Educational Psychology for Learning and Teaching 7th Edition PDF

Sue Duchesne Anne McMaugh Erin Mackenzie EDUCATIONAL PSYCHOLOGY FOR LEARNING AND TEACHING Seventh Edition EDUCATIONAL PSYCHOLOGY FOR LEARNING AND TEACHING Sue Duchesne Anne McMaugh Erin Mackenzie EDUCATI...

Sue Duchesne Anne McMaugh Erin Mackenzie EDUCATIONAL PSYCHOLOGY FOR LEARNING AND TEACHING Seventh Edition EDUCATIONAL PSYCHOLOGY FOR LEARNING AND TEACHING Sue Duchesne Anne McMaugh Erin Mackenzie EDUCATIONAL PSYCHOLOGY FOR LEARNING AND TEACHING Seventh Edition Educational Psychology for Learning and Teaching © 2022 Cengage Learning Australia Pty Limited 7th Edition Sue Duchesne Copyright Notice Anne McMaugh This Work is copyright. No part of this Work may be reproduced, stored in a retrieval Erin Mackenzie system, or transmitted in any form or by any means without prior written permission of the Publisher. Except as permitted under the Copyright Act 1968, for example any fair dealing for the purposes of private study, research, criticism or review, subject to Portfolio lead/Product manager: Fiona Hammond certain limitations. These limitations include: Restricting the copying to a maximum of Content developer: Eleanor Yeoell one chapter or 10% of this book, whichever is greater; providing an appropriate notice Project editor: Sutha Surenddar and warning with the copies of the Work disseminated; taking all reasonable steps to Editor: Jade Jakovcic limit access to these copies to people authorised to receive these copies; ensuring Proofreader: Anne Mulvaney you hold the appropriate Licences issued by the Copyright Agency Limited (“CAL”), Permissions/Photo researcher: Liz McShane supply a remuneration notice to CAL and pay any required fees. For details of CAL Text designer: Dannielle Maccarone licences and remuneration notices please contact CAL at Level 11, 66 Goulburn Cover designer: Linda Davidson Street, Sydney NSW 2000, Tel: (02) 9394 7600, Fax: (02) 9394 7601 Cover: iStock.com/vitapix Email: [email protected] KnowledgeWorks Global Ltd. Website: www.copyright.com.au Any URLs contained in this publication were checked for currency during the For product information and technology assistance, production process. Note, however, that the publisher cannot vouch for the ongoing in Australia call 1300 790 853; currency of URLs. in New Zealand call 0800 449 725 6th edition Published in 2019 For permission to use material from this text or product, please email [email protected] Acknowledgements National Library of Australia Cataloguing-in-Publication Data AITSL deep link: Creator: Duchesne, Sue; McMaugh, Anne; Mackenzie, Erin (author). © 2011 Education Services Australia as the legal entity for the Education Council. Title: Educational Psychology for Learning and Teaching / Sue Duchesne, Anne Publication (as a pdf) : Australian Institute for Teaching and School Leadership 2011, McMaugh, Erin Mackenzie (author). Australian Professional Standards for Teachers, AITSL, Melbourne. ISBN 978-1 Edition: 7th -925192-64-3 First published 2011 Revised 2018 ISBN: 9780170449274 (paperback) Notes: Includes index. Module opener images: Other Creators/Contributors: Sue Duchesne, Anne McMaugh, Erin Mackenzie Module 1, 2, 3 and 4: iStock.com/nadia_bormotova (author). Module/Chapter opener background image: Pattern of slinky - iStock.com/Aleksandra Sokolovskaja Cengage Learning Australia Level 7, 80 Dorcas Street South Melbourne, Victoria Australia 3205 Cengage Learning New Zealand Unit 4B Rosedale Office Park 331 Rosedale Road, Albany, North Shore 0632, NZ For learning solutions, visit cengage.com.au Printed in China by 1010 Printing International Limited. 1 2 3 4 5 6 7 25 24 23 22 21 Brief contents Chapter 1 Educational psychology for learning and teaching  2 Module I The learner developing over time 30 Chapter 2 Emerging skills 32 Chapter 3 Cognitive development 86 Chapter 4 Social, emotional and moral development 134 Module II The learning process 194 Chapter 5 Behavioural views of learning 196 Chapter 6 Cognitive explanations of learning 228 Chapter 7 Humanist approaches to learning 278 Module III Individual difference in the inclusive classroom 312 Chapter 8 Motivation and engagement 314 Chapter 9 Intelligence and creativity 356 Chapter 10 Learning support needs and inclusive education  402 Chapter 11 Sociocultural factors in the learning process 436 Module IV Educational psychology in contemporary classrooms 494 Chapter 12 Information and communication technology (ICT) in learning and teaching 496 Chapter 13 Assessment and reporting 546 Chapter 14 Creating a positive classroom 594 v  Contents About the authors.................................................................................................................................xiii Acknowledgements...............................................................................................................................xiv Guide to the text....................................................................................................................................xv Guide to the online resources..............................................................................................................xix CHAPTER 1 Educational psychology for learning and teaching................................................2 Introduction......................................................... 