Unit 2. Focus on Learning - Final 2024-2025 PDF

Unit 2. Focus on Learning NADINE C. MATONDO Associate Professor V 1. Identifying Learning 2. Creating Metaphors of Learning 3. Activity for Connectionism 4. Solving a maze 5. Article reading: 10-year old Boy in Texas Hangs Himself After Watching Saddam...

Unit 2. Focus on Learning NADINE C. MATONDO Associate Professor V 1. Identifying Learning 2. Creating Metaphors of Learning 3. Activity for Connectionism 4. Solving a maze 5. Article reading: 10-year old Boy in Texas Hangs Himself After Watching Saddam Execution 6. Picture Examination (Gestalt Psychology) 7. How Learning is Transferred? 8. Learning Theories (Summary Table) A learner’s styles to learn  A learner’s ways to learn  A learner’s tactics/strategies/techniques to learn Success is a journey…not a destination Your greatest asset for the journey is your mind. Learning how to use it is the secret. Teaching adults Malcolm Knowles’ work in the second half of last century was critical in the development of adult learning theory. Knowles identified five key characteristics of adult learners:  Self-concept: As a person matures his self-concept moves from one of being a dependent personality toward one of being a self-directed human being.  Experience: As a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.  Readiness to learn: As a person matures his readiness to learn increasingly becomes oriented to the developmental tasks of his social roles.  Orientation to learning: As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his learning orientation shifts from subject- centredness to problem-centredness.  Motivation to learn: As a person matures the motivation to learn is internal (Knowles, 1984).  This focus on learning implies that the practice of teaching requires a more student-centred, flexible and meaningful approach to designing learning and assessment strategies and processes. Learner-centred teaching may involve:  providing choices for learners about where, when and how they learn  focusing on learning rather than teaching  encouraging learner responsibility and activity rather than teacher control and content delivery  developing learning and assessment activities that require students to construct knowledge by engaging with authentic problems based on ‘real world’ experiences  using feedback and formal evaluation to implement improvements to teaching and learning approaches.  References Knowles, M. S. et al. (1984) Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass. 1. What interesting things did you discover that were NOT asked for in this hunt? 2. How do you find the activity? Is it interesting? Helping? Tiresome? Challenging? Boring? Exciting? 3. What best strategy/ies did you use to get the necessary information? 4. How much have you known each member of the group? 5. Were you learning?  What is Learning?  What is Facilitating?  L-listen  E-evolve  A-adapt  R-reciprocate  N-network  I-integrate  N-navigate  G-grow Direction: Write TRUE if the statements are true to you. 1. There will always be something new to learn for as long as I live. 2. I’m not afraid to commit mistakes as long as I learn from them. 3. I take advantage of every opportunity to learn. 4. I take charge of my own learning. 5. I am very willing and eager to learn. 6. I am grateful to teachers who demand quality and excellence for effective learning. 7. I have made it habit to set my personal learning goals. 8. I find time to check my progress against my personal learning goals. 9. I give my best in everything I am asked to do in order to learn.  How many have scored 9?  Review the statements which you didn’t check. How can these unchecked items affect your learning?  For each statement that you didn’t check, think of two steps that you can tale right now to build a positive learning attitude in this area.  Learners learn only what they are ready to learn.  Learners construct their own understanding.  Istuin eraana tammikuun loppupaivaba Tiitin kanssa Kokkolasta Jyvaskylaan kulkevassa linja-autossa. Oli kirpeapakkasilma, taivas oli kirkas, ja aurinko heitti lumoihanglille ja tien poilkki puiden pitkea sinisia varjoja Y. Kokk, Ne Tulevat Takaisin (Werner Soderstrom OY, 1954)  The procedure was actually quite simple. First you arrange things into different groups. Of course, one pile may be sufficient, depending on how much there is to do, if you have to go somewhere else due to lack of facilities that is the next step, otherwise you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than to many. In the short run this may not seem important, but complications can easily arise. A mistake can be expensive as seem complicated. Soon, however, it will become just another facet of your life. It is difficult to see any end to the necessity for this task in the immediate future, but then one never can tell. After the procedure is completed, one arranges the materials into different groups again. They can be put into their appropriate places. Eventually they can be used once more, and the whole cycle will then have to be repeated. However, that is part of life. 1.The policeman held up his hand and stopped the car. 2. Superman held up his hand and stopped the car.  