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EDU 531: FACILITATING LEARNERCENTERED TEACHING
LEARNER CENTERED
- The perspective that couples a focus on individual learners (their heredity, experiences,
perspective, backgrounds, and talents, interest, capacities, and needs, etc.)
- Is thus based on an understanding of the
Learner-Centered Psychological Principles as a representation of the current knowledge
base on learners and learning
NATURE OF LEARNING PROCESS
- The learning of complex subject matter is most affective when it is AN INTERNATIONAL
PROCESS of constructing meaning from information and experience
GOALS OF THE LEARNING PROCESS
- the successful learners, overtime and with support and instructional guidance, can create
meaningful COHERENT
representations of knowledge
CONSTRUCTION OF KNOWLEDGE
- Can link new information with existing knowledge in meaningful ways
- Knowledge widens and deepens as students continue to build links between new
information and experiences and their existing knowledge base
STRATEGIC THINKING
- Can create and use a repertoire knowledge in thinking and reasoning strategies to
achieve complex learning goals
- Successful learners use in their approach to learning reasoning, problem solving, and
concept learning
THINKING ABOUT THINKING
- Can REFLECT on how they think and learn, set reasonable learning or performance goals,
select potentially appropriate learning strategies or methods, and monitor their progress
towards these goals
CONTEXT OF LEARNING
- Learning is influenced by environmental factors, including culture, technology and
instructional practices
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MOTIVATIONAL AND EMOTIONAL INFLUENCES ON LEARNING
- The rich internal world of thoughts, beliefs, goals, and expectation for success or failure
can enhance or interfere with the learner’s quality of thinking and information processing
INTRINSIC MOTIVATION TO LEARN
- Stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and
providing for personal choice and control
EFFECTS OF MOTIVATION ON EFFORT
- Another major contributor of motivation to learn
- The acquisition of complex knowledge and skills demands the investment of considerable
learner energy and strategic effort, along with
persistence
DEVELOPMENTAL INFLUENCE IN LEARNING - Learning is most effective when differential
developmental within and across physical, intellectual, emotional, and social domains is taken
into account
- Learn best when the material is appropriate to their developmental level and is presented
in an enjoyable and interesting way
SOCIAL INFLUENCES ON LEARNING
- The learner has the opportunity to interact and to collaborate with others on instructional
tasks
INDIVIDUAL DIFFERENCES IN LEARNING
- Individual are born with and develop their own capabilities and talents
LEARNING AND DIVERSITY
- The same basic principles of learning, motivation, and effective instruction apply to all
learners
STANDARDS AND ASSESSMENTS
- Assessment provides important information to both the learner and teachers at all stages
of the learning process
METACOGNITIVE KNOWLEDGE
- Also called knowledge of cognition
- Refers to “what individuals know about their cognition in general”
DECLARATIVE KNOWLEDGE
- PERSONAL knowledge
- Knowledge about things, one’s capabilities, and factors affecting one’s own performance
PROCEDURAL KNOWLEDGE
- TASK knowledge
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Knowledge on how to do things and how to execute skills
CONDITIONAL KNOWLEDGE
- STRATEGY knowledge
- Knowledge on when and why to apply cognitive acts and when a strategy is appropriate
METACOGNITIVE KNOWLEDGE
- The RESULT of an individual’s metacognitive experiences
- Explained them as experiences that “an individual has through which knowledge is
attained, or through regulation occurs
- Depends so much on the learner’s metamemory, the knowledge of what memory is, how
it works, and how to remember things
METACOGNITIVE THINKING
- One’s knowledge concerning one’s OWN cognitive PROCESSES or anything
related to them
- Simply, it is “THINKING BEYOND THINKING”
METACOGNITIVE REGULATION
- Refers to what learners do about learning
- Describes how learners MONITOR and CONTROL their cognitive processes
METACOGNITIVE STRATEGIES
- Students must develop their OWN WAY of LEARNING
- Develop the ability to master their mental processes more effectively
- They must know HOW they learn and be AWARE of the steps that are followed and
the means that are used to acquire knowledge, solve problems, and perform tasks
- Refers to the methods used to help students understand the WAY they learn
- It means designed processes designed for students to “THINK ABOUT THEIR THINKING”
COGNITIVE LEARNING
- A style of learning that focuses on more effectives use of BRAIN