3 1.4 Using research as a reflective teacher....... 15 1.1 What is educational psychology?................ 3 Reading and evaluating research..........................15 Who studies educational psychology?..................4 1.5 C  onducting research as Why study all these theories?.................................4 a reflective teacher....................................... 17 Interactions between learning and teaching........4 The research process..............................................17 Changes in the education landscape....................6 Research methods...................................................18 1.2 Introducing reflective teaching................... 10 Quality considerations in research........................21 Teaching as a reflective practice and process......10 Action research........................................................23 1.3 Reflecting on your teaching practice.......... 11 Strengths and limitations of research methods........23 Keeping a reflective journal and portfolio............11 Ethical considerations when Mentors, critical friends and colleagues...............13 conducting research................................................24 Observation..............................................................13 Reporting research..................................................25 Reflecting on your personal philosophy of 1.6 C  oncluding comments................................. 25 learning and teaching..............................................14 Study Tools.......................................................... 26 Module I The learner developing over time 30 CHAPTER 2 Emerging skills.........................................................................................................32 Introduction......................................................... 33 Brain development in adolescence.......................55 2.1 Developmental systems theories............... 34 Adversity, risk and resilience in development......58 Development as variable........................................34 2.4 Language development............................... 61 Development as relational.....................................34 Language building blocks.......................................61 Development as influenced by context................35 Language development during infancy................62 Development as influenced by the child..............35 Language development during early 2.2 Physical development over time................ 35 childhood..................................................................63 Physical development in infancy............................35 Language development during middle Physical development in early childhood.............37 childhood..................................................................64 Physical development in middle childhood..........38 Language development during adolescence.......65 Physical development in adolescence...................39 The role of adults in language acquisition............66 Variations in physical development.......................41 The role of peers in language acquisition.............68 2.3 Brain development....................................... 46 Examples of the principles of development at work......................................................................69 The brain’s physical structures...............................47 Language for and in learning at school.................70 Internal structures of the brain..............................48 2.5 Principles of development........................... 70 Brain development in infancy................................52 Development involves a series of progressive and Brain development in early childhood..................52 orderly changes building to maturity..........................70 Brain development in middle childhood..............54 Development is continuous but uneven...............70 vi  CONTENTS Development is a lifelong process.........................71 Development occurs in context and is Development can vary between individuals as influenced by environment....................................74 well as within each individual.................................72 Children are active in development......................74 There are multiple pathways of development.....72 Development is cumulative....................................74 Epigenetics: how nature and nurture work 2.6 C  oncluding comments................................. 75 together in development........................................72 Study Tools.......................................................... 