How People Learn Lecture Notes PDF Fall 2023

How do people learn? Lecture (5) LS120 — Fall 2023 Dr. Halima Daw Buni Assistance Professor in Community Medicine  By the end of this lecture, students will be able to:  Recognize how do people learn by understanding the different determinants of the learning process How do people learn? The human...

How do people learn? Lecture (5) LS120 — Fall 2023 Dr. Halima Daw Buni Assistance Professor in Community Medicine  By the end of this lecture, students will be able to:  Recognize how do people learn by understanding the different determinants of the learning process How do people learn? The human being lives in one way or another the learning experience throughout his life. In such an experience, a series of internal and external factors converge that, accelerate it or hinder it. All learning always constitutes a complex process, which is finally expressed in behavior modification How do people learn? The work of cognitive psychologists, neuroscientists and educational researchers has provided us with a set of factors that determine how people learn (learning process): Factors that determine how do people learn? 1. The brain plays a role: The mind is set up to process outside stimuli, to make sense of them, and to draw connections. While there are critical periods for motor and sensory development, the development of the brain is lifelong, and not predetermined at birth or within in the first three years. Learning changes the physical structure of the brain through the process of continuous interactions between the learner and the external environment. Differences in human processing and performance have been found to be related to different brain structures and functioning. 2. The learning environment makes a difference People learn by making sense of the environment and of stimuli around them. Greater learning occurs in environments that are rich with stimuli. In addition, the nature of the social environment – whether and how learners have access to others who can describe, or provide feedback – shapes the learning process. Reinforcements from the environment and the nature of feedback from significant others can stimulate or weaken the learning process. 3. Learning is based on associations Learning is a process of drawing connections between what is already known or understood and new information. People make connections and draw conclusions based on a sense of what they already know and have experienced. Learning can be viewed, as a matter of encoding and storing information in memory, processing, and later retrieving this information to be applied at the appropriate times and situations. For learning to occur, facts, and ideas must also be stored, connected to other facts, and ideas, and built upon. This helps learners to make sense of information and to remember and use it more flexibly. 4. Learning occurs in cultural and social contexts (‫)السياقات الثقافية واالجتماعية‬ The associations people make and understandings they develop are dependent upon what is experienced at home, in the community, and within the classroom learning environment. Culture influences the knowledge and experiences people bring to the classroom, the ways in which they communicate, and the ideas they have about what is worth learning. The compatibility between cultural and social contexts, tasks, and modes of communication inside and outside of classroom influence the ease with which learners will be able to make sense of institution-based learning experiences, 5. People learn in different ways Identifying individual differences among learners can help us to better understand and guide the learning process. People have a number of intelligences beyond the linguistic and logicalmathematical abilities typically emphasized in schools. Learners also have inter- and intrapersonal, musical, kinesthetic, naturalistic and spatial intelligences. Individual learners process information differently while they are reading or making mathematical calculations, handling visual, or kinesthetic information. 6. People think about their own learning, and their feelings matter Both thoughts and emotions shape the learning process. Metacognitive skills —being able to think about and monitor one’s own thinking — enable learners to manage their learning process, to learn difficult new concepts, and to problem-solve effectively. Good metacognitive thinkers are also good learners; they are able to redirect the normal frustration that occurs when things are confusing. Emotions also play a role; students who are fearful, anxious, depressed, or distracted cannot focus to process information. Positive emotions –feelings of confidence – help students to think, perform a learning task, and process new knowledge. Bibliography: 1. How people learn: introduction to learning theories. Linda-Darling Hammond, Kim Austin, Suzanne Orcutt, and Jim Rosso. Available at: https://web.stanford.edu/class/ed269/hplintrochapter.pdf 2. Accelerated learning skills for students, Joe Mccullough. 3. Make it stick, Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel. 4. How we learn, Benedict Carey. 5. Problem based learning in medicine, Tim David, Leena Patel, Leith Burdett, Patangi Rangachari. 1st edition. 6. ‫ سالم علي الغرابية‬,‫مهارات التفكير وأساليب التعلم‬ 7. ‫ هشام سعيد الحالق‬,‫ مهارات تستحق التعلم‬,‫التفكير اإلبداعي‬ 8. ‫ محمد أحمد غزالة‬,‫ أحمد حسن القواسمة‬,‫تنمية مهارات التعلم والتفكير والبحث العلمي‬ Dr. Halima Buni