| the ak (CHAPTER 3: Lesson 10~The Pedegogy of Learing | 89) The Pedagogy of Learning Learning Outcomes > Tell with confidence the underlying principles behind the science of learning. > Connect and make an account of the value of understanding the pedagogy of learning in the context of using technology in teaching and learning, i Dwrrooueron} “Thinking is learning and learning is thinking”. Let’s reflect on this simple phrase. How do we lear and how do we think? Did you really at some point ask yourself how you think and how you learn? Perhaps you have learned or must have identified how you leam by citing your leaming styles. You can be an auditory, visual or kinesthetic Keamer. But how about the way you think? Is thinking a process of leaning? Can kearning take place without thinking? These are quite intriguing and difficult questions 4% answer. None of the many organs in our body is as mysterious as the brain. For centuries, ‘we have had varied misconceptions and misunderstandings about how the brain works, grows, and shapes our ability to lear, ‘The human brain is the center of thinking activities. We can explore a body of kmowledge in medicine, neuroscience and cognitive psychology to understand what exactly is happening in the brain when we engage in thinking, As students in teacher education program, you have leamed from your previous course in Facilitating Leaming about the concept of metacognition, how we think ‘and the process of thinking. Personally, this author find this subject on metacognition ‘interesting and fascinating because for the first time it made her think the way she thinks and led her to reflect exactly how her students think. By so doing, she was able 4w design learning activities that will address their metacognitive skills, Lesson 10 explores the pedagogy of leaming and how technology can support the process of learning.90 | Peoacocica: Founoarions Iv Eoucanow Tecimovocy The Thinking Process Thinking takes place in the brain, And generally speaking, we connect thinking as an activity that occurs in the brain. If one has a brain damage, thinking and other psychomotor activities stop to function properly. Sometimes we also describe a person as “brainy” when we consider his intellectual or cognitive attributes. So when we engage in thinking, we use our brain, But what exactly is happening inside the brain when a person is thinking? From the point of view of a computational neuroscientist King (2005), the brain is a multi-layered ecosystem of hierarchically organized neurons, circuits, networks, and brain areas. The neurons emit pulses called “spikes” that last about 1 millisecond, Each neuron fires (emits a spike) on the order of 10 times per second. King describes the travels and the interactions between and among these neural spike signals through an extensive multi-layered feedback loops and in synchronized oscillating firing patterns. Thinking though poorly understood, involves interactions between signaling pathways that are carrying information about the world and neurons that are representing information in “working” (short term) memory. The neural circuits representing working memory seem to do so via sustained firing until they are deactivated ‘And amidst the battle of neurons and spikes signals, decision-making comes out to be a “winner take all” process where many different neuron clusters representing alternate action choices compete by inhibiting each other. Evidence supporting each action choice increases the spiking activity of the neurons representing that choice. These neurons inhibit the neurons representing other choices, leading to a multi-way competition among neuron clusters until the final choice is made and the winner is declared (King, 2005). This description of the activities taking place in the brain when. wwe think, is quite technical for us to understand and to have a clear picture how the brain works. King (2005), however, claims that this description is based on the current theories and models about how the brain works, but to date, almost none of them have been proven yet. From the camp of psychologists, how do they define thinking? Some of their thoughts about thinking are expressed in the following: “Thinking is the activity of fuman reason as a process of strengthening the relationship between stimulus and response. + Thinking can be interpreted to remember something, and questioned whether there is a relationship between what is intended. * Thinking is processing information mentally or cognitively by rearranging the information from the environment and the symbols are stored in the memory of his past. + Thinking is a symbolic representation of some event train of ideas in a precise and careful way that began with the problem (Psychological Review, 2011).2% Lesson 10 Te Pedagogy of Leaming To study further about the human mind, cognitive psychologists developed models to represent how the thinking works. One of these models is the so “information processing model”. In this model, the mind is like a computer thoughts and memories are chunked into smaller units of knowledge. When mation enters the mind through the senses, it is then manipulated by the brain decides what to do with the information. Some information triggers an immediate . Other units of information are transferred into long-term memory for future (Cherry, 2016). faa Another noted cognitive psychologist believes that thinking is conscious and it ‘cach fA 2H. It is a cognitive process that can make connections and create meaning. It logic and it is linguistic, He clai emyhough, 2010). Understanding the process of thinking leads us to wonder and account its ection to leaming. Is