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THE LEARNING PROCESS

CHARACTERISTICS OF THE LEARNER. THE LEARNING PROCESS. metacognitive skills self-regulation/learning strategies learning style prior knowledge and skills intellectual ability physical characteristics attention attitudes/beliefs, motivation theories of intelligence

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THE LEARNING PROCESS

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  1. CHARACTERISTICS OF THE LEARNER THE LEARNING PROCESS • metacognitive skills • self-regulation/learning strategies • learning style • prior knowledge and skills • intellectual ability • physical characteristics • attention • attitudes/beliefs, motivation • theories of intelligence • self-concept, self-efficacy • attributions • achievement goals • interest • physiological arousal/anxiety • effort and perseverance LEARNING

  2. NATURE OF THE MATERIALS THE LEARNING PROCESS • modality (visual, linguistic, etc.) • book, film, lecture • conceptual/task difficulty • questions • examples • reading level • vocabulary level • how material is presented • embedded questions • “read to find out” • how material is sequenced • advanced organizers • spiral curriculum LEARNING

  3. CRITERIAL TASK THE LEARNING PROCESS • What are you asked to do? • are you asked to recognize? • T/F • multiple choice • are you asked to recall? • serial recall • free recall • short answer • essay • fill-in-the-blank • are you asked to problem-solve? • analysis • synthesis • evaluation • are you asked to transfer? LEARNING

  4. LEARNING STRATEGIES THE LEARNING PROCESS • attention • rehearsal • maintenance • elaborative • organization • creation of categories • networking • chunking • comprehension monitoring • summarize • clarify • question • predict • metacognition • metamemory LEARNING

  5. THE LEARNING PROCESS NATURE OF THE MATERIALS CHARACTERISTICS OF THE LEARNER LEARNING LEARNING STRATEGIES CRITERIAL TASK

  6. Learning: Using all we know • Behavioral • consequences and practice • Cognitive (individual constructivist) • attention, memory, knowledge, organization, elaboration, effort • Constructivist(social constructivist) • discourse, authenticity, community, identity • Understand, remember, apply (practice)

  7. Learning: Greatest Hits • Practice is more than repetition. Use it or lose it. • Consequences matter--they are a kind of feedback • Cognitive tools are remarkable--but some are limited • Attention is a gateways to learning. • Working memory fills fast • Knowledge and beliefs play critical roles in learning • Learning is hard work: Strategic persistence pays • Knowledge is difficult to transfer

  8. Associationist/ Behavioral Approaches

  9. Practice

  10. Learning: Greatest Hits • Practice is more than repetition. Use it or lose it. • Consequences matter--they are a kind of feedback • Cognitive tools are remarkable--but some are limited • Attention is a gateways to learning. • Working memory fills fast • Organization and elaboration support memory • Knowledge and beliefs play critical roles in learning • Learning is hard work: Strategic persistence pays • Knowledge is difficult to transfer

  11. INFORMATION PROCESSING

  12. ASSOCIATIONIST APPROACHESprevalent during first half of 20th century CONSTRUCTIVISTAPPROACHESdominating psychology today INFORMATION PROCESSING can be conceptualized as a bridge between …

  13. ASSOCIATIONIST APPROACHESprevalent during first half of 20th century CONSTRUCTIVISTAPPROACHESdominating psychology today Learning is response strengthening. Learning is knowledge construction. Teachers are response monitors. INFORMATION PROCESSING Students are response makers. Teachers are cognitive guides. Students are meaning-makers. Learning is information processing. Teachers are information providers. Students are information processors. Each view provides differing guiding metaphors for LEARNING

  14. LITERAL CONSTRUCTIVIST Learners actively select, organize, and integrate incoming experience with existing knowledge. Learners perform a series of discrete mental operations on input information and store the output. TWO VIEWS OF INFORMATION PROCESSING Mental representations are simply information. (bits, bytes) Humans “compute” information. INFORMATION PROCESSING Mental representations are knowledge. Humans construct knowledge.

  15. TWO VIEWS OF INFORMATION PROCESSING Mental representations are simply information. CLASSIC (bits, bytes) Humans “compute” information. Mental representations are knowledge. LIBERAL Learners actively select, organize, and integrate incoming experience with existing knowledge. Humans construct knowledge. Learners perform a series of discrete mental operations on input information and store the output. INFORMATION PROCESSING

  16. THE CAPABILITY OF RETRIEVING INFORMATION FROM LONG-TERM MEMORY FROM A CLASSIC INFORMATION PROCESSING PERSPECTIVE LEARNINGis

  17. FROM A LIBERAL INFORMATION PROCESSING PERSPECTIVE LEARNINGis THE CAPABILITY TO ACTIVELY SELECT, ORGANIZE,AND INTEGRATE INCOMING EXPERIENCE (INFORMATION)WITH EXISTING KNOWLEDGE

