2. Constructivism
By reflecting on our experiences, we construct
our own understanding of the world we live in.
Learning, therefore, is simply the process
of adjusting our mental models to
accommodate new experiences.
4. ï”In order to teach well, we must understand the mental
models that students use to perceive the world and the
assumptions they make to support those models
5. ï”The purpose of learning is for an individual to
construct his or her own meaning, not just memorize
the ârightâ answers and regurgitate someone elseâs
meaning.
6. Impacts of Constructivism on
Learning
ï”CurriculumâConstructivism calls for the elimination of
a standardized curriculum.
7. ï”Instruction - Instructors tailor their teaching
strategies to student responses and encourage
students to analyse, interpret, and predict
9. Behaviourism
Behaviourism is a theory of animal and human learning
that only focuses on objectively observable behaviours
and discounts mental activities.
14. ï”Research has shown that animals adapt their
reinforced patterns to new information
15. Impacts of Behaviourism on
Learning
ï”Its positive and negative reinforcement techniques can
be very effectiveâboth in animals, and in treatments for
human disorders such as autism and antisocial
behaviour.
16. Piagetâs theory of learning
Swiss biologist and psychologist Jean Piaget (1896-
1980) is renowned for constructing a highly influential
model of child development and learning.
17. ï”Based on the idea that the developing child builds
cognitive structuresâin other words, mental âmaps,â
schemes, or networked concepts for understanding and
responding to physical experiences within his or her
19. Impacts of Piagetâs theory on
Learning
ï”CurriculumâEducators must plan a developmentally
appropriate curriculum that enhances their studentsâ
logical and conceptual growth.
21. Brain-based Learning
As long as the brain is not prohibited from fulfilling
its normal processes, learning will occur.
22. Principles of brain-based learning
ï”The brain is a parallel processor
ï”Learning engages the whole physiology
ï”The search for meaning is innate
23. ï”The brain processes wholes and parts simultaneously
ï”Learning involves both focused attention and peripheral
perception
24. ï”Learning involves both conscious and unconscious
processes
ï”We understand best when facts are embedded in
natural, spatial memory
27. Impacts of brain-based learning on
Learning
ï”CurriculumâTeachers must design learning around
student interests
28. ï”Instructionâ Teachers structure learning around real
problems, encouraging students to also learn in
outside the classroom and the school building.
32. Impacts of Learning Styles
Theory on Learning
ï”CurriculumâEducators must place emphasis on
intuition, feeling, sensing, and imagination, in addition
to the traditional skills of analysis, reason, and
sequential problem solving.
33. ï”InstructionâTeachers should design their instruction
methods to connect with all four learning styles,
various combinations of experience, reflection,
conceptualization, and experimentation.
34. ï”AssessmentâTeachers should employ a variety of
assessment techniques, focusing on the development
âwhole brainâ capacity and each of the different
learning styles.
35. Multiple Intelligences
ï”Developed by psychologist Howard Gardner
ï”According to him at least seven ways that people have of
perceiving and understanding the world. Each ways are
called âintelligenceâ
37. Defines an âintelligenceâ
ï”Has a distinct history in the stages of development we
each pass through.
ï”Has plausible roots in evolutionary history
38. Impacts of Multiple
Intelligences on Learning
ï”Curriculum - Gardner suggests a more balanced
curriculum that incorporates the arts, self- awareness,
communication, and physical education.
41. Right Brain vs. Left Brain
This theory of the structure and functions of the mind
suggests that the two different sides of the brain control
two different âmodesâ of thinking.
42. Left Brain Right Brain
Logical Random
Intuitive Sequential
Holistic Rational
Synthesizing Analytical
Subjective Objective
Looks at wholes Looks at parts
43.
44. Impacts of Right-Brain vs. Left-
Brain on Learning
ï”CurriculumâIn order to be more âwhole-brainedâ in
their orientation, schools need to give equal weight to
the arts, creativity, and the skills of imagination and
synthesis.
45. ï”InstructionâTo foster a more whole-brained
scholastic experience, teachers should use instruction
techniques that connect with both sides of the brain.
46. ï”AssessmentâFor a more accurate whole-brained
evaluation of student learning, educators must
new forms of assessment that honour right-brained
talent and skill.
47. Control Theory
This theory of motivation proposed by William Glasser
ï”The control theory states that behaviour is inspired by
what a person wants most at any given time: survival,
love, power, freedom, or any other basic human need.
48. ï”Glasser attests that all living creatures âcontrolâ their
behaviour to maximize their need satisfaction.
49. Impacts of Control Theory on
Learning
ï”CurriculumâTeachers must negotiate both content and
method with students. Studentsâ basic needs literally
help shape how and what they are taught.
54. Impacts of Observational
Learning on Learning
ï”Curriculumâ Students must get a chance to observe and
model the behaviour that leads to a positive
reinforcement.
55. ï”Instructionâ Educators must encourage collaborative
learning, since much of learning happens within
important social and environmental contexts.
57. Vygotsky and Social Cognition
The social cognition-learning model asserts that culture
is the prime determinant of individual development.
58. Discussion
Culture makes two sorts of contributions to a childâs
intellectual development
ï”First: Through culture children acquire knowledge
59. ï”Second: The surrounding culture provides a child
with the processes or means of their thinking -
Vygotskians call the tools of intellectual adaptation
60. Impacts of Social Cognition on
Learning
ï”CurriculumâSince children learn much through
interaction, curricula should be designed to emphasize
interaction between learners and learning tasks.
63. Theories of Teaching
Need for a theory of teaching
ï”It explains the relationship between teaching and
learning and identifies common factors.
64. ï”Gives the knowledge about the assumptions of teaching
activities which provide guideline for organizing
teaching
ï”The instructional designs can be developed
65. ï”It provides the scientific basis for planning, organizing,
leading and evaluation the teaching.
ï”The classroom teaching problems may be studied
scientifically
66. ï”The pupil-teachers can develop teaching skills and
competency
ï”Teaching objectives may be successfully achieved
67. Types of teaching theories
ï”Formal theory (philosophical theory) of teaching
ï”Descriptive theory of teaching
ï”Normative theory of teaching
68. Formal Theory of teaching
(Philosophical Theory) of teaching
ï”Meutic Theory of Teaching
ï”The communication Theory of Teaching
ï”The Moulding Theory of Teaching,
ï”The mutual Inquiry Theory of teaching
69. Descriptive Theory of Teaching
ï”Instruction theory of teaching and
ï”Prescriptive theory of teaching
70. Normative Theory of teaching
ï”The cognitive theory of teaching
ï”Theory of teacher-behaviour
ï”Psychological theory of teaching
ï”The general theory of teaching
71. References
ï”Sharma. S.K. âTechnological foundation of educationâ,
page no. 120-134
ï”Mangal. S.K. âAdvanced Educational Psychologyâ,
Nature and theories of learning. PHI learning Private
Limited. Pg.235 â 236.
ï”RA Sharma, Theories Of Teaching, technological
foundation of education, surya publication, page
no.197-213
72. ï” SS Chauhan, advanced educational psychology, seventh edition, vikas publications
ï” Edward L. Thorndike. Educational Psychology: The Psychology of learning. New
York: Columbia university Press; 2010
ï” Michael J. Prince, Richard M. Felder. Inductive Teaching and Learning Methods:
Definitions, Comparisons, and Research Bases. Journal of Engineering Education
2006; 95(2): 123-138.
ï” Kaylor SK, Strickland HP. Unfolding Case Studies as a Formative Teaching
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