2. Lesson
Devotion:
• Proverbs 1:5 ESV
• Let the wise hear and increase in learning,
and the one who understands obtain
guidance,
• Proverbs 18:15 ESV
• An intelligent heart acquires knowledge,
and the ear of the wise seeks knowledge.
• Proverbs 9:9 ESV
• Give instruction to a wise man, and he will
be still wiser; teach a righteous man, and
he will increase in learning.
3. CLO/TLO
• CLO 6: creatively develop
lesson plans that can help
students apply their
learnings in the real-world
scenario.
• TLO 18: Reflect on the
relationship of intelligence
and creativity.
• TLO 19: Identify the
various processes of
creativity.
• TLO 20: Develop
motivational lesson plans.
4. ENABLING
ASSESSMENT:
Enabling Assessment 7
•Read and reflect on the journal articles on
learning theories.
• How are theories creatively applied in
teaching? What evaluation schemes used
in the teaching?
5. Meaning of
Theory of
Learning by
Insight:
• This theory is also called Gestalt Theory of
Learning. An explanation of Gestalt School
of Psychology. The word Gestalt in German
language means ‘whole’, ‘total pattern’ or
‘configuration’. This school believes that the
whole is more important than the parts. So
learning also takes place as a whole’. In this
respect Kohlar performed a number of
experiments on monkeys, and arrived at the
result that highest types of learning is
through insight
• https://www.psychologydiscussion.net/learning/learning-theory/theory-of-learning-by-
insight-psychology/2513
6. What is Insight
Learning?
• Insight learning theory is proposed by
Wolfgang Kohler. Insight learning is the
sudden understanding of the relation
between a problem and a solution. By
learning through insight, the correct
solution not only appears seemingly out
of nowhere but also repeated readily of
subsequent presentations of that
problem.
(https://tyonote.com/insight_learning/#:~:text=Insight%20learning%20theory%20is%20proposed,subsequent
%20presentations%20of%20that%20problem.)
7. Insight Learning:
• In insight learning, the perceptual
stimuli are restructured in different
ways and rely on cognitive processes.
It is the “aha” or “I’ve got it”
experience when we suddenly solve a
problem. Occasionally insight comes
dramatically and makes the problem
solution suddenly clear.
8. Wolfgang Kohler’s Experiment
• Wolfgang Kohler, a German psychologist (1925) advocated insight
learning. In one of his experiments, he caged a chimpanzee named
Sultan with a banana bunch hanging on the ceiling and a long stick
well beyond reach outside the cage and a short stick inside the cage.
Sultan found the short stick, grabbed it, and tried to reach the fruit
with it.
• But the short stick was designed to be too short. Several unsuccessful
attempts were made and Sultan dropped the idea and started playing.
Then suddenly, Sultan jumped up, seized the short stick again, and
used this time to pull in the longer stick. He then used the two sticks
to reach the fruit by fitting the longer and the shorter stick together.
This action displayed Sultan’s cognition.
9. Criterion or Essentials of
Learning by Insight:
1. Comprehension as a whole:
Learning by insight requires full
comprehension of the situation as a whole.
2. Clear goal:
The goal must be quite clear to begin with.
3. Power of generalisation:
The learner must possess power of
generalisation along with those of
differentiation.
10. Criterion or Essentials of Learning by
Insight:
4. Suddenness of solution:
Suddenness of the solution is the hall mark of learning by insight i.e., the solution
flashes suddenly to the learner. No lengthy reasoning is involved.
5. New forms of objects:
As a result of insight into the problem or situation objects appear in new forms and
patterns.
6. Transfer:
Transfer of learning occurs as a result of insight. The principles learnt in one situation
are applied to the other situation.
7. Change in behaviour:
Insight changes our behaviour to the extent which we have learnt through insight.
11. Laws of Insight
Formation:
1. Capacities:
Insight depends upon the capacity of the organism.
Individuals offer in their capacities. The more developed is
the individual, the more will be the capacity to develop
insight.
