THE ABILITY TO LEARN FACTS AND SKILLS

THURSTON  

 intellegence is both general ability and a number of specific abilities.  

STAGNER                                                                                                                                       intelligence is the learning ability and the ability to see new situation.
FIELDMAN                                                                                                                                       intelligence in the general capacity of person to adjust consciously  his thinking to a new requirement.

• HUMAN INTELLIGENCE
• ARTIFICIAL INTELLIGENCE                                                                                                                                                                                                                     

                                            THEORY IN INTELLIGENCE ES OF           

• HOWARD GARDNER                                                                                                                                        MULTIPLE INTELLIGENCE                                                                                                                                

1. VERBAL-LINGUISTIC INTELLIGENCE
2. MATHEMATICAL INTELLIGENCE
3. MUSICAL INTELLIGENCE
4. VISUAL-SPATIAL     INTELLIGENCE
5. BODILY-KIN ESTHETIC INTELLIGENCE
6. INTERPERSONAL INTELLIGENCE
7. INTRAPERSONAL INTELLIGENCE
8. NATURALIST INTELLIGENCE
9. EXISTENTIAL INTELLIGENCE
10. SPIRITUAL INTELLIGENCE
11. MORAL   INTELLIGENCE                                                                                                                                     

 ROBERT STENBERG  TRIARCHIC THEORY OF INTELLIGENCE

1. COMPONENTIAL- the ability assessed by intelligence test.
2.EXPERIMENTAL- the ability to adopt to new situations and to produce new ideas
3.COTEXTUAL- the ability to function effectively in daily situation.
4.PRACTICAL- related to overall success in living rather than intelligence in academic performance.       

    EMOTIONAL INTELLIGENCE
1.Facilitating emotions
2.Perceiving emotions
3.Understanding emotions
4.Managing emotions            

• Charles Spearman Fluid Intelligence                                                                                              -is the ability to deal with the new problem and situation.It is also the ability to draw inferences and understand the various concepts, independent on acquire knowledge.
• Crystallized Intelligence                                                                                                                  -this is the store of information, skills and strategies what people have acquired through their experiences and the use of fluid intelligence. 
• REFLECTION:
•                    focus the individual action of every person. We should monitor our pupils to be guided if theres wrong with their attitudes.

MEANING AND TYPES OF MOTIVATION

Motivation

-      is an inner drive that causes you to do something. It energizes you to do something.

-      indicator of high level of motivation if you have a highly motivated student, a student who is excited about learning and accomplishing things.

TYPES OF MOTIVATION

1. INTRINSIC MOTIVATION

-      when the source of motivation is from within the person.

2. EXTRINSIC MOTIVATION

          -  when that which motivates a person is someone or something outside   him/her.

The role of extrinsic motivation

          Extrinsic motivation is necessary develop the love for learning among poorly motivated students. If good grades, rewards, praises or words of encouragement or fear of failing grades can motivated unmotivated students to study.

Student Diversity in Motivation

          Diversity in motivation maybe trace to differences in age, developmental stages gender, socio-economic and cultural background.

Self Efficacy Theory

          Is the belief that one has the necessary capabilities to perform a task. Fulfill role expectations, or meet a challenging situation successfully.

Self Efficacy Enhancing Strategies

·         Make sure that the students master basic skills.

·         Help them noticeable progress on difficult task.

·         Communicate confidence in student’s abilities through both words and actions.

·         Expose them to successful peers.

Self- Determination and Self- Regulation Theories

          Students are more likely to be intrinsically motivated when they believe they can determine their learning goals and regulate their learning.

Self- Regulation

a. Goal setting     b. Application of learning strategy

c. Planning           d. Self-monitoring

e. Attention control       f. Self- Evaluation

                                       Choice Theory

          It is a biological theory that suggests we are born with specific needs that we are genetically constructs to satisfy.

                                      Four Basic Psychological Needs

1. Belonging or connecting

2. Power or competence

3. Freedom

4. Fun

          MASLOW’S HIERARCHY OF NEEDS:

Lower- order needs

-      Basic needs and safety needs

Higher-order needs

-      Love and Belonging

-      Self-esteem and Self-actualization
Reflection:
             As a future educators, we should make our students realized the real situation so that they will motivate to achieve their goals and dreams.