COGNITION
- Mental process of gaining knowledge and understanding through the senses, experience,
and thought
COGNITIVE LEARNING THEORY
- Emerges cognition and learning to explain different processes involved in learning
effectively
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ORGANIZATION
- Defines how experiences are RELATED to each other
- Makes the human thinking more efficient
ADAPTATION
- The tendency to ADJUST to environment
- The process which humans match the ORIGINAL experiences and NEW
experience and this may not fit together
ASSIMILATION
- Occurs when we modify or change new information to FIT into our schemas
(what we already know)
- STICK to our stance
ACCOMMODATION
- Restructure or modify what we already know so that the new information can FIT IN
BETTER
- Adapt
SOCIAL LEVEL
- Interpsychological
INDIVIDUAL LEVEL
- Intrapsychological
ZONE OF PROXIMAL DEVELOPMENT
- This zone is the area of exploration for which the student is cognitively prepared, but
requires help and social interaction to fully develop
INFORMATION PROCESSING THEORY
- Focuses on HOW information is
ENCODED into our memory
- Describes how our brains FILTER information, from what we’re paying attention to in the
present moment, to what get stored in our short-term or working memory and ultimately
into our long-term memory
LONG-TERM MEMORY
- Is stored PERMANENTLY in our brains
SHORT-TERM MEMORY
- What we use to remember things for s very SHORT periods, like a phone number
SENSORY MEMORY
- Everything we can see, hear, feel or taste in a given moment
- What we are experiencing through our SENSES
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- Acts as a FILTER, by focusing on what is important, and forgetting what is unnecessary
TRANSDUCTION
- Information is gathered via the senses in sensory memory
15-20 SECONDS
- Sensory memories transferred into working memory will last for ____
MAINTENANCE
- Refers to repetition
ELABORATION
- Refers to the organization of information (such as chunking or chronology)
PROBLEM SOLVING
- Is cognitive processing directed at achieving a goal when no solution method is obvious
to achieving a goal to the problem solver
WELL-DEFINED PROBLEMS
- Have clearly specified given (problem) states, goal (solution) states, and a problem-
solving space
ILL-DEFINED PROBLEMS
- The given state, goal state, or problemsolving space might be unclear
CLASSICAL CONDITIONING
- Also called Pavlovian conditioning
Two stimuli are linked together to produce a new learned response in a person or animal
NEUTRAL STIMULUS
- No effect on a person
LAW OF LEARNING
- Law of Effect
- Law of Exercise
- Law of Readiness
LAW OF READINESS
- Law of action tendency
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- Means that learning takes place when an action tendency is aroused through
PREPARATORY adjustment, set or
attitude
LAW OF EXERCISE
- Drills or practice helps in increasing EFFICIENCY AND DURABILITY
- Also understood as the “law of use and disuse” in which case connections or bonds made
in brain cortex are weakened and loosened
LAW OF EFFECT
- The trial or steps leading to
SATISFACTION stamps in the bond or connection
- Signifies that if a response satisfies the subject, they are learnt and selected, while those
are not satisfying are eliminated
OTHER LAWS OF LEARNING
- Law of Primacy
- Law of Recency - Law of Intensity
- Law of Associative shifting
LAW OF PRIMACY
- Takes place in the BEGINNING is the best and lasting
- Learning should be done correctly for the first time since it is difficult to unlearn or change
an incorrectly learned material
LAW OF RECENCY
- Most RECENTLY learned are best remembered, while the things learned some times ago
are remembered with
more difficulty
- Frequent review and summarization help fix in the mind the material covered
LAW OF INTENSITY
- The stimulus (experience) is REAL, the more likely there is to be a change in behavior
(learning)
- A vivid, dramatic, or exciting learning experiences teaches more than a routine or boring
experiences
LAW OF ASSOCIATIVE SHIFTING
- We may get a response, of which a learner is capable, associated with any other situation
to which he is SENSITIVE
- Sometimes a reaction to a certain stimulus might shift to a different one
SOCIAL LEARNING THEORY
- Focuses on the learning occurs within a social context
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- Considered that people learn from one another, including such concepts as observational
learning, imitation, and modelling
BRUNER’S THEORY OF
- Encompasses the idea of learning as an active process wherein those learning is able to
form new ideas based on what their current knowledge is as well as their past knowledge
CONSTRUCTIVISM
- An approach to learning that holds that people actively construct or make their own