Giving productive feedbacks  Providing concreteness, activity, and familiarity  Explaining examples  Guiding cognitive processing during learning  Fostering learning strategies  Fostering problem-solving strategies  Creating cognitive apprenticeship  Priming students’ motivation to learn  Reinterpreting information Paint a and experience from themselves picture of Being self-motivated by the quest for knowledge (rather the learner than being motivated by grades or other rewards) as actively Working with others to socially construct meaning seeking Being aware of their own learning strategies and knowledge capable off applying them to new problems or by: circumstances (Slavin, 2006) 1st Principle- Nature of the Learning Process “The Learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience” 2nd Principle- Goals of Learning Process “The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge”  3rd Principle- Construction of Knowledge “The successful learner can link new information with existing knowledge in meaningful ways” 4th Principle- Strategic thinking “The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals” 5th Principle- Thinking about thinking “Higher-order thinking strategies for selecting and monitoring mental operations facilitate creative and critical goals” 6th Principle- Context of learning “Learning is influenced by environment factors, including culture, technology, and instructional practices”  7th Principle- Motivational and emotional influences on learning “What and how much is learned is influenced by the learners’ motivation. Motivation to learn, in turn, is influenced by individual states, beliefs, interests, goals, and habits of thinking” 8th Principle- Intrinsic motivation to lean “The learners’ creativity, higher-order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control” 9th Principle- Effects of Motivation on effort “Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion (forcing of somebody to do something)  10th Principle- Developmental influences on learning “As individual develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account”. 11th Principle- Social influences on Learning “Leaning is influenced by social interactions, interpersonal relations, and communication with others”.  12th Principle- Individual differences in learning “Learners have different strategies, approaches, and capabilities for learning that are function of prior experience and heredity”. 13th Principle- Learning and diversity “Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account”. 14th Principle- standards and assessment “setting appropriately high and challenging standards and assessing the learners as well as their learning progress-including diagnostic process, and outcome assessment-are integral part of the learning process. 1. The knowledge base - one’s existing knowledge serves as the foundation of all future learning. The learner’s previous knowledge will influence new learning specifically on how he presents new information, makes associations and filters new experiences. 2. Strategic processing & control - Learners can develop skills to reflect and regulate their thoughts and behaviors in order to learn more effectively (metacognition) 3. Motivation & effect – factors such as intrinsic motivation (from within), reasons for wanting to learn, personal goals and enjoyment of learning tasks all have a crucial role in the learning process. 4. Development and Individual differences – Learning is a unique journey for each person because each learner has his own unique combination of genetic and environmental factors that influence him. 5. Situation or context – Learning happens in the context of a society as well as within an individual. Independence Creativity Self- Resilience motivation 1. Kris Marielle’s ability 3. Jemima blinks at a to focus on academic sudden flash of light. tasks improved 4. Karen deliberately significantly after she listens to the teacher’s began taking discussion on analysis glutaphos under her and parsing. After a doctor’s supervision. week or two, she 2. Jon is fond of cajoling realized that language his sister every time is best taught from she wears a mini- part to whole. skirt. After a week, his sister does not wear her mini-skirt anymore. 1. Is smoking a form of learning? Prove your answer. 2. Is learning a form of thinking? Prove your answer by citing examples. 