thinking an act of learning? Can we learn without thinking? that language is essential for thinking (PET Directions: Study the word puzzle below. aoo2zmmourm g the + Look for the following words and encircle them inside the puzzle. ae ASYNCHRONOUS LEARNING BLENDED PEDAGOGY ee COMPUTER SYNCHRONOUS INSTRUCTION TEACHER INTERACTION TECHNOLOGY cise ». INTERNET THINKING192 | _PeoAsocica, Founourions m Eoucanina Teciaictocy Leaming The term leaming is practically part of our everyday language be it in school, work place and everywhere. When we use the term learning we usually refer to any observable changes in behavior, skills, attitudes and perceptions. As pre-service teachers, this author assumes that you have acquired sufficient knowledge and understanding of the concept of leaming, hence, our discussion in this particular lesson may serve as a short review to enhance your current views about learning. Defining learning has long been the principal subject in psychological research. There is an on-going debate among scholars, researchers and practitioners particularly as changes in behavior that result from experience or mechanistically as changes in the ‘organism that result from experience (De Houwer, Bares-Holmes, & Moors, 2013). This definition seems to focus on leaming as a result of experience. Is experience the only source of learning? Dées it follow that unless a person experiences the skills or a concept, learning cannot take place? Cognitive Psychology views learning as a study of new cognitive or conceptual information that is taken in and how that process occurs. It includes implicit leaning that takes into account previous experience on performance (Examples of cognitive psychology, nd.) Lachman (1997) noted that most textbook definitions of learning refer to learning as a change in behavior that is due to experience. He said that this simplistic functional definition is what every teacher seems to bear in mind when we define learning. But learning within the realm of educational psychology is a step-by-step process in which an individual experiences permanent, lasting changes in knowledge, behaviors, or ays of processing the world (Goodfriend, n.d.). Types of Leaming There are several ways people learn. Each person prefers one type of leaming over the other. One learning scholar once said” the greatest mistake teachers all over the ‘world commit is treating all students in the classroom as having the same learning style and learn at the same rate”. You can, therefore, imagine a teacher who applies one type of learning to about forty (40) students in one class. Children are great imitators especially in their pre-school age. They team by observation. This is one type of learning educational psychologists refer to as observational learning. This is learning not as a result of our own experiences but by simply watching or observing others around us. Observational learning comes as {nstinet and as natural that we don’t even realize it is actually happening. Another type cited by educational psychologist is cognitive learning which is learning through active and constructive thought processes, such as usitig our memory. A Russian scientist named Pavloy (1849-1936) studied that learning takes place through conditioning. And there are two types of learning by conditioning. The first‘ool, any vice and sson ional But ‘hich ways over x the style type lear to as but es as ‘type active ‘CHAPTERS: Lesson 10 The PecegogyoLsering | 93 cone is called classical conditioning which is learning by associating a particular object around us and predicting or anticipating what will happen next. The best example of classical conditioning is the famous Pavlov's study about the dog, the bell and the food illustrating the association of the ringing of the bell with the food and the action of the dog (McLeod, 2013). This author is sure you are familiar with this study as you have already taken this up in your previous courses in teacher education. Leaming through classical conditioning, therefore, is our reaction to an environmental cue that informs us ‘what's going to happen next. The second type of conditioning is the operant conditioning. This type is associated with the principle of reward and punishment. Any particular positive behavior gets a reward and negative one receives punishment. Students normally choose to keep doing behaviors that receive rewards than choosing to do behaviors that are followed by punishment. This operant conditioning is a daily practice in schools, in homes, and even in work places. One gets rewarded for a good behavior and receive punishment for a bad behavior (Gooditiend, n.d.). Learning Styles Understanding the leaming styles of the students is crucial for every teacher both in pre-service and in-service. Learning style is an individual preference on how he leams best. For several decades, we in education seem to focus on the three major Jeaming styles, namely; visual, auditory and kinesthetic. The latest findings show that there are actually seven (7) styles of learning. And if you have studied the Multiple Intelligence theory of Howard Gardner (2010) we can rightfully claim that these seven leaming styles were rooted from the multiple intelligence principles. According © Mantle (2001), the following are the seven (7) learning styles based on their intelligences, 1. Linguistic - This type of learner loves to read, write, and tell stories. They tend to memorize places, dates, names, and trivia very easily, and are always mesmerizing you with their incredible tales. They have a remarkable ability to repeat back everything you have ever told them, word for word. These students learn best by saying, hearing, and seeing words. Engaging them in scriptwriting and video production can meet their learning styles. 