76 CHAPTER 3 Cognitive development..........................................................................................86 Introduction......................................................... 88 Limitations of Vygotsky’s theory  105 3.1 P  iaget’s theory of cognitive Linking Piaget and Vygotsky in development................................................. 88 classroom practice 107 Factors and processes in cognitive development.....89 3.3 Information-processing components of Piaget’s stages of cognitive development.............92 cognitive development 108 Strengths of Piaget’s ideas......................................95 Information stores and processes 109 Limitations of Piaget’s ideas...................................95 Moving beyond traditional 3.2 V  ygotsky’s sociocultural information-processing models 116 theory 99 3.4 C  ontemporary understandings Sociocultural origins of cognitive of cognitive development 118 development 99 Self-regulation 119 Internalisation 100 Executive functioning 121 Social interaction 101 Metacognition  124 Language as a mental tool 101 3.5 C  oncluding comments 125 Zone of proximal development 102 Study Tools 126 Strengths of Vygotsky’s theory 105 CHAPTER 4 Social, emotional and moral development........................................................134 Introduction 135 4.3 Understanding relations 4.1 Understanding our self 136 with others 164 Dimensions of the developing self 136 The development of social Development of our sense of self 142 competence 164 A sense of identity 145 Developing relationships with peers 168 4.2 Understanding others 149 Bullying and harassment 174 Moral development 149 Theories of moral development 4.4 C  oncluding comments 180 and reasoning 149 Study Tools 181 Moral development by stage 151 Putting it together: Module I 190 Neo-Kohlbergians 151 Strengths and limitations of the stage approach to moral development 152 Further perspectives on moral development 154 Emotional development 157 vii CONTENTS Module II The learning process 194 CHAPTER 5 Behavioural views of learning...............................................................................196 Introduction 197 Applying the A–B–C method 208 5.1 Behavioural explanations of Understanding consequences 209 learning 198 Reinforcement schedules 212 Contiguity 198 Extinction and punishment 213 5.2 Classical conditioning 199 Teaching new behaviours 217 Pavlov’s approach 199 Shaping, chaining, cueing, prompting and Watson and behaviourism 201 modelling new behaviours 217 Strengths and limitations of classical Task analysis 218 conditioning 201 Maintenance and generalisation 5.3 Operant conditioning 203 of behaviour 218 Thorndike, trial-and-error learning Applied behaviour analysis in school and and the law of effect 204 classroom practice 219 Skinner and operant conditioning 204 Strengths of behavioural approaches Strengths of operant conditioning 205 to learning 222 Limitations of operant conditioning 206 Limitations of behavioural approaches to learning 223 5.4 C  lassroom applications of behaviourist views 206 5.5 C  oncluding comments 223 Antecedents and consequences of Study Tools 224 behaviour 207 CHAPTER 6 Cognitive explanations of learning......................................................................228 Introduction 230 Strengths and limitations of the 6.1 Cognitive learning theories 230 information-processing approach 255 6.2 Constructivism 231 6.4 B  andura’s social cognitive Forms of constructivism 231 theory 257 Key principles of constructivism 232 Learning through observation 257 Constructivism in the classroom context 232 Reciprocal determinism 259 Thinking critically about constructivist Strengths of social cognitive theory 260 approaches 238 Limitations of social cognitive theory 260 6.3 T  he information-processing 6.5 L  earning styles and approaches approach 242 to learning 262 Sensory memory and learning 242 Cognitive styles 262 Working memory and learning 244 Learning styles 265 Long-term memory and learning 246 Critique of cognitive and learning styles Metacognition: managing cognitive approaches 265 processes 247 Approaches to learning 266 Further models of information 6.6 C  oncluding comments 268 processing 252 Study Tools 270 Information processing and learning 253 CHAPTER 7 Humanist approaches to learning 278 Introduction 279 Maslow and the hierarchy of 7.1 What is humanism? 280 human needs 281 7.2 Humanism and psychology 280 Rogers: non-directive teaching and ‘freedom to learn’ 284 viii  CONTENTS 7.3 S  ome examples of humanist models in Positive education 293 schools in Australia and New Zealand 288 Cooperative learning 296 7.4 Humanism and education 289 7.6 T  hinking critically about humanist Humanist ideas in the curriculum 290 approaches 301 7.5 Humanism in the classroom 291 7.7 C  oncluding comments 303 Student-directed learning 291 Study Tools 304 Education for social and emotional Putting it together: Module II 310 learning and wellbeing 291 Module III Individual difference in the inclusive classroom 312 CHAPTER 8 Motivation and engagement.................................................................................314 Introduction 315 Attribution theories 332 8.1 Defining motivation and engagement 316 Goal theories of motivation 334 8.2 Key concepts in motivation 316 Summary of motivation theories 337 Traits and states 316 Strengths and limitations of motivation Anxiety and arousal 317 theories 338 Intrinsic and extrinsic motivation 317 8.4 Engagement in learning 339 Affect and interest 319 Why is engagement important? 