2. Previous experience:
Insight depends upon relevant previous experience and
maturation. Some practice, trial and error and maturation
upto the level is essential before insight develops. A child of
five years cannot develop mathematical insight since he has
not done sufficient practice in it.
12. Laws of Insight
Formation:
3. Experimental arrangement:
Development of insight depends upon experimental arrangement
also.
4. Fumbling and search:
Insight follows a period of fumbling and search.
5. Readily repeated:
Insightful solutions can be readily repeated.
6. Use in new situation:
Insight once achieved can be used in new situation.
7. Wholesome experience:
Experience of insight is always wholesome. Whole is just not equal
to its parts.
13. Educational
Implications of
Learning by
Insight (Role of
Teacher in Insight
Learning):
1. Integrated curriculum:
The curriculum of the class should be an
integrated whole i.e., there should be correlation
between various subjects.
2. Problem as a whole:
The whole problem is to be presented in the class.
A piece meal approach will not develop learning
by insight. This theory believes, “The whole is not
a sum of the parts.” The teacher should present
the things in the class as a whole atleast to start
with. To give a complete insight into the learning
material, we should always proceed from whole to
the part. The lesson should form an integrated
unit because insight is possible if the situation is
perceived as a whole.
14. 2. Problem
as a whole:
(i) The whole sentence should be presented
first and then analysed into words or
letters.
(ii) While teaching Biology, the model of
the whole body should be presented before
the children and then the various parts and
organs of the body should be emphasied.
(iii) While teaching geography, we should
part from the globe and then come down to
country, state, district and city.
15. 2. Problem as a whole:
3. Child as a whole:
Parents and teachers should see the child as a whole and
in total setting. It is not wise to conclude on the basis of
single act about the child’s behaviour.
4. Importance of motivation:
The theory stresses the importance of motivation in
learning. Therefore, the teacher should motivate the
students properly for insightful learning.
16. 2. Problem as a whole:
5. Importance of transfer:
The theory also emphasises the importance of
transfer of learning. Previous experiences are
helpful in learning. Hence the teacher should
encourage the students to make the best use
of transfer of learning.
17. 2. Problem as a whole:
6. Emphasis on intelligent learning:
The theory is economical in terms of human energy.
It puts emphasis on insight and understanding
rather than rote learning. So, spoon feeding and
cramming should be discouraged. There are no
useless and random efforts. The teacher should
encourage the students to learn by understanding
and insight i.e., intelligence.
18. 2. Problem
as a whole:
7. Development of higher mental
faculties:
Insight involves the maximum use of
intelligence. Therefore, learning by
insight is helpful in developing and
improving higher mental processes like
thinking, imagination, reasoning,
analystical ability, problem solving,
creativity etc. The theory specially
encourages creative activity of the
child. The teacher has to view the
situation as a whole and then decide
the line of action.
19. 2. Problem
as a whole:
8. Problem solving approach:
Insight helps in solving problems
through one’s own efforts. This
approach trains the child to solve his
problems in life. Therefore, the teacher
should make use of problems solving
approach for better learning. He
should prepare children emotionally
and intellectually to solve the problem.
20. 2. Problem
as a whole:
9. Useful for difficult
subjects:
The theory is specially useful for
learning difficult subjects like
science, mathematics and
literature.
10. Useful for scientific
inventions:
The theory is very useful for
scientific inventions and
discoveries.
21. 11. Individual
differences:
(a) The teacher keep in mind the
intelligence level, maturity and other
types of individual differences.
Intelligence plays a major role in
learning by insight. The more
intelligent a child is, the more he will
learn through insight. The less
intelligent child takes more time and
makes more efforts to gain insight.
22. 11. Individual differences:
(b) Insight of the child should be carefully
handled by the teacher. He should know that
its development is related to the physical
maturation of the child. He should present
the problem keeping in view the maluratior,
of the child.