2, Logical - These are the mathematically inclined leamers. They seem to think and explain things in numbers. They are logical thinkers and straight-forward types of leamers. They continuously ask questions on how things work and how things relate to one another. This type of students learn best by categorizing, classifying, and working with abstract patterns or relationships. Use of exploratory environment instructional software provide learning opportunities to address this style of learning, 3. Spatial — These are visual leamers. They enjoy dreaming, watching movies, and staying as far away from reality as possible. They are very good at working with colors and pictures, and using the “mind’s eye”, They love to play with94 PeDAcosICAL FOUNDATIONS NV EDUCATIONAL TecNcLosY educational computer games because they are visually presented. They think and process information in terms of visuals, hence, they are categorized as visual leaners. Use of simulations, videos and educational games can support this particular leaming style, Musical- These learners lear best through rhythm, melody, and music. They prefer to study with a background music. These type of leamers ate best at noticing details, pitches, and rhythms that escape the normal listener. They are excellent at keeping tune, and are adept at tuming the abstract into concrete objects. Their leaming style is expressed in rhythms and music, hence, use of interactive instructional software in developing musical pieces can enbance their creativity. Bodily — These are the physically active leamers. They love to move and walk around, They prefer to play sports or engage in an activity that requires physical movement, rather than sitting, listening or reading books. They enjoy field trips as they learn geography and explore nature. Use of exploratory environment instructional software can work well with this learning style. 6. Interpersonal - These are the “social butterflies”. They can easily adjust to any type of social situation, win many friends and can become excellent leaders. They are generally known as “Peacemakers” because of their skills to mediate conflicts and settle disagreement in a group. Hence, they lear best in collaborative learning groups as they love to compare, share, relate and interview other people. Collaborative virtual leaming can address this learning style. Intrapersonal- These are the strong willed and independent learners and lean est alone. They follow their interests and have a deep understanding of themselves. They can stand out from the crowd without even trying. They are the “strong and silent type”. They do best in self-paced instruction and individualized projects. Use of tutorial software can work well with their style of learning, ‘The above descriptions of the seven learning styles provide teachers the full ‘understanding how students vary in their learning styles. Every student in your class may manifest two or more of these leaming styles and, therefore, you have to be sensitive and creative in addressing their leaming needs. You will likewise observe that in each leaming style, this author have suggested specific type of technology or instructional software that can best support these learning preferences. Ta summary, and in this lesson, we have discussed thinking, how the brain works when we engage in thinking, the types and styles of leaming to put in context the pedagogy in learning. In integrating technology in the teaching and learning process, the first and foremost consideration is the understanding of how people leam. After all, as, ‘one author puts it, “in any way we define it, technology is the application of the science of leaming. “rey aeir valk ical rips ent t to ent kills best and ning learn g of They and style + full class to be serve gy or works. at the ss, the all, as sience COHAPTER 8: Lesson 10 ~The Pedagogy of Laing [ss Directions: ‘Take this simple online test to identify your leaming style. 4 Open this website. URL - hitp://Avww-brainboxx.co.uk/a3_aspects/pages/vak_quest-htm “Discover your Preferred Learning Style”, You can do this activity in 2 minutes. ° In the absence of real-time internet access, answer the test found in Appendix 1 of this book. ° ‘SYNTHESIS: KEY THEMES AND CONCEPTS Teachers need a strong pedagogical foundation to succeed in integrating technology for meaningful learning. ‘The human brain is the center of thinking activities. Thinking is the activity of human reason as a process of strengthening the relationship between stimulus and response. ‘Thinking can be interpreted to remember something, and questioned whether there is @ relationship between what is intended. ‘Thinking is processing information mentally or cognitively by rearranging the information from the environment and the symbols are stored in the memory of the past Cognitive psychologists developed the “information processing model” that explains that the mind operates like a computer. Leaming has been defined functionally as changes in behavior that result from experience or mechanistically as changes in the organism thal result from experience. In educational psychology, learning is a step-by-step process in which an individual experiences permanent, lasting changes in knowledge, behaviors, or ways of processing the world. ‘There are generally two types of learning, namely; classical conditioning and operant conditioning. There are seven styles of leaming based on Howard Gardner's seven ‘multiple intelligence theory. Use of specific technology can address each learning style.