341 8.3 Theoretical views of motivation 319 School factors that influence engagement 341 Behaviourist explanations 320 Classroom factors that influence Using extrinsic reinforcement and engagement 343 motivation 320 Interest and engagement 344 Social–cognitive explanations 322 Social factors that influence Self-determination and human needs engagement 346 explanations 324 8.5 C  oncluding comments 347 Cognitive explanations 326 Study Tools 348 CHAPTER 9 Intelligence and creativity....................................................................................356 Introduction 357 Strengths and limitations of 9.1 What is intelligence? 357 intelligence tests 378 Cultural influences on intelligence 358 9.4 Ability and potential 379 9.2 Models of intelligence 360 Concepts of giftedness and talent 381 One thing or many? 360 Identifying gifted and talented learners 382 Is intelligence fixed or changeable? 362 9.5 Creativity 383 Is intelligence mainly influenced by What is creativity? 383 nature or nurture? 369 Models of creativity 384 Strengths and limitations of models Measuring creativity 386 of intelligence 371 Development of creativity 388 9.3 Measuring intelligence 373 Relationship between intelligence The Stanford–Binet test 373 and creativity 391 Wechsler’s intelligence scales 374 9.6 C  oncluding comments 392 Interpreting IQ scores 374 Study Tools 393 Administering intelligence tests 376 ix CONTENTS CHAPTER 10 Learning support needs and inclusive education...........................................402 Introduction 404 Autism spectrum disorders (ASD) 415 10.1 Learner diversity and schooling 404 Physical disabilities and chronic health Policies and legislation 405 conditions 417 School placements for learners with Sensory and speech disabilities 420 additional support needs 406 Mental health conditions 422 Prevalence of disability and learning Learners with high abilities 424 support needs 407 10.3 Teaching and diverse needs 426 Over-representation and discrimination 407 Differentiation and universal design Concepts of disability 408 pedagogies 426 10.2 L  earning support needs in Alternative schools 429 classroom settings 410 10.4 C  oncluding comments 430 Intellectual and cognitive differences 411 Study Tools 432 Specific learning disabilities 412 Attention deficit hyperactivity disorder (ADHD) 414 CHAPTER 11 Sociocultural factors in the learning process..................................................436 Introduction 437 11.4 Threatening environments 461 11.1 B  ronfenbrenner’s bioecological 11.5 Socioeconomic status (SES) 462 model of development 438 Social class and SES 462 Proximal processes 439 Poverty and education 464 Context 440 School factors 468 Person  442 11.6 Inclusive education for Aboriginal 11.2 Gender 443 and Torres Strait Islander students in Gender differences 444 Australia, and Māori students in Gender identity formation 445 New Zealand 470 Gender and sexual diversity  447 Aboriginal and Torres Strait Islanders: Gender issues in schools 448 diversity and commonality 470 11.3 Ethnicity, language and culture 452 What makes the difference to Aboriginal and Torres Strait Islander students’ success Language and culture 453 in school? 471 Culture and beliefs about knowledge Māori learners and New Zealand’s and learning 453 education system 477 Individualism and collectivism 454 Effective teaching for New Zealand Māori Other sources of cultural difference and and Aboriginal and Torres Strait Islander misunderstanding 456 communities 481 Addressing racism and prejudice 456 11.7 C  oncluding comments 481 Culture, advantage and disadvantage 458 Study Tools 482 Resistance 459 Putting it together: Module III 492 Multicultural education 460 x  CONTENTS Module IV Educational psychology in contemporary classrooms 494 CHAPTER 12 I nformation and communication technology (ICT) in learning and teaching........................................................................................................496 Introduction 498 New ways of learning in mathematics 520 12.1 ICT in learning and teaching 498 12.6 Transforming assessment 521 12.2 Important issues in educational Analysis and reporting of assessment 522 ICT use  501 12.7 Transforming engagement  523 Thinking critically about ‘digital natives’ 501 Transforming classroom management 524 ICT literacy 502 Transforming approaches to motivation 524 Information literacy and ICT literacy 504 12.8 Transforming student welfare 525 12.3 ICT transforming learning 505 Identity and psychosocial development 525 Changing patterns of cognitive skills? 