 YOUNG CHILDREN & ADOLESCENCE

YOUNG CHILDREN:

o   They can learn through talking about themselves, families and their lives;

o   They are curious to learn and discover new concepts on their own;

o   They liked to use their imagination and to discover things;

o   They naturally need to touch ,see, hear, and interact to learn;

o   Because their attention span is limited they need engaging and entertaining activities in order to not lose interest;

o   They like to cooperate and work in groups;

o   They need support and encouragement while learning;

o   Teacher need to work their students individually because they need to be guided.

ADOLESCENTS:

§  They are in search for personal identity;

§  They are in need of activities that meet their needs and learning expectations;

§  They need help and support from the teacher and to be provide with constructive feedback;

§  They can draw upon a variety of sources in the learning environment, including personal experience, the local community and the interest;

§  They can learn abstract issues and do challenging activities.

                    FIVE DIMENSIONS OF STUDENTS DEVELOPMENT

1. Confidence and Interdependence

We see growth, and development learner’s confidence and interdependence become congruent with their actual abilities and skills, content knowledge, use of experience and reflectiveness about their own learning.

2. Skills and Strategies

                   Represent “know-how” aspect of learning, when we speak of performance or mastery we generally mean that learners have developed skills and strategies to function successfully in certain situations.

3. Knowledge and Understanding

                   Refers to a content knowledge gained in particular subject areas. It is the most familiar dimension, focusing on the know-what aspect of learning.

4. Use of prior and Emerging Experiences

                   Involves of learners abilities to draw their own experience and connect it to their work.

5. Critical reflection

                   refers to the developing awareness of the learners own learning process as well as more analytical.
Reflection:
               Therefore its not just the age being changed as we grow old, There's also a change on how we think, change in skill and even additional learnings.

Goal Theory in Learning

Goal Theory

          Label used in educational psychology to discuss research into motivation to learn. Key factors influencing the level of a student’s intrinsic motivation.

Learning Goal

          Desire to acquire additional knowledge or master new skills.

Self-Determined Goals

          When objectives are relevant to the life of students, then turn out to be more motivated to learn.

Goal Setting

          Involves SMART objectives.

                                      Elements Of Goal Setting

1. Goal acceptance

2. Specificity

3. Challenge

4. Performance monitoring

5. Performance feedback

Self- Regulation

          Coordinating cognition and motivation in learning.

          Refers to person’s ability to master himself.

                   PROCESS INVOLVING SELF-REGULATION

·         GOAL SETTING- self-regulated learners know what they want to accomplish when they read or study.

·         PLANNING- self-regulated learners determine ahead of time how best to use the time they have available in learning.

·         ATTENTION CONTROL- self-regulated learners try to focus their attention on the subject matter at hand and clear their minds potentially destructing thoughts and emotion.

·         APPLICATION OF LEARNING STRATEGIES- self-regulated learners choose different learning strategies depending on the specific goal they hope to accomplish.

·         SELF-MONITORING- self-regulated learners continually monitor their progress toward their goals and they change their strategies or modify their goals if necessary.

·         SELF-EVALUATION- self-regulated learners determine whether what they have learned or sufficient for the goals they have set.

     

     Reflection: 

                   This focus on how people prepared themselves to achieve their goals and plan to be successfull in the future.

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TEACHER STRATEGIES FOR FACILITATING POSITIVE

MOTIVATIONAL PROCESSES IN LEARNING

 LESSON PLAN- It is the the teachers road map of what students need to learn and how it will be done effectively during the class time.

THREE COMPONENTS

·         Objectives for student learning

·         Teaching/Learning activities

·         Strategies to check students understand

Steps for preparing Lesson Plan

·         Outline Learning Objectives

·         Develop the introduction

·         Plan the specific learning activities

·         Plan to check for understanding

·         Develop a conclusion and a preview

·         Create a realistic timeline

SUGGESTION IN MAKING LESSON PLANNING

·         A lesson plan is an aid to teaching.

·         A  lesson plan should not be too detailed.

·         Lessons should be planned with in time allotment for the subject.

·         The textbook should not be regarded as infalliable.

·         The plan may serve as a basis for future plans and a means of evaluation to success of learning.

LEARNING DESIGN

       -Professional that increases educator effectiveness and result for all students integrates theories research, and models for human learning to achieve it's intended outcomes.