  18. Learning: Greatest Hits • Practice is more than repetition. Use it or lose it. • Consequences matter--they are a kind of feedback • Cognitive tools are remarkable--but some are limited • Attention is a gateways to learning. • Working memory fills fast

  19. Attention “I saw John today” “What?” “I said, I sa...” “Oh, how is John?”

  20. COUNT THE NUMBER OF “F’s” IN THE FOLLOWING PASSAGE FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS.

  21. COUNT THE NUMBER OF “F’s” IN THE FOLLOWING PASSAGE FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS.

  22. A B Which player has the strongest poker hand?

  23. A B Which player has the strongest poker hand? Did you notice the red six of spades?

  24. Can a Powerpoint show tell what you think?

  25. You can see 6 cards. Think one of them. Just think. Think now.

  26. Close your eyes and Just think about your card.

  27. Look, I took your card.

  28. Bet I can do it again.

  29. Look at the cards. Go ahead. Pick a different one. Just think. Think harder.

  30. Close your eyes and Just think about your card.

  31. I took your card again!

  32. Here’s how it’s done.

  33. You can see 6 cards. Think one of them. Just think. Think now. Look, I took your card.

  34. Learning: Greatest Hits • Practice is more than repetition. Use it or lose it. • Consequences matter--they are a kind of feedback • Cognitive tools are remarkable--but some are limited • Attention is a gateways to learning. • Working memory fills fast • Organization and elaboration support memory • Knowledge and beliefs play critical roles in learning • Learning is hard work: Strategic persistence pays • Knowledge is difficult to transfer

  35. FB IMT VU SAHB OC IA FBI MTV USA HBO CIA Organization and Elaboration

  36. Organized in four categories: Fruits Flowers Cities Countries Each set of four words begins with the same letter. Organization and ElaborationListen to these words

  37. Experts organize around central ideas and principles

  38. Learning: Greatest Hits • Practice is more than repetition. Use it or lose it. • Consequences matter--they are a kind of feedback • Cognitive tools are remarkable--but some are limited • Attention is a gateways to learning. • Working memory fills fast • Organization and elaboration support memory • Knowledge and beliefs play critical roles in learning • Learning is hard work: Strategic persistence pays • Knowledge is difficult to transfer

  39. Knowledge and expectationssupport memory • Legend of the Ghosts (Bartlett, 1932, Remembering) • Baseball and reading • Stereotypes

  40. Knowledge and Comprehension In 1367 Marain and the settlements ended a 7-year war with the Langurians and Pitoks. As a result of this war Langauria as driven out of East Bacol. Marian would now rule Laman and other lands that had belonged to Languria. This brought peace to the Bacolian settlements. The settlers no longer had to fear attacks from Laman. The Balcolians were happy to be part of Marain in 1367. Yet, a dozen years later, these same people would be fighting the Marish for independence, or freedom from United Marain’s rule.

  41. Knowledge and Comprehension In 1763 Britain and the colonies ended a 7-year war with the French and Indians. As a result of this war France as driven out of North America. Britain would now rule Canada and other lands that had belonged to France. This brought peace to the American colonies. The settlers no longer had to fear attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet, a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.

  42. Knowledge and Comprehension In 1763 Britain and the colonies ended a 7-year war with the French and Indians. As a result of this war France as driven out of North America. Britain would now rule Canada and other lands that had belonged to France. This brought peace to the American colonies. The settlers no longer had to fear attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet, a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.

  43. In 1367 Marain and the settlements ended a 7-year war with the Langurians and Pitoks. As a result of this war Langauria as driven out of East Bacol. Marian would now rule Laman and other lands that had belonged to Languria. This brought peace to the Bacolian settlements. The settlers no longer had to fear attacks from Laman. The Balcolians were happy to be part of Marain in 1367. Yet, a dozen years later, these same people would be fighting the Marish for independence, or freedom from United Marain’s rule. In 1763 Britain and the colonies ended a 7-year war with the French and Indians. As a result of this war France as driven out of North America. Britain would now rule Canada and other lands that had belonged to France. This brought peace to the American colonies. The settlers no longer had to fear attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet, a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.

  44. Learning: Greatest Hits • Practice is more than repetition. Use it or lose it. • Consequences matter--they are a kind of feedback • Cognitive tools are remarkable--but some are limited • Attention is a gateways to learning. • Working memory fills fast • Organization and elaboration support memory • Knowledge and beliefs play critical roles in learning • Learning is hard work: Strategic persistence pays • Knowledge is difficult to transfer

  45. Hyde and Jenkins, 1973

  46. WHAT ARE EIGHT COUNTIES IN ENGLAND?

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