Contemporary Learning Theorists/Psychologists PDF

CONTEMPORARY LEARNING THEORISTS/ PSYCHOLOGIST  OBJECTIVES: At the end of the topic/lesson, the pre-service teacher (PST) must have: 1. explained the significance of the learning theories of Bruner and Gagne in the teaching-learning process of the different skills in the EPP/TLE subject. 2...

CONTEMPORARY LEARNING THEORISTS/ PSYCHOLOGIST  OBJECTIVES: At the end of the topic/lesson, the pre-service teacher (PST) must have: 1. explained the significance of the learning theories of Bruner and Gagne in the teaching-learning process of the different skills in the EPP/TLE subject. 2. demonstrated with mastery the content knowledge through discussion of the different curriculum foundations. WHAT IS LEARNING THEORY? Learning theories are abstract frameworks that describe how knowledge is received and processed during the learning experience. DISCOVERY LEARNING JEROME BRUNER  A. GETTING TO KNOW MR. JEROME BRUNER American psychologist and Jerome Bruner, in full educator who developed theories Jerome Seymour Bruner, on perception, learning, memory, (born October 1, 1915, and other aspects of cognition in New York, U.S. - Died young children that had a strong June 5, 2016 New York) influence on the American educational system and helped launch the field of cognitive psychology.  B. THE DISCOVERY LEARNING Discovery Learning was This popular theory encourages introduced by Jerome learners to build on past Bruner, and is a method of experiences and knowledge, use INQUIRY BASED their intuition, imagination and INSTRUCTION. creativity, and search for new information to discover facts, correlations and new truths. Learning does not equal absorbing what was said or read, but actively seeking for answers and solutions.  THE 5 PRINCIPLES OF DISCOVERY LEARNING MODEL PRINCIPLE 1: PROBLEM SOLVING Instructors should guide and motivate learners to seek for solutions by combining existing and newly acquired information and simplifying knowledge. This way, learners are the driving force behind learning, take an active role and establish broader applications for skills through activities that encourage risks, problem-solving and probing. PRINCIPLE 2: LEARNER MANAGEMENT Instructors should allow participants to work either alone or with others, and learn at their own pace. This flexibility makes learning the exact opposite of a static sequencing of lessons and activities, relieves learners from unnecessary stress, and makes them feel they own learning. PRINCIPLE 3: INTEGRATING AND CONNECTING Instructors should teach learners how to combine prior knowledge with new, and encourage them to connect to the real world. Familiar scenarios become the basis of new information, encouraging learners to extend what they know and invent something new. PRINCIPLE 4: INFORMATION ANALYSIS AND INTERPRETATION Discovery learning is process-oriented and not content-oriented, and is based on the assumption that learning is not a mere set of facts. Learners in fact learn to analyze and interpret the acquired information, rather than memorize the correct answer. PRINCIPLE 5: FAILURE AND FEEDBACK Learning doesn’t only occur when we find the right answers. It also occurs through failure. Discovery learning does not focus on finding the right end result, but the new things we discover in the process.  THE DISCOVERY LEARNING MODEL TECHNIQUES The discovery learning educational sessions should be well-designed, highly experiential and interactive. Instructors should use stories, games, visual aids and other attention-grabbing techniques that will build curiosity and interest, and lead learners in new ways of thinking, acting and reflecting. THE DISCOVERY LEARNING THEORY HIERARCHY OF LEARNING ROBERT GAGNE  A. GETTING TO KNOW MR. ROBERT GAGNE Robert Mills born in August In 1956, The American 21, 1916- April 28, 2002 educational psychologist Robert M. Gagne proposed Was an American educator a system of classifying whose studies of learning and instructions profoundly different types of learning in affected American schooling terms of the degree of complexity of the mental process involved.  1. SIGNAL LEARNING (STIMULUS) This is the simplest form of learning where the subject is conditioned to emit a desired response due to a stimulus that wouldn’t normally produce that response. This involves pairing a neutral stimulus (conditioned stimulus) with one that naturally causes the response (unconditioned stimulus). Through repetition, the subject begins to respond to the conditioned stimulus alone.  2. STIMULUS-RESPONSE LEARNING (RESPONSE) This type of learning involves developing desired stimulus-response bonds in the subject through a reinforcement schedule. This schedule is based on rewards and punishments to reinforce the correct behavior or response.  3. CHAINING (PROCESS OR PROCEDURE) This is a more advanced form of learning where the subject learns to connect two or more previously learned stimulus-response bonds into a linked sequence. This form of learning is essential for complex psychomotor skills and involves mastering steps sequentially to perform a complete task.  4. VERBAL ASSOCIATION This is a form of chaining in which the links between the items being connected are verbal in nature. Verbal association is one of the key processes in the development of language skills  5. MULTIPLE DISCRIMINATION LEARNING This involves developing the ability to make appropriate (different) responses to a series of similar stimuli that differ in a systematic way. The process is made more complex (and hence more difficult) by the phenomenon of interference, whereby one piece of learning inhibits another. Interference is thought to be one of the main causes of forgetting.  6. CONCEPT LEARNING This involves developing the ability to make a consistent response to different stimuli that form a common class or category of some sort. It forms the basis of the ability to generalize, classify etc.  7. RULE LEARNING This is a very high-level cognitive process that involves being able to learn relationships between concepts and apply this relationships in different situations, including situations not previously encountered. It forms the basis of the learning of general rules, procedures, etc.  8. PROBLEM SOLVING This is the highest level of cognitive process according to Gagne. It involves developing the ability to invent a complex rule, algorithm or procedure for the purpose of solving one particular problem, and then using the method to solve other problems of a similar nature. According to Gagne, learning hierarchies emphasize that educational content should be organized in a sequence, with each level building on prerequisites. This approach ensures that students master fundamental skills before advancing to more complex ones. Teachers should assess each student’s current level of understanding to tailor instruction effectively, ensuring they have mastered necessary skills before moving on to the next stage.  THE TWO LEARNING THEORIES: DISCOVERY LEARNING OF JEROME BRUNER AND; LEARNING HIERARCHY OF ROBERT GAGNE Serve as basis in choosing the right teaching approaches, methods and techniques in delivering instruction that will fit in a contextualized, integrative, experiential and authentic EPP learning environment. THANK YOU SO MUCH