ASSESSMENT TASKS

      -Assessment activities can provide more useful information for the purepose of making judgement at key points.

Reflection:

                As a future teacher we should find ways to make our more determined with intrinsic motivation in combating all the day they might encountered.

 Three Ways to represent Knowledge

1.ENACTIVE REPRESENTATION

                -At the earliest ages.children learn about the word through action on physical object and outcomes of these action. Children represent object in terms of thier immediate sensation f them.

2. ICONIC REPRESENTATION

                -This second stage is when learning  can be obtained through using  models and pictures can now use mental amage to stand for certain object or event.

3.SYMBOLIC REPRESENTATION

                -The learners has developed the ability to think abstract terms. This uses symbol system to encode knowledge.

                                                SPIRAL CURRICULUM

                -The teacher must revisit the curriculum by teaching the same content in different ways depending on students development levels.

PRINCIPLES OF INSTRUCTION STATED BY BRUNER"

1.Instruction must be concerued et the experiences and context that make the students willing and able to learn.

2.Instruction must be structured so that it can be  easily grasped by the student.

3.Instruction should be design to facilitate.

                                               DISCOVERY LEARNING  

                -refers to nobtaining knowledge for oneself. The teacher plan and arrage activities in such a way that student search manipulate explore relevant to the domain and such general problem solving skill as formulating rules. testing and gathering information.

1.PREDISPOSITION TO LEARN

                -He introduced the ideas of readiness for learning . Bruner believed that any subject could be taught at any stage of development in a way that fits the childs cognitive abilities.

                Bruner ( 1966 ) States that a theory o9f instruction should address four major aspects:

1.Prediposition to learn- He introduce the ideas of readiness for learning ,Bruner believed that any subjectcould be thought at any stage of development in a way that fits the child's cignitive abilities.

2.Structure of knowledge - This refers to the ways inwhich a body of knowledge can be structured so tht it can be most readily grasped by the learner. Structure refers to relationshaps among-factual Elements and Techniques.

                Bruner offered considerabale detail about structuring knowledge.

1.Understading the fundamental structure of the subjects makes it more comprehensible. Bruner viewed categorization as a fundamental processin the stucturing of knowledge.

2.To generate knowledge which is transferable to other contexts, fundamental principles or patterns are best suited.

3.The discripancy between beginning and advance knowledge in a subject area is (determined) diminished when instruction centers on a structure and principles of orientation.

4.Effective Sequencing - No oe sequencing will fit Every Learner , but in general , the lesson can be presented in increasing difficulty.

5.Reinforcement - Rewards and punishment should be selected and placed appropriately.

                                                                    CATEGORIZATION

                Bruner gave much attention to categorization of information in the construction of internal cognitive maps. He believed that perception, conceptualization,learning, decision making, and making inferencesall involved categorization. "Categories" are rules that specipy four things about objects.

1.Criterial attributes- required characteristicts for inclotion of an object in a category.

2.The second rule prescribes how the cretical attributes are combined.

3.The third rule assigns weight to various properties.

4.The fouth rule sets acceptance limits on attributes. Some attributes can widely, such as color. Other are fixed.

                                                There are several kinds of categories

1.Identity categories- Categories includ objects  base on thier attributes or features.

2.Equivalent categories- (Provide rules for combining categories). Equivalent can be determine by effective criteria, Which render objects Equivalent by Emotional reaction, Function criteria, based on related functions.

 

Reflection:

               In this lesson shows that knowledge start from birth to adult. It only developed when we grow old, which we encountered in everyday life.

 Teachers Affective Trials

        -Emphasizes the teachers affective characteristics or social and emotional behaviors, more than pedagogical practice.

       -According to James H. Stronge, 2002 affective characteristics of affective teachers:

·         Caring- sympathetic listening to students not only about life inside the classroom but more about students live in general.

·         Fairness and respect- treating students as people.

·         Social interactions with students- allowing students to participate in decision making.

·         Enthusiasm and motivation- encouraging students to be responsible for their own learning.

·         Attitude toward the teaching profession- helping students succeed by using differentiated instruction.

·         Positive expectations of students- striving to make all students competent.

·         Reflective practice- eliciting feedback from others in the interest of teaching and learning.

Classmates Bullying and the need to belong

                      -the need to belong is a basic human need. Furthermore, sense of belongingness enhances their learning and performance.