505 Mental health 526 Strengthening of neural pathways 506 Cyberbullying 527 Building cognitive capacity 506 12.9 Transforming equity issues 530 12.4 ICT transforming pedagogy 507 Access and use of ICT 530 ICT and theories of learning 508 Gender and ICT use 531 Cognitive theory of multimedia learning 516 12.10 Transforming inclusive education 532 Humanist learning theories and ICT 517 Strengths and limitations of using ICT Strengths and limitations of different in the classroom 533 approaches to learning with ICT 517 12.11 C  oncluding comments 536 12.5 Transforming curriculum 518 Study Tools 537 New literacies 518 CHAPTER 13 Assessment and reporting..................................................................................546 Introduction 548 Diagnostic assessment 561 13.1 What is assessment? 548 Strengths and limitations of different Purposes of assessment 548 assessment tools 563 13.2 Forms of assessment 550 13.5 S  tudent-focused approaches to Assessment for learning 550 assessment 564 Assessment as learning 551 Conversations with students around learning 564 Assessment of learning 551 Self-assessment and peer assessment 566 13.3 Approaches to assessment 553 13.6 Ensuring quality in assessment 568 Traditional assessment 553 Reliability 568 Dynamic assessment 553 Validity 569 Authentic assessment 554 Alignment and the use of standards 570 Performance assessment 555 Using rubrics to provide transparency 571 13.4 Assessment tools 556 Moderation 571 Observing students 556 13.7 Use of assessment data 573 Anecdotal records 558 Interpreting assessment information 573 Checklists 559 Strengths and limitations of Student work 559 norm-referenced, criterion-referenced, Portfolios 559 curriculum-based and ipsative assessment Rating scales 559 procedures 576 Testing 560 13.8 R  eporting the results of Standardised assessments 561 assessment 577 xi CONTENTS Reporting to students 578 Reporting to employers 585 Reporting to parents 579 Reporting to government 585 Reporting for teachers 583 Reporting to the community 585 Reporting for school psychologists, 13.9 R  ecording and reporting counsellors and guidance officers 584 assessment results 586 Reporting to schools and school 13.10 C  oncluding comments 587 administrators 584 Study Tools 588 CHAPTER 14 Creating a positive classroom...........................................................................594 Introduction 595 Promoting self-regulation and social skills 614 14.1 D  efining positive learning Intervening to address classroom environments 596 behaviours 617 Defining classroom management 596 14.3 S  chool-wide issues and 14.2 Creating a positive classroom 597 approaches  625 Development of supportive and caring Creating safe schools 625 relationships 598 Responding to bullying in schools  626 Organising and implementing instruction Summary of approaches to bullying  632 to support learning 604 14.4 C  oncluding comments 632 Group management for facilitating Study Tools 633 engagement 610 Putting it together: Module IV 640 Index 644 xii  ABOUT THE AUTHORS About the Authors DR SUE DUCHESNE is lecturer in the School of Education at the University of Wollongong and coordinates the Master of Teaching at the University of Wollongong’s Bega Campus. She has experience teaching in primary and secondary schools, as well as in the tertiary sector, and currently lectures in educational psychology, child development and pedagogy. Sue’s research interests include engagement in language classrooms, student support and teacher education, with a particular interest in pre-service teacher development. DR ANNE MCMAUGH is a senior lecturer in the School of Education at Macquarie University. Anne teaches in child development and educational psychology, with a focus on childhood social development. Her research interests encompass child and adolescent education and development, with a special interest in the developmental and educational experiences of children and adolescents with disability and chronic health conditions. Anne has teaching experience in primary and secondary schools, as well as in the tertiary sector, and has conducted research in school, hospital and community education settings. DR ERIN MACKENZIE is a lecturer and Director of Postgraduate Specialist Studies in the School of Education at Western Sydney University. She has experience teaching in secondary schools and university settings, and lectures in educational psychology, secondary science pedagogy and STEM education. Erin’s research interests include adolescent online interactions, coping, and the role of psychological and social factors in adolescents’ participation in STEM. xiii ACKNOWLEDGEMENTS Acknowledgements This book is the result of the combined efforts, energies and encouragement of many of our colleagues, students, friends and family. We thank the team at Cengage Learning Australia who have supported us in the development of this seventh edition. Fiona Hammond, Eleanor Yeoell and Sutha Surenddar have all been involved