Three Schools of Thought about Learning and Teaching Chapter 4

1. Three Schools of Thought about Learning and Teaching Chapter 4

2. Three Schools of Thought Three Schools of Thought • The Cognitive School of Thought • The Humanistic School of Thought • The Behavioral School of Thought

3. The Cognitive School of Thought • Information Processing • The study of how we mentally take in and store information and then retrieve it when needed • Beliefs about attention • Meaningful learning • Reception learning • Reciprocal teaching • Problem solving

4. How Learners Gain or Lose Information Senses are stimulated. If we do not pay sufficient attention to the stimuli, they go unnoticed. If we pay attention, info moves into short-term memory. If the info reaching short-term memory is not well organized and connected to what we already know, it is lost. If info is well organized and connected to prior knowledge, info moves into long-tem memory.

5. Beliefs about Attention • Learning experiences should be as pleasant and satisfying as possible. • Lessons should take into account the interests and needs of students. • A variety of stimuli gains and holds attention. • Learners can only hold attention so long and differ in ability to attend. • Time of day can affect attention. • Distractions interfere with attention. • Learners can only attend to so much information at one time, so they should not be overwhelmed.

6. Beliefs about Short-term Memory • Capacity is very limited (only about 4-9 bits of new information at a time). • New info can be organized (“chunking”). • New info should be connected to what we know. • To forestall forgetting new info, we must rehearse.

7. Beliefs about Long-term Memory • Capacity seems limitless. • We are best able to retrieve info from long-term memory if the info relates to something previously known. • We are able to call up, or recollect, related information from long-term memory when processing new info in short-term memory.

8. Beliefs about the Memory Process • Info in short-term memory is lost either when that memory is overloaded or through time. • When info in short-term memory is lost, it cannot be recovered. • Retrieval of info in long-term memory is enhanced if connected to prior knowledge

9. Meaningful Learning • Reception learning • Reciprocal teaching • Discovery learning • Constructivism • Problem solving

10. Reception Learning • Refers to learning that takes place when teachers offer students new information that is carefully organized and structured

11. Reception Learning • Give objectives • Present information clearly • Use advance organizers • Involve learners during a presentation • Present examples and nonexamples • Review what learners should understand during closure • Have learners summarize what they learned • Have learners reflect on the use and value of the lesson

12. Reciprocal Teaching • A form of teaching wherein the teacher gradually shifts teaching responsibility to learners • Modeling, explaining • Students as teachers • Scaffolding • Interchanges of understanding • Questioning, probing

13. Problem Solving • Requires a situation wherein a goal is to be achieved • Requires learners to be asked to consider how they would attain the goal • Two types of problems • Well-structured • Unstructured (ill-structured)

14. Humanistic School of Thought • Having good feelings about oneself and others is essential to positive personal development. • School should be made to fit the child. • The educational environment should satisfy basic human needs.

15. Humanistic School of Thought • Accept learners for themselves. • Understand learners by looking at the situation from the students’ perspective. • Use techniques that help learners better understand their feelings and values.

16. Humanistic Approaches to Teaching • Inviting School Success • Values Clarification • Moral Education • Multiethnic Education

17. Behavioral School of Thought • Contiguity • Classical Conditioning • Operant Conditioning • Social Learning

18. Behavioral Approaches to Teaching • Make the classroom enjoyable • Be specific about what needs to be learned • Be certain that learners have basic skills and knowledge • Connect new learning to prior learning • Introduce new learning gradually • Associate what is to be learned with things learners like

19. Behavioral Approaches to Teaching cont…. • Recognize and praise improvement • Use reinforcers that are valuable • Provide regular reinforcement for new learning, less reinforcement when mastered • Encourage shy learners • Create opportunities for success • Model behaviors you want learner to imitate • Draw attention to those exhibiting learning • Ask parents to reinforce at home

20. Behavioral Approaches to Learning • Programmed instruction • Computer-assisted instruction • Mastery learning • Precision teaching • Applied behavioral analysis