3. As prospective teachers, do you think that there is a need to study and understand the process of learning? Why do you say so? What is this thing called metaphor? Metaphor is a cognitive tool that enables us to see one thing in terms of another (Egan, 2005) “There are as many nights as days, and the one is just as long as the other in the year’s course. Even a happy life cannot exist without a measure of darkness, and the word happy would lose its meaning if it were not balanced by sadness – Carl Jung  Metaphors give meanings to new experiences or events in a symbolic manner. It is a transfer of meaning from one object to another on the basis of perceived similarities  It means that if things are perceived to be similar then we tend to transfer their meanings to other objects.  Metaphors are assumptions about learning; they are cognitive systematizations of our experiences that facilitate our thoughts about learning From a Behaviorist point of view... -Learning is like a traveler... -Learning is like a video camera... -Learning is like writing into a notebook... -Learning is like a sponge... -Learning is like training a horse... -Learning is like eating... -Learning is like a game... From Constructivist view... -The student is like a silkworm... -Learning is like a detective... -Learning is like learning to walk... From Socio-historic point of view... -Learning is like a join work like what ants do when... -Learning is like a tourist guide... -Teaching and Learning are like an excursion...  Learning as a need Learning as an Learning as a active making process of meaning process memory Learning as a Learning as a guided product of performance memory Learning Learning as a as a change of reflection behavior of effective teaching  We make things happen. We do what we want to achieve and then achieve what we dream to be. We need to study religiously and deliberately. If we mean achievement we should really The Achiever meant it. We provide direction to what we do. Knowing what to do and how to do it can regulate our behaviors. The Leader We achieve academic victory. Once we lose, we try again to succeed for we believe that winners don’t’ quit and quitters The Winner don’t win  We try to get up after every fall; then strive harder next time If we still flunk the entire process, we never cease to try and try until we succeed The Avenger We never give up. We make things available for our learning. Materials for learning should be ready at all times. The Provider We take an active part in difficult learning situations. If we fail to master some skills needed in certain subjects, we do not have to stoop The Warrior learning for we srill can make things possible.  We create a new path when things go wrong When one strategy fails, we try another one. We resort to alternative solutions The to our academic problems. Trailblazer We create a strong and favorable effect on our minds and feelings that we can The achieve what we conceive. Impresser We stimulate our creative thoughts to do more challenging tasks next time. With greater effort, flexibility, and enthusiasm we generate more creative The Inspirer activities.  Metaphoric language can also harness our intrinsic motivation. By using metaphoric nicknames can help us succeed in academic tasks.  met·a·phor [méttə fàwr]  (plural met·a·phors [mèttə máwrfə s z]) noun  1. implicit comparison: the use to describe somebody or something of a word or phrase that is not meant literally but by means of a vivid comparison expresses something about him, her, or it, e.g. saying that somebody is a snake 2. figurative language: all language that involves figures of speech or symbolism and does not literally represent real things 3. symbol: one thing used or considered to represent anotherMicrosoft® Encarta® 2008. © 1993-2007 Microsoft Corporation. All rights reserved. Column A Column B Love Age Happiness Knife Hate Spoon Learning Pen Fear Egg change Rainbow “Love is a knife that cuts my heart into pieces”  Allows the students to capture the essence of transforming their thoughts and feelings from one state to another.  permits minds to seek for some concrete avenues for making connections, creating meanings, and opening creative imaginations  Implications for Instructional Learning Theory Metaphors of Learning Design (ID) Behavioral theory Learning as response Individual progress, content Cognitive theory acquisition sequencing, analysis of Constructivist theory Learning as Knowledge learning tasks, assessment acquisition keyed to behavior Learning as knowledge Structure activity, support construction expert development, learning strategies, organizers, assessment keyed to performance on activity Share control with students, emergent understanding authentic activity, peers & adults assist learners, assessment includes self- reflection and learner’s responsibility 1. Based on your understanding, what is metaphor? How does a learning metaphor help you account for the process of learning and how it occurs in the classroom? 2. How do we use such metaphors in practice? 