Learning and Teaching
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This document discusses several learning theories and their implications for curriculum, instruction, and assessment. It covers behaviorism, constructivism, multiple intelligences theory, brain-based learning, and social cognitive learning theory among others. The key ideas are that learning theories call for student-centered approaches, emphasize experiences and problem-solving over standardized curricula, and recommend assessing students in varied ways that account for different learning styles and intelligences. Learning is presented as an active, social process in which students construct their own understandings rather than just memorizing information.
Learning and Teaching
- 1. Prof (Dr) Rajesh G Konnur Professor
- 2. Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats
- 3. The way we learn is to connect it to something else.
- 5. 10% of what they read 20% of what they hear of what they see30% 50% of what they see & hear 70% of what they say as they talk 90% of what they say as they do a thing
- 6. “ I hear and I forget, I see and I remember, I do and understand.”
- 7. “Learning is the process whereby knowledge is created through the transformation of experience” (Kolb, 1984).
- 8. Constructivism: By reflecting on our experiences, we construct our own understanding of the world we live in. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.
- 9. Learning is a search for meaning. Meaning requires understanding wholes as well as parts. And parts must be understood in the context of wholes. In order to teach well, we must understand the mental models that students use to perceive the world and the assumptions they make to support those models.
- 10. The purpose of learning is for an individual to construct his or her own meaning, not just memorize the “right” answers and regurgitate someone else’s meaning.
- 11. Curriculum–Constructivism calls for the elimination of a standardized curriculum. Instruction - Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict. Assessment–Constructivism calls for the elimination of grades & standardized testing.
- 12. Behaviorism is a theory of animal and human learning that only focuses on objectively observable behaviors & discounts activities. Types of Theories of Behaviorism : Classic conditioning :Pavlov’s observation that dogs salivate when they eat or even see food. UNCONDITIONED STIMULUS + CONDITIONED STIMULUS = CONDITIONED REFLEX FOOD + SOUND OF BELL = SALAIVA
- 13. Behavioral or operant conditioning: B.F. Skinner used reinforcement techniques to teach pigeons to dance and bowl a ball in a mini- alley. Criticisms of behaviorism: -Behaviorism does not account for all kinds of learning. -Behaviorism does not explain some learning. Research has shown that animals adapt their reinforced patterns to new information.
- 14. Its positive and negative reinforcement techniques can be very effective–both in animals, and in treatments for human disorders such as autism and antisocial behaviour.
- 15. Swiss biologist and psychologist Jean Piaget (1896- 1980) is renowned for constructing a highly influential model of child development and learning. Based on the idea that the developing child builds cognitive structures–in other words, mental “maps,” schemes, or networked concepts for understanding and responding to physical experiences within his or her.
- 16. Piaget’s Cognitive Development Stages : 1) Sensorimotor – 0 – 2 Years 2) Pre – operational (2-7 Years) 3) Concrete operational (7-11 years) 4) Formal Operational (adolescence- adulthood).
- 17. Curriculum–Educators must plan a developmentally appropriate curriculum that enhances their students’ logical & conceptual growth. Instruction–Teachers must emphasize the critical role that experiences or interactions with the environment–play in student learning.
- 18. As long as the brain is not prohibited from fulfilling its normal processes, learning will occur. Principles of brain-based learning: - The brain is a parallel processor. - Learning engages the whole physiology. - The search for meaning is innate.
- 19. The brain processes wholes and parts simultaneously. Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes. We understand best when facts are embedded in natural , spatial memory. Learning is enhanced by challenge and inhibited by threat. Each brain is unique.
- 20. Curriculum–Teachers must design learning around students interests. Instruction– Teachers structure learning around real problems, encouraging students to also learn in & outside the classroom and the college building. Assessment–Since all students are learning, their assessment should allow them to understand their learning styles and preferences.
- 21. The educators should not ask, “Is this student smart?” but rather “How is this student smart?”. Types: - Concrete and abstract perceivers. - Active and reflective processors.
- 22. Curriculum–Educators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis , reason & sequential problem solving. Instruction–Teachers should design their instruction methods to connect with all four learning styles, various combinations of experience, reflection, conceptualization, and experimentation. Assessment–Teachers should employ a variety of assessment techniques, focusing on the development “whole brain” capacity & each of the different learning styles.
- 23. Developed by psychologist Howard Gardner. According to him at least seven ways that people have of perceiving and understanding the world. Each ways are called “intelligence”. Defines an “intelligence” as- - Is somewhat autonomous from other human capacities, - Has a core set of information-processing operations. - Has a distinct history in the stages of development we each pass through. - Has plausible roots in evolutionary history.
- 24. Curriculum - Gardner suggests a more balanced curriculum that incorporates the arts, self awareness, communication & physical education. Instruction–Gardner advocates instructional methods that appeal to all the intelligences, role playing, musical performance, cooperative learning, reflection, visualization, storytelling, and guided imagery. Assessment–This theory calls for assessment methods that take into account the diversity of Intelligences.
