Learning Process Review Material PDF

THE Learning Process  The learning processes need to develop (HOTS) considering that learning is a consequence THE of thinking. Learning Process  Alternative Approaches to Learning 1. AUTHENTIC - It assures that students understand the materials and that they...

THE Learning Process  The learning processes need to develop (HOTS) considering that learning is a consequence THE of thinking. Learning Process  Alternative Approaches to Learning 1. AUTHENTIC - It assures that students understand the materials and that they can use them in real world tasks (Tileston, 2004).  Alternative Approaches to Learning is likewise used to distinguish between the achievement of significant, meaningful, and useful knowledge and skills from those that are trivial and unrelated to students' lives (Eby &  Alternative Approaches to Learning 2. MASTERY - The theoretical model for mastery learning was inspired by John Caroll's (1963) observation that students with low aptitude for a particular subject could still learn that subject, although it will take them more time to do so.  Alternative Approaches to Learning Mastery learning allows students to actively learn new materials and skills on a continuous basis.  Alternative Approaches to Learning The affective goal of mastery learning programs is to help students become independent and self-directed learners (Eby, Herrell, & Jordan,2006).  Alternative Approaches to Learning 3. EXPERIENCIAL - This form of learning is based on three assumptions (Johnson & Johnson, 1994): (1)that learners learn best when they are personally involved in the learning experience; (2) that knowledge has to be discovered by the learners themselves if it is to mean anything to them; and (3) that a commitment to learning is highest when learners are free to set their own learning goals and actively pursue them within a given framework.  Alternative Approaches to Learning Carl Rogers (1994) expounds that experiential learning addresses the needs and wants of the  Alternative Approaches to Learning 1. OBSERVATIONAL - This form of learning is also called social learning. According to Albert Bandura (1986), its main tenet is that one can learn a lot by  Alternative Approaches to Learning Learners are most likely to model after persons who are somewhat like themselves and whom they perceive as competent, warm, or powerful (Cruickshank, Bainer, & Metcalf,  Alternative Approaches to Learning 1.Arends (2004) posits that much of what humans learn come through the observation of others through a three-step process as: a.The learner has to pay attention to critical aspects of what is to be learned. b.The learner has to retain or remember the behavior.  Alternative Approaches to Learning 1. HANDS-ON and MINDS-ON - When students are made to process information using hands-on and minds-on learning, they are learning by doing and are thinking about what they are learning or doing  Alternative Approaches to Learning Kellough emphasizes the two-fold instructional tasks of teachers, which are (1) to plan hands-on experiences, providing the materials and the supportive environment necessary for students' meaningful exploration and discovery; and (2) to know how to facilitate the most meaningful and longest-lasting learning possible once the learner's mind has been engaged by the hands-on learning  Alternative Approaches to Learning 2. MEANINGFUL VERBAL - This form of learning refers to the acquisition of ideas considering that at any point, a learner has an existing “organization” and clarity of knowledge in a particular subject mother field (Ausubel, 1963).  Alternative Approaches to Learning It involves the study of how new information can be most effectively organized, structured, and taught so that it might be used in problem solving situations (Eggen & Kauchak,2001).  Educational Goals and the Learning Domains Eggen and Kauchak (2001) explain the significance of the three learning domains as follows: - Cognitive domain - Affective Domain - Psychomotor Domain  Educational Goals and the Learning Domains The goals of learning in the cognitive domain center on the intellectual growth of the individual. They include the acquisition of basic skills such as reading, writing, and mathematics, as well as higher-order goals, such as the ability to solve problems, identify relationships, examine cause and effect, and  Educational Goals and the Learning Domains The affective domain considers a student's self-concept, personal growth, and emotional development. It deals with students' attitudes and values.  Educational Goals and the Learning Domains The psychomotor domain learning is concerned with the development of muscular skill and coordination. This area includes goals such as learning to sew a buttonhole, or developing a good tennis serve.  