PARENTS AS PART OF THE LEARNER'S HUMAN LEARNING ENVIRONMENT

·         Follow up status of their children's performance.

·         Supervise their children in their homework.

·         Check their children's notebook.

·         Review their children's corrected seatworks and test papers.

·         Attend conference for Parents,Teachers and Community Association (PTCA).

·         Are willing to spend on children's project and to get involved in school.

·         Participate actively in school community projects.

·         Confer with their children's teacher.

·         Are aware of their children's activities in school.

·         Meet the friends of their children.

·         Invite their children's friends at home.

THE CLASSROOM CLIMATE

       -The interaction between the learner and the teacher, among the learners, and among the learners, teachers and parents give's rise to the learning climate in the classroom.

       -Specific classroom rules and procedures are clear.

        -these classroom rukes and procedures are discussed on the first day of class.

       -students are involved in the design of rules and procedures.

       - techniques to acknowledge and reinforce acceptable behavior and provide negative consequences are employed.

PHYSICAL ENVIRONMENT

       -allows maximum interaction between teacher and students and among students;

       - allows students movement without unnecessary distraction.

       - allows teacher to survey the whole class, is safe,clean, orderly;

 

Reflection:

             In this lesson it talks about the behaviors and characteristics of a teacher in dealing with his/her students.It also talks about the situation inside the classroom which important to be handled by a teacher.

 

NEO BEHAVIORISM

''TOLMAN and BANDURA''

Tolman's Purposive Behaviorism

Purposive Behaviorism- has also been referred to as sign learning theory and is often seen as the link between behaviorism and cognitive theory.

*Tolman's theory was founded on two psychological views: those of the Gestalt psychologists and those of Jhon Watson the behaviorist.

*Tolman's key concepts

 Learning is always purposive and goal directed- Tolman asserted that learning is always purposive and goal-directed. He held the motion that an  organism acted or responded for some adaptive purpose.

Cognitive maps in rats- In his most famous experiment and also called ''Learn Locatoin''.

Latent Learning- is a kind of learning that remains or stays with the individual until needed. It is learning that is not outwardly manifested at once.

The concept of intervening variables- is variables that are not readily seen but serve as determinants of behavior.

Reinforcement not essential for learning- Tolman concluded that reinforcement is not essential for learning, although it provides an incentive for performance.

Albert Bandura's Social learning theory

     Social learning theory focuses on the learning that occurs within a social context. It considers that people learn from one another, including such concepts as observational learning, imitation and modeling.

GENERAL PRINCIPLE OF SOCIAL LEARNING THEORY

1. People can learn by observing  the behavior of others and the outcomes of those behaviors.

2. Learning can occur without a change in behavior.

3. Cognition plays a role in learning.

4. Social learning theory can be considered a bridge or a transition between behaviorist learning theories and cognitive theories.

HOW THE ENVIRONMENT REINFORCE AND PUNISHES MODELING

 People are often reinforced for modeling the behavior of others. Bandura suggested that the environment also reinforces modeling. This is in several possible ways:

1. The observer is reinforced by the model.

2. The observer is reinforced by a third person.

3. The imitated behavior itself leads to reinforcing consequences.

4. Consequences of the model's behavior affect the observer's behavior vicariously.

CONTEMPORARY SOCIAL LEARNING PERSPECTIVE OF REINFORCEMENT AND PUNISHMENT

1. Contemporary theory proposes that  reinforcement and punishment have indirect effects on learning. They are not sole or main cause.

2. Reinforcement and punishment influence the extent to which an individual exhibits a behavior that has been learned.

3. The expectation of reinforcement influences cognitive process that promote learniing.

COGNITIVE FACTORS IN SOCIAL LEARNING

1. Learning without performance

2. Cognitive processing during learning

3. Expectations

4. Reciprocal causation

5. Modeling

CONDITIONS NECESSARY FOR EFFECTIVE MODELING TO OCCUR

1.Attention

2. Retention

3. Motor reproduction

4. Motivation

Effects of modeling on behavior:

1. Modeling teaches new behaviors.

2. Modeling influences the frequency of previously learned behaviors.

3. Modeling may encourage previously forbidden behaviors.

4. Modeling increases the frequency of similar behaviors.

EDUCATIONAL IMPLICATIONS OF SOCIAL LEARNING THEORY

1. Students often learn a great deal simply by observing other people.

2. Describing the consequences of behavior can effectively increase the appropriate behaviors and decrease inappropriate ones.