23. 12. Logical
presentation:
• The teacher should present his
lesson logically. He should
proceed from ‘simple to
complex’, ‘concrete to abstract’,
’empirical to rational’ and
‘psychological to logical’. The
problems presented in the class
should be linked with life so that
the learners have the greatest
benefit out of them.
24. CONTINUATION…..
13. Persistent efforts:
It needs a lot of patience on the part of the teacher. Insight does
not develop in the learner immediately. It needs persistent efforts.
14. Goal-oriented approach:
The teacher should develop in the learner the purpose of striving
towards a goal on the basis of child’s experience. He should relate
the topic taught to the experiences of the child and then lead him
towards the goal.
25. 15. Multiple approach:
Ability of the learner and his past experiences play an important role in
insight.
Therefore, the teacher should adopt a multiple approach in
learning in the following manner:
(i) Planning lesson:
The teacher should plan his lesson appropriately.
(ii) Providing experiences:
He should provide significant and meaningful experiences to the pupil.
(iii) Bringing integration:
He should bring an integration between theory and practice.
26. Educational
Implications of
Theory of
Learning by
Insight:
(i) Proceeding from whole
to the part:
This theory explains to us the
efficacy of the principle. We
must always proceed from the
whole to the part, so as to give a
complete insight into the
subject. Begin from the globe,
and then come to our country,
our state and our city. Teach
about the whole flower and then
analyse the parts. Teach the
whole sentence or word, and
then analyse into words of
letters.
27. (ii) Creating
motivation:
•In Kohlar’s experiment
enough of the motivation was
created by keeping the
monkey hungry. He was
impelled to acquire the food,
and this made him to put his
heart and soul in the solution
of the problem. The teacher
should, therefore arouse
motivation.
28. (iii) Emphasis on
Understanding:
•For all higher learning,
mechanical repetition, learning
by rote, trial and error and blind
processing are useless. What is
needed is deep understanding
and insight into the problem.
Learning by insight (whether it
is a geometrical problem,
arithmetical sum or scientific
experiment) saves time and
energy.
29. Limitations
of Theory of
Learning by
Insight:
•The method of learning by insight
has some limitations also. Small
children and dull children learn
more through trial and error than
through insight which they lack.
•Even for insight trial and error in
ruled out. Insight is the final
stage of trial and error.
30. Limitations
of Theory of
Learning by
Insight:
• Some difficult problems may be solved by
insight. But intricate and complex
problems may be beyond normal
understanding and insight.
• Inspite of the above limitations, learning
by insight needs to be encouraged in the
ordinary instructional programme of the
school. The teacher can adopt the
Heuristic Method of teaching. In this way,
he will develop the pupil’s reasoning power
and put him in the capacity of a discoverer
of new faces.
31. Limitations
of Theory of
Learning by
Insight:
•In the teaching of geometry, for
instance, a problem may be
presented, and the pupil asked to
think out and reason out the solution.
The teacher may suggest some clues,
to help the pupil arrive at the right
solution. The task of the teacher is
not in spoon-feeding and
transmitting knowledge, but in
helping the child to acquire
knowledge himself.
32. REFERENCES:
• Related Articles:
1.Cognitive Learning, Insight and Latent Learning
2.Trial and Error Theory: Experiments and Limitations | Learnin
g
3.Tolman’s Sign Theory of Learning | Education
4.Gestalt Theory of Learning (With Objections) | Psychology
• https://www.psychologydiscussion.net/learning/learning-theory/
theory-of-learning-by-insight-psychology/2513
33. Hull's
Reinforcement
Theory
• Objectives
• After going through this session,
you will be able to…
• Explain the various concepts of
Hull’s theory
• Describe Hull’s reinforcement
theory in your own words
• Explain the relevance of his
theory in today’s socio-
psychological scenario
34. Background:
Clark
Hull
Reinforcement
Theory:
• Clark Hull was an influential behaviorist
American psychologist and learning
theorist. His most important
contribution to psychology lies in his
theory of learning, considered one of
the most important learning and
motivation theories of the twentieth
century. Hull based his theory around
the concept of homeostasis, the idea
that the body actively works to maintain
a certain state of balance or equilibrium.