THE Levels of Learning  COGNITIVE DOMAIN Level 1: Knowledge Level 2: Comprehension Level 3: Application THE Learning Process  COGNITIVE DOMAIN Level 4: Analysis Level 5: Synthesis Level 6: Evaluation THE Learning Process  AFFECTIVE DOMAIN Level 1: Receiving Level 2: Responding Level 6: Valuing THE Learning Process  AFFECTIVE DOMAIN Level 4: Organization Level 5: Charactherization THE Learning Process  PSYCHOMOTOR DOMAIN Level 1: Fundamental Movement Level 2: Generic Movement Level 3: Ordinate Movement Level 4: Creative Movement THE Learning Process  The Three-Phase Learning Cycle The three-phase learning cycle guides teachers in understanding the conceptual development of lessons that is anchored on Piaget's theory of learning.  The Three-Phase Learning Cycle Presented below are the phases of learning cycle (Kellough and Kellough, 2003). 1. Exploratory Hands-on Phase 2. Invention or Concept Development 3. Expansion or Concreate Application Phase  Classification of Learning Styles Kellough and Kellough (2003), likewise, posit that learning style is not an indicator of intelligence, but rather provides an indication of how a person learns. Bernie McCarthy (1999) describes four major learning styles in the following:  Classification of Learning Styles The imaginative learner perceives information concretely and processes it reflectively. Imaginative learners learn well by listening and sharing with others, interpreting the ideas of others with their own experiences.  Classification of Learning Styles The analytic learner perceives information abstractly and processes it reflectively.  Classification of Learning Styles The common-sense learner perceives information abstractly and processes it actively.  Classification of Learning Styles The dynamic learner perceives information concretely and processes it actively.  THE Principles/ Guidelines  Principles of Learning (Stephen F. Foster, 1986) 1. Learning by doing is a good advice 2. One learns to do what one does 3. The amount of reinforcement necessary for learning is relative to the students' needs and abilities 4. The principle of readiness is related to the learners' stage of development and their previous learning  Principles of Learning (Stephen F. Foster, 1986) 6. Teachers should provide opportunities for meaningful and appropriate practice (rehearsal) 7. Transfer of learning to new situations can be horizontal (across subject matter) or vertical (increased complexity of the same object). 8. Learning should be goal-directed and focused. 9. Positive feedback, realistic praise, and encouragement are motivating factors in the teaching-learning process.  Principles of Social/ Observational Learning (Albert Bandura, 1986) 1.Use strategies to gain students' attention. 2.Ensure that observation is not too complex. 3.Link new skills to students' prior knowledge. 4.Ensure a positive attitude toward the new skill, so students will be motivated to reproduce or use the new behavior.  Cognitivists’ Guiding Principles to Gain and Hold Learnes’ Attention Donald R. Cruickshank, Deborah L. Bainer, and Kim K. Metcalf, 1995) 1.Learning experiences should be pleasant and satisfying as possible. 2.Whenever possible, lessons should take into account the interests and needs of students. 3.The attention of learners can be gained and held longer by making use of different sensory channels and through movement. 4.Learners can attend for only so long, and they differ in their abilities to attend.  Cognitivists’ Guiding Principles to Gain and Hold Learnes’ Attention Donald R. Cruickshank, Deborah L. Bainer, and Kim K. Metcalf, 1995) 4. Since it is easier to maintain attention when learners are alert, schedule work that requires intense concentration during the morning and work that may be more intrinsically interesting and/or may require less concentration in the afternoon. 5. Distractions interfere with attention. 6. Learners can attend to only so much information at any one time.  Basic Principles of Classroom Instruction and Learning (Richard D. Kellough and Noreen G. Kello’ugh, 2003) 1. Although students differ in their styles of learning and their learning capacities, each can learn. 2. Learning is most meaningful and lasting when it is connected to real life experiences. 3. No matter what else you are prepared to teach, you are primarily a teacher of literacy and thinking, social, and learning skills. 4. Physical activity enhances learning. It is advisable that every lesson include, to some degree, activities involving the kinesthetic learning modality. 5. Students must be actively involved in their own learning and in the assessment of their learning.  Basic Principles of Classroom Instruction and Learning (Richard D. Kellough and Noreen G. Kello’ugh, 2003) 1.Students need constant, understandable, positive, and reliable feedback about their learning. 2.Students should be engaged in both independent study and cooperative learning, and give and receive tutorial instruction. 3.To a great degree, it is the mode of instruction that determines what is learned and how well it is learned. 4.You must hold high expectations for the learning of each student (but not necessarily identical expectations for every student) and not waiver from those expectations.  THANK for Listening