in our discussions about text design, photographs and text support materials. Our colleagues and students in teacher education at the University of Wollongong, Western Sydney University and at Macquarie University have contributed to our understanding of the field and have continual input into our thinking about educational psychology and how it can be taught. We have consulted various classroom teacher colleagues, whose practical classroom experience has made an important contribution to our text. In particular, we would like to thank the following teachers who have provided ideas and content for the text and its supplements: Chrisanthi McManus – Mumbulla School for Steiner Education Gabbie Stroud Tracey Hughes-Butters – Lumen Christi Catholic College Ann-Louise Clark – Sapphire Coast Anglican College Alyson Whiteoak – Jervis Bay Public School Rachael Seal – Loftus Public School Ursula Brown Anne Warburton Cheryl Russell. Our thanks go to the children who have contributed ideas, images and content to the text: Natalie, Jake, Jesse, Etienne, Odette, Katie, Kirsty, Jed, Tully, Nicole, Hannah, Hannah, Kai, Henry and Pete. A special thank you to our families who have provided constant support, good humour and encouragement along the way. Sue Duchesne Anne McMaugh Erin Mackenzie Cengage Learning and the authors would like to thank the following reviewers for their incisive and helpful feedback: Cindy Smith – Curtin University Gemma Scarparolo – The University of Western Australia A. Prof. Joseph Zajda – Australian Catholic University Dr Lesley-Anne Ey – University of South Australia Elizabeth Preston – University of Newcastle Loraine McKay – Griffith University Slava Kalyuga – University of New South Wales Natasha Ziebell – University of Melbourne Tracey-Ann Palmer – University of Technology Sydney Dr Donella Cobb – The University of Waikato Elly Kalenjuk – Melbourne Polytechnic Katherine Main – Griffith University We would also like to extend our thanks to the reviewers and contributors for providing their expertise and feedback on all previous editions of this text. Every attempt has been made to trace and acknowledge copyright holders. Where the attempt has been unsuccessful, the publishers welcome information that would redress the situation. xiv  Guide to the text As you read this text you will find a number of features in every chapter to enhance your study of educational psychology and help you understand how the theory is applied in the real world. MODULE OPENING FEATURES Understand how key concepts are connected Core questions introduce key themes in the module across all chapters in the module by viewing the and give an overview of how the chapters in the Concept map. module relate to each other. II MODULE Core question: How can theories of learning enhance the understanding of learning and teaching? The learning process As children develop, they learn. Changes that come about through learning can relate to knowledge, skills, beliefs, attitudes, habits and feelings. Such changes are enduring. They can result from instruction or be an unintended outcome of experience. This module focuses on different ways of understanding the learning process. It explores different theoretical explanations of how we learn, and the implications these Source: iStock.com/nadia_bormotova explanations have for teachers in how they view their role, relate to learners, arrange MODULE CONTENTS their classrooms, deliver content and assess students’ work. Chapter 5 presents behavioural explanations of learning, which are concerned with 5 Behavioural views of learning learners’ observable behaviours, and where learning is measured by what learners can 6 Cognitive explanations of learning show or do to demonstrate what they have learnt. Chapter 6 explores cognitive and 7 Humanist approaches to learning constructivist explanations of learning, which draw attention to the learner as an active participant in learning and as a constructor of meaning, and which view learning as a collaborative partnership in which social interaction is particularly important. Chapter 7 discusses humanist approaches to learning, which draw attention to personal, social and qualitative aspects, and which are concerned with the whole learner and with developing learners’ full human potential. Each chapter of this module encourages you to consider different theories of BEHAVIOURAL VIEWS learning and what they can teach you about the roles of the learner and the teacher in OF LEARNING the classroom and in learning. We also ask you to think critically about these theories of learning and thus we offer suggestions as to the strengths and limitations of each theory. Teachers sometimes assume that they can enhance their effectiveness by adopting certain approaches or theories, but this assumption must be based on sound knowledge of the implications of those theories and approaches for the students and classrooms in which we teach. Many teachers are quite eclectic in their philosophical or THE LEARNING