3. Modeling provides an alternative to shaping for teaching new behaviors.

4. Teachers and parents must model appropriate behaviors and take care that they do not model inappropriate behaviors.

5. Teachers should expose students to a variety of other models.This technique is specially important to break down traditional stereotypes.

Reflection:

               In this lesson Bandura beleived that learning comes from socialization and social context. While Tolman is not favor in reinforcement which was delayed rewards.

INFORMATION OF PROCESSING

                Is a cognitive theoretical framework that focus on how knowledge enters and is stored in and is retrieved from our memory. it is one of the most significant cognitive theories in the last5 century and it has strong implication on the teaching process.

INFORMATION PROCESSING THEORY

               IPT describe how the learner receive information from the environment through the senses and what take place in between determines whether the information will continue to pass through the sensory register. Then the short term memory and long term memory.

TYPES OF KNOWLEDGE

General vs. Specific- this involves whether the knowledge is useful in many task or only in one.

Declarative-this refer to factual knowledge they relate the nature of how things are, they maybe in the form.

SENSORY REGISTER

Capacity- our mind receives a great amount of information but it is more than what our minds can hold or perceive.

Duration- the sensory register only holds the information for an extremely brief period in the order of 1 to 3 seconds.

THE ROLE OF ATTENTION

  -To bring information into consciousness, it is necessary that are give attention to it.

-Getting  through  this  attention filter is than who the learner is interested in the material.

-Before information is perceive, it is known as pedagogical information. This means that until that point the learner has not established a determination of the categorical membership of the information.

KINDS OF MEMORY

1. Sensory memory- this refers to the initial momentary storage of information lasting only for an instant.

·         Iconic memory - is the storage of visual information.

·         Echoic memory- disappear within 3 or 4 seconds.

2. Short term memory- STM maintains information for a limited time, until the learner has adequate resources to process the information or until the information forgotten.

·         Duration-around is seconds or less.

3. Long term memory - is the final permanent storing house of memory information, it holds the stored information until needed again.

·         Capacity- LTM has unlimited capacity.

·         Duration- duration in the LTM is indefinite.

IMPROVING MEMORY

1. Chunking- this is meaningful grouping of items together that can be remembered as a unit in a short term memory.

2. Mnemonic this is a formal technique for organizing materials in a way that makes it more remembered.

3. Rehearsal- this is the transfer of information from short to long term through repetition.

MEASURING MEMORY

·         Recall

·         Recognition

·         Re-learning

·         Rote memory

·         Flash bub

Executive Control Process- referred to as metacognitive skills.

Forgetting- is the inability to retrieve or access information when needed.

FORGETTING LIKELY OCCURS:

*Decay- information is not attended to, and eventually fades away.

*Interference- new or old information ''blocks'' access to the information in question.

*Pro-active Interference- this pertains to information learned earlier which interfers with the recall of newer materials.

*Retroactive Interference- refers to new information that interfere with the recall of information learned earlier.

*Emotional Blocking- this involves anxieties and tensions which can impair memory.

Methods For Increasing Retrieval Of Information

·         Rehearsal-is repeating information verbatim, either mentally or loud.

·         Meaningful Learning- is making connection between new information and prior knowledge.

·         Organization- is making connections among various pieces of information.

·         Elaboration- is adding additional ideas to new information based on what one already knows.

·         Visual Imagery- this means forming a ''picture'' of the information.

·         Generation- things we ''produce'' are easier to remember than things we ''hear''.

·         Context remembering the situation helps recover information.

·         Personalization- it is making the information relevant to the individual.

OTHER MEMORY METHODS

a.       Serial Position Effect (regency and primacy) - you will remember the beginning and the end of the list more readily.

b.      Part Learning- break up the ''list'' ot ''chunk'' information to increase memorization.

c.       Distributed Practice- break up learning sessions, rather than craming all the time.

d.      Mnemonic Aids- are memory techniques that learners may employ to help them retain and retrieve information more effectively.

 

Reflection:

                 In this lesson the focus is on how information process in mind, and informations retrieved from memory as we go older.