1. Mr. Del Valle is a teacher in The Teaching Profession, one of the subjects in teacher education program. He regards today’s students as inferior to those of five years ago. He believes that the schools fail to prepare them for College life. He finds that his lectures do not work at their best because students show no interest in learning a new material. The following day, he meditates and asks himself what goes wrong with his students. That day, he has decided to change his style of teaching. He uses the lingo (language) of his students. After that he concludes that his students are not that inferior. Thinking which is _____ complex skill or _____ of skills, is _____ as content to _____ taught. First, all _____ must learn to _____. Second, the extent _____ which they do _____ all their other _____. When we explain _____ we usually use _____. We can say _____ involves at least _____ metaphors. One, thinking _____ intellectual process; two, _____ as mental activity; _____ thinking as cognitive _____.  It is what we use in everything we do every day in our life.  We use it for making new connections and creating meaning.  It is what we teach to our students/pupils  It is the same knowledge that we want them to acquire to facilitate learning  It should be integrated between the old and new facts to maintain structural equilibrium.  As the learners develop series of cognitive functions, they increasingly become more sophisticated in solving problems. So, they move from certain thought limitations to more structured line of thinking, they develop concept formation that is aided by knowledge acquisition.  Teachers should identify the what (knowledge structure) and the how of knowledge representation and its manipulation (process).  Are received and processed through the senses  These senses are receptors of knowledge and not expressers of such knowledge  Such senses are….  Refers to our  In contrast to episodic biographical memory knowledge, it deals reflecting what , where with memories and and when it happened. information that are Meaning, these make not tied to our up our lives as personal biographies. individuals  It refers to generalizations, concepts, facts and their associations. Episodic Knowledge Semantic knowledge  Deals with the statement of truth, deals with what Declarative we know about the world. Knowledge It accounts for knowing what. Knowledge about how Procedural things are to be done. knowledge It concerned of knowing how. Accounts for knowing when. Conditional We should know the Knowledge appropriate time and condition in which certain information is to be used. Strategic Helps us organize our Knowledge problem-solving processes by specifying the stages followed in order to arrive solutions  Descriptions Descriptions Time elements elements Process Process Causal relationships relationships Episodes Episodes Generalizations Generalizations Principles Principles concepts concepts  Organize knowledge as simple descriptions of persons, objects, animals, events, or ideas.  E.g. Jovit is the first pinoy got talent winner.  element  Important events that occur in a specific time can be organized using time elements.  E.g. Philippine independence Process  Information on how we make it…. Causal  The information that explains causes and effects…. Episodes  Specific events about specific people in a specific situation that has something to do with specific meaning with its causes and effects.  E.g. Oedipus, king of Thebes, killed his own father and married his own mother…. Generalizations  Statements of conclusions that are derived from and can be applied in a number of situations.  We must not confused it with facts because facts are words that identify persons, places, things, concepts, or events while generalizations are statements about classes or categories of such persons, places, things, concepts or events Principles  These are statements of generalizations that express rules or relationships that exist between or among events.  E.g. Principles of learning or if we say… Shakespearean sonnets follow the ababcdcdefefgg rhyme scheme is a principle. Concepts  Broad principles  Commonly single word that label a category or class of person, things, objects, or events.  pragmatic empirical rational  Facts Facts Generaliz Generalizations Concepts Concepts ations Generalizations Categorie Categories s Categories Facts  Things that are known to be true.  Specific bits of information that relate to a specific event, person, object or situation. It never stand alone, they are always interpreted and have ascribed meaning (Beaudoin & Taylo, 2004).  Usually, students interpret and ascribe meanings based on their own personal experience with very little consideration of other peoples’ lives.  E.g. Christopher Columbus, Italian Spanish navigator, sailed west across the Atlantic ocean in search a way to Asia. A straight line is the shortest distance between two points. Homer is a Greek blind poet who wrote The Iliad. Mahabhrata is the longest epic in the world.  