theoretical approach – that is, they recognise that one single theory or approach may PROCESS not suit all learners or all learning contexts; rather, by adopting an eclectic approach they might use elements of different theories to achieve the best possible results for their students. You may wish to keep this in mind as you study this module and COGNITIVE EXPLANATIONS HUMANIST APPROACHES consider your developing philosophy of learning and teaching. OF LEARNING TO LEARNING Module II concept map 195 BK-CLA-DUCHESNE_7E-210113-Chp05.indd 195 24/08/21 4:18 PM END-OF-MODULE FEATURES 194 At the end of each module, you will find the Putting it together section that demonstrates how the BK-CLA-DUCHESNE_7E-210113-Chp05.indd 194 24/08/21 4:18 PM key theories in the module answer the Core question through a Summary and Module table. Putting it together II MODULE THE LEARNING PROCESS In this module we have provided an overview of three main approaches to learning and teaching. Take some time to consider your own philosophy of learning and teaching. What elements of each approach will you emphasise? The summary table below might help you as you think about your beliefs about the learner’s role, your role as a teacher and some key aspects of your practice. Before you start, consider the three approaches to learning and teaching you have read about in this module. Which do you prefer as a learner, overall? Which would you prefer as a teacher? Why might this be? Behavioural Behavioural explanations explanations Cognitive Cognitive explanations explanations Humanist Humanist explanations explanations Behavioural Behavioural explanations explanations Cognitive Cognitive explanations explanations Humanist Humanist explanations explanations of of learning learning of of learning learning of of learning learning of of learning learning of of learning learning of of learning learning Main Main focus focus Behaviour – Behaviour – learners’ learners’ actions actions Internal mental Internal mental processes processes –– how how learners learners Human experience Human experience –– thinking, thinking, Role Role of of A direct A direct role role –– to to assess assess current current skills skills An active An active role role – – to to provide provide learner- learner- An An indirect indirect role role – – to to facilitate facilitate learning learning and activities and activities that that are are make information make information and and experience experience feelings, communication feelings, communication skills, skills, needs, needs, teachers teachers of students, of students, identify identify behavioural behavioural centred experiences centred experiences that that encourage encourage by providing by providing aa stimulating stimulating andand observable and observable and measurable measurable meaningful and meaningful and remember remember what what they they social and social and emotional emotional learning, learning, and and objectives, design objectives, design structured structured student engagement student engagement in in active active learning, learning, supportive environment, supportive environment, to to actively actively Learning learn; Constructivism: Constructivism: social social cognitive cognitive wellbeing teaching programs programs that that involve involve confidence inin their their ability ability to to learn, learn, involve students students inin learning, learning, toto Learning – – permanent permanent changes changes learn; theory; information information processing processing wellbeing teaching systematic control control ofof stimuli stimuli and and confidence and opportunities opportunities for for student– student– involve participate alongside alongside students students in in a a in in behaviour behaviour resulting resulting from from theory; Learning Learning –– personal personal and and emotional emotional systematic and participate experience development continuous feedback feedback to to learners, learners, teacher interaction interaction within within a a learning learning learning community community experience development within within a a caring caring and and continuous and to to achieve achieve planned planned outcomes outcomes teacher partnership; toto model, model, guide guide andand learning supportive supportive environment environment and partnership; efficiently efficiently support independence support independence in in learning learning Primary Primary goal goal Behaviour Behaviour change change or or learning learning Effective Effective learning learning –– the the cognitive cognitive Satisfying Satisfying basic basic needs needs and and Curriculum Curriculum Carefully Carefully designed designed to to achieve achieve efficient efficient Designed Designed toto encourage encourage andand facilitate facilitate Flexible, Flexible, based based on on student student interests interests – – achievement achievement of of defined defined processes processes that that underlie underlie learning learning and and the the self-fulfilment