HE L4 : CONCEPTS OF LEARNING

REVIEWER

GROWTH

is increase in learning, an acquisition of knowledge that may result to maturity

DEVELOPMENT

is the orderly, dynamic changes in a learner from a combination of learning, experience, and maturation (Eggen,1994)

MATURATION

Biological changes that affect the individual

EXPERIENCE

Interactions with the environment that form ideas

LEARNING

Acquiring knowledge, skills, and values

Factors Influencing Intellectual Development

STAGES

are qualitative changes like that of the transformation of a caterpillar to a butterfly

Infancy (0-1)

The sensorimotor stage.

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Most learning are responses to stimuli

Toddler (1-3)

The pre operation stage.

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Learning is mostly by perceptions

Preschool (3-7)

Perceptual Intuitive Thought.

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Learning is accommodation of ideas to fit reality than reasons

School Age (7-11)

Concrete & Operations stage.

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Learning is thinking and reasoning logically about concrete objects not just by perception

Adolescent (12-18)

Formal Operational Thought.

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Learning is logical, providing scientific reasons even with the abstract

Every individual

is unique and thus a student is entirely different from another student regardless of the student’s personal profile.

Teacher’s considerations

* Multiple Intelligences
* Emotional Intelligence
* Socioeconomic Status
* Culture
* Gender Differences

Multiple Intelligences

A person can be any of the 8 or more smarts

Emotional Intelligence

A person who has capability to manage and monitor his or her own emotions

Socio economic Status

affects a learner’s well being

Culture

refers to attitudes, values, customs and behavior patterns that characterize a social group

Gender Differences

Different treatment and stereotyping boys and girls

LEARNING

is acquisition of knowledge, skills, and attitudes by experience or practice that changes a person’s behavior.

PHYSIOLOGICAL NEEDS

Impoverished students tend to have diminished motivation to learn

SAFETY NEEDS

Students who have a low sense of security tend to achieve less

ESTEEM

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LOVE AND BELONGING

Growth needs tend to energize and direct student learning

SELF- ACTUALIZATION

True motivation for learning develops when students see the relationship between what they are learning and what they want to become

Simple responses to the presence of stimuli

EFFECT

EXCERCISE

READINESS

TRUE

Habits. Highly coordinated skills and sequences of behavior are learned over time. When applied to muscles, this is known as motor skills

TRUE

Perceptual responses involving past experiences. Interpretation and understanding is based on what is already stored in the brain

TRUE

Attitudes. These are responses to selected aspects of the environment and the present situation that brings benefits like love, cooperation and honesty

TRUE

Emotional responses. We learn to fear high places or enclosed places, blush in certain situations, and smile happily to friends

TRUE

To solve problems and develop problem solving skills. We apply the skills to specific situations we face

TRUE

Language. We learn words, communication through words, and even mathematical symbols

TRUE

To develop our personality. We learn how we are able to combine emotions, attitudes, behaviors and response patterns

TRUE

Motives. We learn what prompts us to act in a certain way. We develop an inclination for specific behavior

Retention

Best for students who read, hear, see, say, and do. The percentage is about 90

Involvement

Not only do we learn more by using more senses BUT to be actively involved in the learning process

Environment

Must be conducive to learning. This refers both to the physical and psychological atmosphere

Readiness

Only the ready learns. Assess readiness and create motivation

Relevance

Lesson must be deemed relevant to the learners to affect lasting learning

Repetition

Constant correct practice makes perfect. The learner must hear, see, say, and do correctly to affect learning

Synthesize & Generalize

Learning must be a means to put together the small parts learned. The small parts learned must create a big picture of the lesson

Pleasant experience

Students tend to learn and keep on learning as they accumulate pleasant learning experiences

From Known to Unknown

Learning must be an association of what was previously learned to what must be learned. Lost connection means no learning

Pacing

Students must have the right pace to learn. Pauses are necessary to absorb content and process skills