2. SPECIFIC OBJECTIVES:
1. To develop the ability to understand the nature and meaning of
Gestalt theory of learning.
2. To develop understanding of its implications on teaching and
learning.

3. The Origin & NATURE:

4. Regarded as one of the three founders of Gestalt psychology,
Wertheimer is also known for his concept of the phi phenomenon.
The phi phenomenon involves perceiving a series of still images in
rapid succession in order to create the illusion of movement.

5. Known as one of the three founders of Gestalt psychology, Kurt
Koffka had diverse interests and studied many topics in psychology
including learning, perception, and hearing impairments.
• “Growth of the mind”

6. Also a key founding figure in the history of the Gestalt movement,
Kohler also famously summarized Gestalt theory by saying, "The
whole is different than the sum of its parts." He was also known for
his research on problem-solving, his criticisms of the introspection
used by the structuralists to study the human mind, and his
opposition to behaviorism.

9. •Learning from Gestalt’s point of view is not complete until
the new reactions have been thoroughly related and
worked into the individual’s former experience so that his
total experience ,old and new, learning situations, will
function as a unit in meeting similar situations later.
•This concept regards learning as essentially experiencing,
reacting ,doing, and understanding and habit formation.
•Presently, they define learning as the process of
developing understanding or insight through the process of
configuration or integration.

10. LEARNING CONCEPTS BASED ON GESTALT THEORY
OF LEARNING
1.The learner is considered as a whole or as a unit.
2.Learning as a perceptual process.
3.Learning is a process of directing activities toward
some end or goal.
4.Learning is transferable.

11. 5.Practice and effect are integral parts of any
learning process.
6.Learning pervades all the work in the
classroom.
7.Learning activities are selected and
organized in terms of larger units and not as
isolated or daily assigned tasks.

12. 8. Teaching is considered as a social process-integrating
self with environment.
9. Individual differences are met not only by sectioning
pupils according to abilities or by homogenous
sectioning but by differentiated activities or subject-
matters.
10. Teaching and learning are evaluated in terms of the
total growth of the pupils in terms of personality-
meaning integrated personality.

13. USE OF GESTALT THEORY IN CURRICULUM ORGANIZATION
This theory of learning is best utilized in course
organization or curriculum construction.
The unit plan of organization may be either subject
matter unit or experience units.
Core curriculum approach is based on Gestalt theory
of learning.

14. USE OF GESTALT THEORY IN TEACHING AND
LEARNING
Gestalt theory of learning involves higher type
of learning, especially conceptual and ideational
types of learning.
The following methods of teaching utilize the
conceptual type or ideational type of learning:

15. 1.Integration Method
The following steps:
a) Initiation period
b) Point of experiencing
c) Culmination
d) Evaluation

16. 2. Unit Method of Teaching
Another type of textbook method best used in Social
Studies. The steps to be followed are:
a) Orienting the pupils to the unit to be studied.
b) Formulating questions and suggesting activities.
c) Organizing the unit for study.
d) Collecting, presenting, discussing, and recording.
e) Summarizing and reviewing the unit.

17. 3.Morrisonian Plan
Best used in teaching social Science subjects. The steps to be
followed are:
a) Exploration
b) Presentation
c) Assimilation
d) Organization
e) Recitation

18. 4. Unit Method-
a) Orienting the pupils of the unit to be learned (Motivation).
b) Formulating questions or suggesting activities to be done.
c) Organizing the unit for study.
d) Collecting, discussing, and recording data gathered.
e) Summarizing and reviewing for mastery.

19. 5. Deductive Method
Often used in problem solving in arithmetic and other
academic subjects. The steps to be followed are the
following:
a) Realizing the presence of the principle or law
b) Inspection-breaking the principle into parts
c) Interference-formulating hypothesis
d) Verification-proving the validity of the hypothesis

20. STRONG POINTS OF GESTALT THEORY
1. The total growth and development of the child is
made the goal of this theory. The learner is made
the center of the educative process.

21. 2. Ability to think is emphasized. This is based on
the concept that good teaching stimulate thinking
and reasoning

22. 3. The most complex type of learning is involved-
conceptual type of learning which utilizes the past
experiences of the learner. Analysis and synthesis are
utilized in the learning process.

23. 4. Individual differences is recognized. Participation
of students is based on their abilities, interest, and
needs.

24. 5. The law of appreciation is utilized. Past experiences of the students
are important in the organization of ideas and facts. This concept is
based on the principle that learning is transferable.

25. 6. Recognized the importance of the laws of exercise and effect. They
are both important in the development and mastery of subject-matter
or habit formation. Both are essential in teaching for transfer.

27. PRESENT STATUS OF GESTALT THEORY IN TEACHING &
IN LEARNING
• The Gestaltist believed that organization is already given in
the act of perception. Perception and learning consist in the
discovery of the relations already existent among the
elements of a perceived whole of experience.
• The consequences of the Gestalt theory are serious and far
reaching in their effect on educational practice.
• To the Gestaltist school, the essence of learning is the
discovery of relations in a perceived whole.

28. •The Gestalt theory presents wealthy evidence, both
theoretical and experimental, to substitute its claim.
•The connecting together of elements into a totality is
necessary for so called conditioning or learning.