For example, our body regulates its
temperature in order to ensure that we
do not become too hot or too cold. Hull
believed that behavior was one of the
ways that an organism maintains this
35. Stimulus-
Response:
• The reduction of the drive acts as a
reinforcement for that behavior, strengthening
the connection between the drive and behavior
This reinforcement increases the likelihood tha
the same behavior will occur again in the futur
when the same need arises. Hull's learning
theory focuses mainly on the principle of
reinforcement when a Stimulus-Response
relationship is followed by a reduction of the
need, the probability increases that in future
similar situations the same stimulus will create
the same prior response. Reinforcement can be
defined in terms of reduction of a primary need
36. What
is
reinforcement
theory
by
Hull
and
Skinner?
•Reinforcement theory is a
psychological principle suggesting
that behaviors are shaped by their
consequences, and that individual
behaviors can be changed through
reinforcement, punishment and
extinction. Behavioral psychologist B.F.
Skinner was instrumental in developing
modern ideas about reinforcement
theory.
37. Cause
and
Effect:
•Hull’s theory states that learning is
powered by our need for
knowledge. The drive to learn and
to be knowledgeable leads students
to study hard. In turn, it leads man
to explore and to discover. This has
to be the greatest advantage of
drive theory. It is, in many ways,
what has led to our evolution.
38. The Process:
• Hull maintained that the establishment of a simple S-R
connection is not enough for learning. Hull developed a version of
behaviorism in which the stimulus (S) affects the organism (O)
and the resulting response (R) depends upon characteristics of
both O and S. There are so many other things within the inner
mechanism of the organism like his interests, needs and drives
and also the reinforcing mechanism that may influence his
response or behaviour. Consequently, the traditional S-R formula
in Hull's approach was extended to S-O-R incorporating all
intervening variables existing between environmental stimulation
and overt response.
39. Intervening variable
•In hull’s theory, the intervening variable is
anything that can come between a stimulus
and response or anything that can inhibit a
response. The variable could be an external
event, an inhibiting factor in environment,
or physical factor with the organism, such
as boredom or fatigue.
40. Hull describes two types of
inhibitions:
1.Reactive inhibition is caused by long hours of work and the
fatigue associated with muscular activity. It results in
inhibition of further response. Reactive inhibition is caused
by the internal physiological and biochemical nature of the
individual and therefore varies from individual to individual.
It causes reduction in the drive level as well as in the
reaction potential (the probability of the occurrence of a
learned response at any given moment) of an individual to
repeat a response or behaviour. The impact of fatigue,
however, may vanish as a result of some rest or interruption
of work and the inhibition caused on account of physiological
factors like fatigue may also disappear. That is why there
may be a spontaneous recovery of a learned response after
extinction (the non-occurrence of a learned response due to
reactive inhibition.)
41. Hull describes two types of
inhibitions:
2. The other inhibition known as
conditional inhibition is a result of
learning and experience. It rests
on psychological and
environmental factors instead of
internal and physiological factors.
42. Example:
• A six year old girl who is hungry and wants candy
is told that there is candy hidden under one of
the books in a bookcase. The girl begins to pull
out books in a random manner until she finally
finds the correct book (210 seconds). She is sent
out of the room and a new piece of candy is
hidden under the same book. In her next search,
she is much more direct and finds the candy in
86 seconds. By the ninth repetition of this
experiment, the girl finds the candy immediately
(2 seconds). The girl has a drive for the candy
and looking under books represented her
responses to reduce this drive. When she
eventually found the correct book, this particular
response was rewarded, forming a habit. On
subsequent trials, the strength of this habit was
increased until it became a single stimulus-
response connection in this setting.
43. Topics to be Discussed:
- Learning by insight
- Hull’s reinforcement theory
- Tolman’s theory of learning
- Lewin’s Field Theory,
- Gagne’ hierarchy of learning
- Factors influencing learning
- Learning and motivation
• Transfer of learning and its theories