These bits of information are very specific and possess very limited capacity for providing information.  These bits of information will always be meaningless and useless if the students lack the needed information about actions and events that happened and how such affected their lives as students and as individual citizens.  Facts remain useless if students fail to see their connections to their actual lives & fail to connect them to their prior schema.  However, facts are important building blocks of a higher level of knowledge. DATA INFORMATION IDEAS WISDOM Concepts  Labels given to categories of information or things that have common characteristics (Savage & Armstrong, 2004).  Basic units of thinking (Lahey, 2003).  General categories of things, events, and qualities that are linked by common features.  It allows our minds to categorize and organize large amount of information in an accurate manner. Concepts PROPERTIES (Common characteristics of a concept) REFERENTS SIGNS (Typical examples of (Name certain concepts, words or concept/concrete objects that the phrase in forms) symbols represent) Categories  Provides an understanding of individual cases we have never seen before.  Not only provide basic knowledge about certain objects, but also give an idea about some properties of things that belong to other categories (Goldstein, 2005)  These are tools to better understand the world around us. Without it, the world may be in great deal of confusion and uncertainty; the whole world will be in a great hullabaloo.  Natural Artifact Nominal Natural Man-made arbitrary groupings that categories Labels occur in a Books, schools, assigned to a natural setting curricula, situation or Universe, stars, gadget, thing that is flowers, trees, machines, prespecified. etc. equipment, etc e.g. neighbor Generalizations  Statements that contain the if-then or predictive characteristics (Savage & Armstrong, 2006).  E.g. As reinforcement increases the level of motivation, the patterns of learning change.  Maybe described as generic, abstract, informal, elaborate and structured  Sometimes may overlap  Protocol- generation  Protocol Analysis  Hierarchy-production  Grid-construction  Sorting out  Diagram-based  Is a mental structure that describes our knowledge and experiences gained during the course of our life and how old experiences are used to understand new ones.  Metaphoric language, it is a nexus that links between the old and new information.  Without prior knowledge, it may be impossible for us to recall important people, places, and events and connect them to the present ones with the use of our schemata.  Are cognitive structures that help us make sense of the world around us.  These are discrete abstract structures with respect to previous actions or experiences. Discrete because they are independent with one another. Meaning, one mental structure does not depend on another structure.  Are called mental organizers.  Conceptual and Advanced pedagogical Chunking Organizers models Outlining Highlighting questioning  A strategy that describes a new material to be learned.  It is not the same with the review of what transpired during the previous discussion or what will be discussed for tomorrow or the next lesson. Rather, it is an overall idea of what the material contains which is presented in a simple and comprehensible way.  Conceptual models are any of the mental systems we invented to make some lessons understandable.  Mental models: OVAR(Observe, Verify, Analyze, Reflect) & OEPT (Observe, Explain, Predict, Tutor)  Pedagogical models develop after understanding students’ mental models that will give teachers the liberty to think of carefully designed instruction.  Theprocess of breaking a whole thing into small and workable components  Relating several forms of information to main ideas.  Give a bird’s eye view to the reader of what is discussed in the material.  Glimpse of the key topics and subordinating topics of the chapter and how they are related to other topics.  One way the student could easily locate the most important points in the lesson.  Select what to highlight in order to connect new information to the old ones.  Students should learn how to be selective.  Before the students are tasked to organize information, teachers should give them guide questions first.  Use DSEGE pattern.  Describe a particular person, place, object, event, or phenomenon Who is Sigmund Freud? What is his D personality like?... Specify the time element or time sequence pattern. What is the sequence of events in the S story? Emphasize a causal relationship or process. How does each cause relate to one or more E of the others?  