meaningful whole to solve a problem ordifficulty. Three cognitive field learning theories to be discussed

1.Kohlers

Theory. The theory considers the perception of the wholesituation ( perception means the look of a things which is visualizedby us) the situation condition as a total handle by the learner and thesolution s comes out from our mind after learning the situation

2. Lewins Theory. According to Lewins Theory, an individual lives in a

life space, his environment . External forces, (things, situations, orconditions) act on him. His drives, ideas, concepts, feelings attitudes,and insights constitute the internal forces that act on him too. Theresultant of these two groups of forces, the internal and external is thebehavior of the individual.


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THEORIES OF LEANING

Lewins theory of learning is almost if not exactly the same as his theory

of personality.

3.) Bruners Theory of Learning. Bruners theory of learning involves threeprocesses namely:

a) Acquisition The process of obtaining and assimilating withunderstanding new information better than a previously learned one

b) Transformation The process of manipulating or utilizing theinformation gained to removed a difficulty or to solve a problem towhich is is suited is an application of learning

c) Evaluation The process of finding out whether the informationacquired is appropriately

d) Understanding Understanding the basic and the logical relationshipbetween and among the components of a subject and even with othersubjects is a prerequisite to learning. Without understanding no onelearning takes place.


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e.) Readiness- is the prerequisite to learning. However, readiness maytake a long time. Hence the teacher may bring down the level of simplicityof the lesson to the level of understanding of the pupil so that he will beready to receive instruction.

f.) Independence- The development of an individual pupil to be an

independent learner is very important according to Bruner. Since he doesnot always have his teacher with him he must trained to be independentand self sufficient in solving problems that come his way. He must be ableto search for information needed and determine and correct.

g.) Motivation Learner is more effective if the learner is properly

motivated. Bruner believes that intrinsic motivation is more desirable thatextrinsic motivation.


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THEORIES OF THE TRANSFER OF LEARNING

Transfer of learning refers to the facility in learning subject matter due toa previously learned one. Acquired knowledge, skills, ideas, concepts,understanding, insights, attitudes and values aid in obtaining the same inthe study of another subject matter. There are theories of transfer oflearning, some of which are the following:

1.) Mental discipline. This theory asserts that the skill or training gained isthe study of one subject will improve the performance of the same skill inthe study of another subject.

2.) The theory of Identical elements. This theory was formulated byThorndike. It states that the amount of transfer depends upon the

presence of identical elements in both learning situations. The presenceof identical elements which may be content, method, rules or principlesfacilitates learning.


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3.) The theory of generalization. This is a theory of Judd. Itmeans that experiences in one learning situation can be appliedin another learning situation. It should be noted that there arealso similar elements in two learning situations. In this sense thistheory is similar to the theory of identical elements. Butemphasizes is placed on the understanding the recognition ofthe relationships between the generalization of the two learning

experiences involved.

4.) The theory of configuration. This is the same as Gestalttheory of learning. The term configuration is the equivalent of theGerman word gestalt. Configurations refers to the unified or total

pattern of organization of learning situation so that thecomponents or elements lose their identity. The learner sees thelearning situation as a whole not the parts. It is through thecombination of the elements of each learning situation that thelearner can see the relationships and similarities between two

learning situation and hence transfer of learning will take place.


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FACTORS AFFECTING THE TRANSFER OF LEARNING

1. Mental Ability. The higher the mental ability of thelearner, the more transfer of learning will take place

2. Similarities between subject matter. The more similaritiesthat exists between two subjects, the more transfer willtake place

3. Motivation and effort-making capacity- The moremotivated a learner is and the more efforts exerts, themore transfer will take place

4. Method of teaching. The more effective a method ofteaching is, the more transfer will take place

5. Facilities. The more adequate and superior the

facilities in teaching learning situation are, the moretransfer will take

6. Background . The learner with a superior or richerbackground or environment can have more transfer oflearning or training than one with poorer environment

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