Educational Psychology and Theories of Learning PDF

[Educational Psychology and Theories of Learning] =============================================================  - **How** do the **learners learn**? - What is the relation between learning and **maturation**? - What are the **conditions of effective learning**? - W...

[Educational Psychology and Theories of Learning] =============================================================  - **How** do the **learners learn**? - What is the relation between learning and **maturation**? - What are the **conditions of effective learning**? - What is the **relation between learning and motivation**? - How can we **develop a suitable learning situation**?  [Theories of Learning] ================================== - One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. - The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions. - **Behaviorism: Behaviorism** focuses only on the objectively observable aspects of learning. - **Cognitivism**: **Cognitive theori**es look beyond behavior to explain brain-based learning. - **Constructivism: Constructivism** views learning as a process in which the learner actively constructs or builds new ideas or concepts.  - Pavlov's Theory of Conditioning ------------------------------- - **Thorndike's theory of connectionism,** - Gestalt Theory of Insight, and ------------------------------ - **Field theory of learning.** [Behaviorism] ========================= [Behaviorism and Classroom practice] ================================================  [Pictorial representation of Pavlov's Classical conditioning theory] ================================================================================ [How is Classical Conditioning by Pavlov relevant to classroom] [situations?] =====================================================================================================  According to Thorndike children learn through trial and error. -------------------------------------------------------------- [Edward Lee Thorndike] ==================================  - **Law of Exercise:** The law of Exercise can be stated as follows - when the same stimulus is given over and again causing a particular response, the connection between that stimulus and response is strengthened. - **Law of Effect:** The Law of Effect can be stated as follows - When a response to recur when the same stimulus is present. The connection between stimulus and response gets strengthened in the same manner, when a response to a stimulus produces annoyance the same response is not likely to recur when the same stimulus is present. The connection between that stimulus and response gets weakened. - **Law of readiness:** The law of readiness can be stated as follows **-** Learning takes place provided the learner is ready to learn and a learnt response is retained, provided the learner has learnt it willingly. [How can Thorndike's law be used in the classroom?] ===============================================================  [The Gestalt Psychologists] ======================================= Insight is an intelligent search for solving a problem. In this type of learning when the child faces a problematic situation, he goes through the process of 'discrimination', 'generalization' and suddenly gets the insight or the clue to solve the problem. His thinking, reasoning and imagination also helps the child to -------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- - Memory system is an active organized processor of information and - Prior knowledge plays an important role in learning. Cognitivists consider how human memory works to promote learning Aspects of cognitivism can be found in learning how to learn, social role acquisition, intelligence, learning, and memory as related to age. [Cognitivism in the classroom] ==========================================  [Field theory] ========================== [Principles of learning according to the constructivist thinking] =============================================================================  [A comparison of the Traditional classroom and the Constructivist] [classroom] ====================================================================================================== +-----------------------------------+-----------------------------------+ | **Traditional Classroom** | **Constructivist Classroom** | +===================================+===================================+ | Teacher driven -- instruction | Learner centric -- teacher is a | | based. | facilitator | | | | | | -- students construct knowledge | | | | | | through hands on activities and | | | critical thinking | +-----------------------------------+-----------------------------------+ | Students work independently | Encourages collaboration. | +-----------------------------------+-----------------------------------+ | Curriculum is taught in parts -- | Curriculum is taught as a whole | | | -- in an | | subjects are independent of one | | | | integrated format. | +-----------------------------------+-----------------------------------+  another. ----------------------------------- --------------------------- -- ----------------------------------------- Correct answers are Teachers seek students point of view to validation of learning seek students understanding of the matter Assessment of student learning is Assessment of student based on test and separate from interwoven with teaching. teaching - Adaptability to a new environment or to changes in the current environment - Capacity for knowledge and the ability to acquire it - Capacity for reason and abstract thought - Ability to comprehend relationships - Ability to evaluate and judge - Capacity for original and productive thought  Charles Spearman - General Intelligence: ---------------------------------------- Louis L. Thurstone - Primary Mental Abilities: ---------------------------------------------- - Verbal comprehension - Reasoning - Perceptual speed - Numerical ability - Word fluency - Associative memory - Spatial visualization Howard Gardner - Multiple Intelligences: ---------------------------------------- - Visual-spatial Intelligence - Verbal-linguistic Intelligence - Bodily-kinesthetic Intelligence - Logical-mathematical Intelligence - Interpersonal Intelligence - Musical Intelligence - Intra personal Intelligence - Naturalistic Intelligence  Robert Sternberg - Triarchic Theory of Intelligence: ---------------------------------------------------- - Analytical intelligence: This component refers to problem-solving abilities. - Creative intelligence: This aspect of intelligence involves the ability to deal with new situations using past experiences and current skills. - Practical intelligence: This element refers to the ability to adapt to a changing environment. [Attention and Interest] ==================================== - A student cannot pay attention to many things at a time. He selects only one stimulant from numerous stimulants. Attention is thus selective. Because shifting is one of the main characteristics **selective**.  - We cannot attend to any one thing continuously for a long time, because **shifting** is one of the main characteristics of the attention process. The attention of children constantly changes from one thing to another. They cannot listen to the teaching for a longer duration. - Anxiety, tension, loud noise etc. disrupt the process of the student. He can pay attention only when he gets used to external disturbances. - While paying attention we experience some changes in physical gesture, nervous system, sensory organs and in our muscle system. - The area of attention is very limited. Because we cannot pay attention to many things at a time. - Attention is exploratory. Novelty, strangeness, unfamiliarity attract attention. So, the teacher must employ variety of teaching techniques. - Attention is purposive. One pays attention only to the thing one desires to have. We are conscious of many things but we select and attend to those things which we like to have. - Attention establishes mutual relation between different things. - Although attention always shifts its focus, there is some continuity in it. It is a continuous and unified process. - Attention is analytical and synthetically mental process. - Loud noise, strong smell or bright colors attract attention. Teacher's voice should be loud enough to attract attention of pupils. - The larger the size the greater will be its power to catch attention. Aids used by the teacher should be large enough. - Sudden change catches attention. Teacher must modulate his voice while teaching. - Contrast always attracts attention. An ink blot on a white shirt immediately arrests attention. The principle of contrast is essential in preparing visual aids.  [Motivation] ========================  +-----------------------------------------------------------------------+ | - - - - - | +=======================================================================+ | | +-----------------------------------------------------------------------+ | | +-----------------------------------------------------------------------+ [Motivation and Learning] =====================================  [Motivation Theories] ================================= [Maslow's Hierarchy of Needs] -----------------------------------------  [Relationship Building and Child Psychology] ======================================================== [Social Penetration Theory] ---------------------------------------  [Bullying, Abuse and Child Psychology] ================================================== [Abuse] -------------------  [Psychological Effects of Bullying and Abuse] --------------------------------------------------------- [Multicultural Classrooms and Child Psychology] ===========================================================  [Geert Hofstede's Cultural Dimensions] --------------------------------------------------