Generalize ideas, principles, and concepts with examples. What are the three examples of G the principle of transitivity? Emphasize a concept with examples or illustrations. Give at least three examples of situations where we can see the E laissez-faire type of leadership. Explain why they are examples…  One of the basic concerns of educational practitioners. Transfer happens when previous learning is used to acquire new bits of information.  When previous learning moves from long- term memory/storage into working memory and interacts with new information, then there is transfer of learning.  Transfer is the effect of prior learning (Mayer 2011)  A process of extending knowledge acquired in one context to other contexts (Byrnes, 2001)  Transfer of knowledge & skills is the major concern of every teacher. 1. Some bits of knowledge are embedded in single contexts. Students fail to transfer what they know because sometimes they are confined to a single context in which knowledge is acquired. 2. Lack of conditional knowledge. conditional means contingent, dependent or provisional. (students should know when and where to use their knowledge in a meaningful context). 3. Lack of conceptual knowledge (deep understanding of the concepts) 4. Inaccurate conceptions of the mind (how the students view their minds in relation to learning) (should have clear understanding of how the human mind works) 5. Lack of metacognition (ability to think how their thought processes develop or ability to regulate or monitor their own thoughts) 1. Similarity 2. Association 3. Degree of original learning 4. Critical attributes  Positive transfer (two forms of learning which possess the same characteristics, then there is likelihood that one learning may transfer into the other form of learning= e.g. Learning the typewriter; learning the computer)) Spelling pattern: hill, mill, pill, sill, bill, etc. Use this pattern for: beat, heat, meat, feat, neat, peat, etc.  Negative transfer (create confusion because of the perceived similarities)  Ex. Suite & suit, every day & everyday, coprse&corps, compliment& complement, etc.  What we develop among our students.  Students have the ability to harness strong associations for some recall in the future.  If they can use what they have learned in novel situations...then there is positive learning.  Materials are related to each other.  Previous learning is used to acquire present learning  Present learning utilized for future learning  It occurs when students find two events or items similar when in fact they are not. That is, it happens when two materials are different.  If two concepts or ideas have more similarities than differences, there is likelihood that students may get confused.  To avoid: 1. Teach two concepts or ideas that are similar at intervals 2. It is more practical to begin teaching the differences first. 1. Similarity 2. Association 3. Degree of Original Learning 4. Critical Attributes  Transfer can be generated by similarity of a given learning situation. If something is being learned, that learning can also be used in another similar situation.  Example: In learning new vocabulary words we apply similar spelling patterns such as hill, mill, pill, sill, bill and others. In the same way we use this pattern such as heat, beat, seat, meat, feat, neat, peat, and so on.  Two feelings, events or actions are held together if they have established relationships or associations  E.g. Helen (Troy, Paris & the face that launched a thousand ships are automatically elicited) Diplomas, graduating students, medals (concept of graduation) Abel elicits Cain, reinforcement elicits punishment, Skinner elicits operant conditioning, Thorndike elicits the laws of learning, etc. 1. Light 2. Money 3. Semester 4. Emergency 5. red  Association is certainly an important tool for learning when feelings or emotions are associated with learning.  Amygdala (brain part) is responsible for such association. It is concerned with encoding emotional messages when they are strong.  If the information and emotions have very strong connection, there is learning.  Means in everything we do falls within the range or degree of performance.  Easy, average, difficult  Poor, good, best  In the teaching-learning process, certain degree of accomplishment as well as performance is manifested in specific action.  Teaching reflects Learning: if we teach our students well, they may learn well. If there is poor teaching, there is poor learning.  Although learning is the primary responsibility of the students, it is important to realize that it is also the responsibility of the teacher.  Attributes – are qualities or things that are caused by certain circumstances.  Are qualities that make the objects different from the rests.  E.g. Men (How they differ from other living creatures)  Identify the attribute that describes something as what it is.  Provide simple and specific examples.  Move on to the complicated examples in a gradual manner.  Allow students to generate examples on their own.  Help students realize that there is a limit to various attributes.  