- 25. This theory of the structure and functions of the mind suggests that the two different sides of the brain control two different “modes” of thinking.
- 26. left Brain Right Brain Logical Random Intuitive Sequential Holistic Rational Synthesizing Analytical Subjective Objective Looks at wholes Looks at parts
- 27. Curriculum–In order to be more “whole- brained” in their orientation, schools need to give equal weight to the arts, creativity, and the skills of imagination and synthesis. Instruction–To foster a more whole-brained scholastic experience, teachers should use instruction techniques that connect with both sides of the brain. Assessment–For a more accurate whole- brained evaluation of student learning, educators must new forms of assessment that honour right brained talent and skill.
- 28. This theory of motivation proposed by William Glasser. The control theory states that behaviour is inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need. Glasser attests that all living creatures “control” their behaviour to maximize their need satisfaction.
- 29. Curriculum–Teachers must negotiate both content and method with students. Students’ basic needs literally method with students. Students’ basic needs literally help to shape how and what they are taught. Instruction–Teachers rely on cooperative, active learning techniques that enhance the power of the learners. Assessment–Instructors only give “good grades”– those that certify quality work–to satisfy students’ for power.
- 30. Observational learning, also called social learning theory, occurs when an observer’s behaviour changes after viewing the behaviour of a model. Learning by observation processes: Attention Retention Production Motivation
- 31. Curriculum – Students must get a chance to observe and model the behaviour that leads to a positive reinforcement. Instruction– Educators must encourage collaborative learning , since much of learning happens within important social & environmental contexts. Assessment– Educators must provide the incentive & the supportive environment for the behaviour to happen.
- 32. The social cognition-learning model asserts that culture is the prime determinant of individual development. Culture makes two sorts of contributions to a child’s intellectual development. First: Through culture children acquire knowledge. Second: The surrounding culture provides a child with the processes or means of their thinking - Vygotskians call the tools of intellectual adaptation.
- 33. Curriculum–Since children learn much through interaction, curricula should be designed to emphasize interaction between learners & learning tasks. Instruction–With appropriate adult help, children can often perform tasks that they are incapable of completing on their own. Assessment–Assessment methods must take into account the zone of proximal development.
- 34. Need for a theory of teaching : - It explains the relationship between teaching and learning & identifies common factors. - Gives the knowledge about the assumptions of teaching activities which provide guidelines for organizing teaching. - The instructional designs can be developed. - Provides the scientific basis for planning, organizing, leading & evaluation of the teaching. - The classroom teaching problems may be studied. -Scientifically. The pupil-teachers can develop teaching skills and competency. - Teaching objectives may be successfully achieved.
- 35. Formal theory (philosophical theory) of teaching. Descriptive theory of teaching. Normative theory of teaching.
- 36. Meutic Theory of Teaching. The communication Theory of Teaching. The Moulding Theory of Teaching. The mutual Inquiry Theory of teaching. Descriptive Theory of Teaching : -Instruction theory of teaching . -Prescriptive theory of teaching.
- 37. The cognitive theory of teaching. Theory of teacher-behaviour. Psychological theory of teaching. The general theory of teaching.
- 38. Innovative SPICES Traditional Traditional Medical Curricula Continuum S Student centered Teacher centered P Problem based I Information gathering I Integrated Discipline – based C Community based Hospital based E Elective Standard S Systematic Apprenticeship based S
- 39. what is it?
- 41. WHAT IS PROBLEM-BASED LEARNING, AND HOW DOES IT DIFFER FROM PROBLEM SOLVING?
- 43. Problem solving Problem – based learning Educational strategy Traditional discipline based Integrated systems-based Main characteristics - The focus is on preparatory learning prior to exposure to the problem. - The staff set the problems (case history problems in a primarily lecture- based format), and students attempt to resolve them using previously taught curricular content. - The problem comes first without advance readings, lectures, or preparation. - The problem serves as a stimulus for the need to know. - Based on their own prior knowledge and the identified gaps in that knowledge, students determine the learning issues within their own group. They then identify and use a variety of learning resources to study these issues and return to the group to discuss and share what they have learned.
- 44. PROBLEM SOLVING PROBLEM-BASED LEARNING Role of the teacher Content expert Tutor/Facilitator Learning environment Passive, teacher-centered Learning becomes dependent upon the self- directed efforts of the small group. This method creates a more active, student- centered learning environment Who is responsible for directing the learning activities Teacher The student decides what he/she needs to learn
- 45. The rationale for PBL lies in its comparability with modern educational principles. Its approach is based on principles of adult education and self-directed learning. Principles of adult learning Adults are motivated by learning that: • Is perceived as relevant • Is based on, and builds on, their previous experiences • Is participatory and actively involves them • Is focused on problems • Is designed so that they can take responsibility for their own learning • Can be immediately applied in practice • Involves cycles of action and reflection • Is based on mutual trust and respect
- 46. Preclinical phase acquire “background” (1-3 yrs) knowledge of the basic sciences Clinical Phase apply this knowledge to the diagnosis & mgt of clinical problems (4-6 yr)
- 50. Thanks