Practice
- 1. FACULTY: LINGÜÍSTICA CAREER: LINGÜÍSTICA APLICADA AL IDIOMA INGLÉS SUBJECT: ENGLISH SOCIAL EDUCATIONAL PROJECT TEACHER: Mgs. DOLORES ROCIO TASK: HUMAN LEARNING STUDENT: MORA ORTIZ ESPERANZA ALEJANDRINA FORUM: TOTAL QUALITY MANAGEMENT IN EDUCATION PERIOD: APRIL –AUGUST 2018
- 2. LEARNING AND TRAINING PRINCIPLESOFLEARNING Is one theory of learning “better” tnan another How can you evaluate the theory
- 3. Training program Entry behavior (Pavlov and skinner) Goals of the task Methods of training Evaluation procedure Finally, in short or long term evaluation measures Theory extend the content in the school is reached on the topic learning Learning
- 4. Is an experiment with a dog To salivate to the tone of a tuning fork through a procedure that is classical conditioning Learning process consited of the formation the stimuli and responses Stimuli automatically used the salivation response to the sight or smell of food Watson human behavior should be studied objectively, rejecting, mentalistic notions of innateness and instinct. (stimulus –response) PAVLOV’S CLASSICAL BEHAVIORISM
- 5. SKINNER’S OPERANT CONDITIONING Law Effect -reinforment He experimental with persons and animals With a baby accidentally touches a nearby object and a tinkling bell-sound . The infant may look in the direction from with the sound came Reinforcers are far stronger aspects of learning Operante Conditioning consists of changing behavior by the use of reinforcements which are given after the desired responses is achieved.
- 6. AUSUBEL’S MEANINGFUL LEARNING THEORY Meaning is not implicit response, but a “clearly articulated and prescisely differentiated conscious experience that emerges signs, symbols, conceps or propositions are related to incorporated Rote leaning as the process of acquiring material as “discrete and relatively isolated intities that are relatable to cognitive . Cognitive field , it interacts with , and is appropriately subbsumed under a more inclusive conceptual Cognitive structure as a system of building blocks
- 7. Systematic Forgetting The laws of association, and their retention is influenced primarily by the interfering effect of similar rote materials. Forgetting is really a second or “obliterative” stage of subsumption, characterized as “memorial reduction to the least common denominator” Subsumption that operates through what I have called “cognitive pruning” Pruning is the elimination of unnecessary clutter and a clearing of the way for more matemately. Single blocks are lost to perception , or pruned out , to use the metaphor, and the total structure is perceived as a single whole.
- 8. ROGERS’S HUMANISTIC PSYCHOLOGY Affective focusthan cognitive one, and so it may be said to fall into the perspective of a construtivist viiew of learning He and Vygotsky their highlingting of the social and interactive nature of learning. Rogers works as therapeutic help to individuals. They are focus on thedevelopment of an individual’s self. Also teaching and learning the goal of education is the facilitation of change and learning.
- 9. TYPES OF LEARNING According to the context and suject matter to be learned * Signal learning . This is classical conditioned reponse of Pavlov * Stimulus and response learning operant called and instrumental response. *Chaining is a chain of two or mor stimulus- response. * Verbal association: is learning of chains that are verbal.
- 10. Multiple discrimination the learning of each stimujlus response connection is a simple occurrence , the connections thend to interfere with one another. Concept learning: Le learner is able to make a reponse that identifies and entire class of objects or events. *Principle learning “subsumer a cluster of related concepts. Problem solving is a kind of learning thar requires the internal events usually referred to as “thinking”
- 11. TRANSFER, INTERFERENCE, AND OVERGENERALIZATION Tranfer is a general term describing the carryover of previous performance of knowlege to subsequent learning. Interfering effects of the native language on the target language. The native language is an obvious set of prior experiences. Interfering is almost as freqent a term as overgeneralization . The learning of concepts in early chladhood is a process of generalizing.
- 12. INDUCTIVE AND DEDUCTIVE REASONING Insuctive reasoning, one stores a number of specific instances and induces a general law Deductive is a movement form a generalization to specific. Gestalt learning in children and concluded that such “sentences learners” Peter’s study for second language teaching are rather tantalizing . Learner’s production of overall, meaning- bearing intonation patterns. Wong oral production.
- 13. APTITUDE AND INTELLIGENCE Aptitude is the identification of a number of characteristics of successful language learners. Risk-taking behavior memory efficiency, intelligent guessing, an ambiguity. Modern Language Aptitude Test required prospective language learners (before they began to learn a foreigh language) Pimsleur Language Aptitute Battery was used for some time in such contexts as Peace Corps volunteer training programs to help predict successful language learners. MLAT and PLAB claimed to measure language aptitude , it became apparent that they simply reflected the general intelligence or academic ability of a student. Focused context – reduced. Adquisition of communicative competence in context –embedded situations. INTELLIGENCE is measumed in terms of linguistic and logical- mathematical abilities. IQ concept hierarchies and systematically pruning. Memory processing and recall sytems. Gardner *linguistic*logical mathermatical*spatial *musical*bodily kinesthetic *interpersonal*intrapersonal
- 14. METHOD Audilingualism “deep structure” of language when psychologists began to recognize the fundamentally affective an interpersonal nature of all learning. Counseling –Learning students and teacher join together to facilitate learning in a context of valuing and prizing each individual in the group Teacher’s role is to center his or her attention on the students and their needs. Community Language Learning advanges mistranslated, there could be a less tan effective understanding of the target language Weaknesses insights to teachers. We are reminded to lower learners’ anxiety, to créate as much of a supportive group.
- 15. Suggestopedia a mthod for learning that capitalized on relaxed states of mid for máximum retention fo material. Music was central to his method. THE SILENT WAY “HUMANISTRIC “was characterized bya proble- solving approach to learning *learning is facilitated * mediating* problema solving Total Physical Response class utilized the imperative moodand commands e.g “close the door” for beninning levels The Natural Approach production until speech “emerges” that larners should be as relaxed as pssible in the classroom. The goal interpersonal communication skills.