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Whole-Part-Whole Learning Model

Whole-Part-Whole Learning Model. Presented by Ahmad Zamri Mansor. Human learning. “…is one of the most complex subjects of the scientific and scholarly world” (Knowles, 1998, p.185). Two elements of WPW.

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Whole-Part-Whole Learning Model

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  1. Whole-Part-Whole Learning Model Presented by Ahmad Zamri Mansor

  2. Human learning “…is one of the most complex subjects of the scientific and scholarly world” (Knowles, 1998, p.185)

  3. Two elements of WPW 1/ The first element was to separate the field of learning psychology into two camps: the behaviorists/connectionist camp; and the gestalt/cognitivecamp. 2/ The second element was to acknowledge the value of each camp and to integrate it through Tolman’s concept of “purposive-behaviorism” (Knowles, 1998, p.185)

  4. The two camps? the behaviorists/ connectionist camp vs gestalt/cognitive camp.

  5. App’s (1973) learning process

  6. App’s (1973) learning process

  7. Purposive-behaviorism? Tolman believed that all behavior is directed towards some goal; hence his theory, purposive behaviorism. Learning can occur without reinforcements Learning results in an organization of information within the learner, that is the development of cognitive maps of the environment.

  8. Learning as a process? Yes, according to Maples and Webster (1994): “Learning can be thought as a process by which behaviour changes as a result of experience” (Merriam and Caffarella, 1999, p.250)

  9. The Whole-Part-Whole Model

  10. The first whole Purpose- mental scaffolding through advance organizers & schemata alignment …to prepare learners for the new instruction they will receive. Provide motivation to learners

  11. Advance organizers? A concept introduced by Ausubel (1968). A technique to help students learn and retrieve info by making it meaningful and familiar

  12. Schemata? “We have schemata for eating in restaurants, attending hockey games, and visiting our grandmothers. Knowledge associated with each of these activities is our schema for the activity” (Gage and Berliner, 1988, p.293)

  13. The parts Learner must attain mastery of each part in order for the second whole to be effective! If learner does not understand one part, there cannot be the full understanding of the whole

  14. The second whole Purpose- link the individual parts back together to form the complete whole

  15. The Whole-Part-Whole Model

  16. Example 1: Public Speaking

  17. Example 2: Meetings

  18. Example 3: Learning situations

  19. Thank you very much… Tepuk tanganlah!

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