A process rather than a location  Different learning tasks require different ways to store and recall information  Neurons are responsible for retrieval process that activates our dormant neurons to trigger our memories  We think, feel, move, and experience life in the environment (sensory stimuli). The brain registers all our experiences.  The brain structures and processes prioritize our sensory stimuli  Chemical reactions activate brain neurons by transmitting information to other neurons  Repetition, practice and motivation strengthen brain connections between nerve cells (synapses)  Much of humankind's remarkable mental aptitude can be attributed to analogical ability – the ability to perceive and use relational similarity  analogy (a selective form of similarity) and causation (a selective form of association)  Similarity and association are two great forces of mental organization that hold across species.  The ability to perceive and use purely relational similarity is a major contributor— arguably the major contributor—to our species’ remarkable mental agility (Gentner, 2003; Gentner & Christie, 2008; Kurtz, Gentner & Gunn, 1999; Penn, Holyoak & Povinelli, 2008).  Understanding how it works is thus important in any account of “why we’re so smart” (Gentner, 2003). ❑A good analogy both reveals common structure between two situations and suggests further inferences. A fire consumes fuel using oxygen, thereby producing energy; it releases carbon dioxide and water. Likewise, a cell’s mitochondria obtain energy from glucose using oxygen, in a process called oxidation.  This analogy highlights the common relational structure: that cell metabolism can be seen as the burning of fuel, and fire as a form of oxidation.  It also invites the (correct) inference that cell metabolism releases water and carbon dioxide.  In such explanatory analogies, a familiar situation, referred to as the base or source analog, is used as a model by which to understand and draw new inferences to the unfamiliar situation or target.  Recent research has also focused on another use of analogy in learning—namely, to reveal the common structure between two situations, neither of which needs to have been fully understood before the comparison.   Theories of analogy distinguish the following processes: (1) retrieval: given some current situation in working memory, a prior similar or analogous example may be retrieved from long-term memory; (2) mapping: given two cases in working memory, mapping consists of aligning their representational structures to derive the commonalities and projecting inferences from one analog to the other. Mapping is followed by (3) evaluation of the analogy and its inferences and often by (4) abstraction of the structure common to both analogs. A further process that may occur in the course of mapping is (5) re-representation: adaptation or of one or both representations to improve the match.  We begin with the processes of mapping through re- representation, reserving retrieval for later.  Analogical Processes in Human Thinking and Learning Dedre Gentner and Julie Colhoun Northwestern University Group Activity Research, Study and make a summary table of the Learning Theories assigned to your group. Group 1 - Behaviorism Group 2 - Neo-Behaviorism Group 3 - Cognitivism Group 4 - Constructivism Group 5 - Design-Based Group 6 - Humanism Learning Proponent Main Metaphor of Theories point/focus Learning point Behaviorism: Ivan Patriotic asserts that an Learning as individual learns response acquisition 1. Classical Pavlov when previously conditioning neural stimulus is theory paired with an unconditioned stimulus until the neural stimulus evokes a conditioned response. -Build positive association between teaching and learning activities. -Relate learning activities with pleasant exercises. -Assist every learner to experience success. 2. B.F. Skinner  Bring two mazes (1 easy, 1 difficult), and gestalt figure.  Read the article: a 10-year old boy hanged himself after seeing Saddam Hussein’s execution  Watch the movie : School of Rock or Emperor's Club  Evaluation Creating Synthesis  EvaluatingHOTS  Analysis Analysing  Application  Comprehension Applying  Knowledge Understanding LOTS Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8 ) 1. Enumerate and describe the different cognitive strategies 2. Enumerate and describe the different metacognitive strategies Activities: Watch the video “the amazing brain” 1. Watch at least 4 videos on Piagetian tasks 2. Do the circle-seat-center. Prepare for presentation 3. Research on: How a child learns, how an adolescent learns, how an adult learns, how a special child learns 4. Insights on the Four Pillars of Learning 6. The amazing brain 7. Piagetian tasks 8. Rhona Ochse and Cornelis Plug’s Self-report 9. Story of Moral Dilemma 10. Poem reading:”Children Learn of What They Live” by Dorothy L. Nolte