knowledge and that really is determined
- Believes in personal construction of meaning by the learner through experiences, and that
meaning is influenced by the interaction of prior knowledge and new events
GESTALT THEORY
- Max Wertheimer (proponent)
- The focus was the idea of “grouping”
- Applies to aspects of human learning, although it applies most directly to perception and
problem-solving
LAWS OR PRINCIPLE OF GESTALT THEORY (WETHEIMER)
- Similarity
- Proximity
- Continuity
- Closure
SIMILARITY
- This law suggest that SIMILAR items tend to be grouped together
- If a number of objects in a scene are similar to one another, you will naturally grouped
them together and perceived them as a whole
PROXIMITY
- This law suggests that objects NEAR each other tend to be viewed as a group
- If you see a number of people standing close together, you might immediately assume
that they are all part of the same social group
CONTINUITY
- This law states elements that are ARRANGED on a line or curve are perceive to be more
related than
elements not on line or curve
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- Posits that human eye will follow the smoothest path when viewing lines, regardless of
how the lines were actually drawn
- Can be a valuable tool when the goal is to guide a visitor’s eye in a certain direction
CLOSURE
- This law refers to the mind’s tendency to see COMPLETE figures or forms even if a picture
is incomplete, partially hidden by other objects, or if part of the information needed to
make a complete picture in our minds is missing
- Also thought to have evolved from ancestral survival instincts in that if one was to
partially see a predator, their mind would automatically complete the picture and know
that it was a time to react to potential danger even if not all the necessary information
was readily available
SUBSUMPTION LEARNING THEORY
- Focuses on how individuals acquire and learn large chunks of information through visual
means or text materials
- Developed exclusively for instructional design, helps learners organize their content in
order to make it meaningful for transfer
SUBSUMPTION
The key process that takes place in the learner’s brain, wherein new content is related to
relative ideas that are already present in the existing cognitive structure on a non-
verbatim basis
2 TYPES OF SUBSUMPTION THEORY
- Correlative consumption
- Derivative consumption
CORRELATIVE SUBSUMPTION
- The new material is an EXTENSION of the already grasped knowledge
DERIVATIVE SUBSUMPTION
- The new material derives from the existing structure, and can be LINKED to other concepts
or lead to new
interpretations
COOPERATIVE LEARNING THEORY
- Offshoot of constructivism, the practice of building new knowledge upon the foundation
of previous learning
PSYCHOSEXUAL STAGES OF DEVELOPMENT
- 1. Oral stage - 2. Anal stage
- 3. Phallic stage
- 4. Latent stage
- 5. Genital stage
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ORAL STAGE
- the libido is centered in a baby’s mouth
- gets much satisfaction from putting all sorts of things in its MOUTH to satisfy the libido,
and thus its id demands
ANAL STAGE
- the child derives great pleasure from defecating
- the child is now fully aware that they are a PERSON in their own right and their wishes
can bring them into conflict with the demands of the outside world
PHALLIC STAGE
- sensitivity now becomes concentrated in the GENITALS AND MASTURBATION
(in both sexes) becomes a new source of pleasure
- the child becomes aware of anatomical sex differences, which sets in motion the conflict
between erotic attraction, resentment, rivalry, jealousy, and fear which Freud called
Oedipus Complex
(boys) Electra Complex (girls)
OEDIPUS COMPLEX
- derives from the Greek myth where Oedipus, a young man, kills his father and marries his
mother. Upon discovering this, he pokes his eyes out and becomes a blind
- the BOY develops sexual
(pleasurable) desires of his mother wherein he wants to possess his mother exclusively
and get rid of his father to enable him to do so
ELECTRA COMPLEX
- less than satisfactory
- the GIRL desires his father, but realizes that does not have a penis
- leads to the development of penis envy and the wish to be a boy
LATENCY STAGE
- latent means hidden
- much of the child’s energy is channeled into developing new skills and acquiring new
knowledge, and play becomes largely confined to other children of the same gender
GENITAL STAGE
- a time of adolescent sexual experimentation, the successful resolution of which is settling
down in a loving one-to-one relationship with another person in our 20’s
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LEARNING STYLES
- they are overall pattern that provide direction to learning and teaching
- a set of factors, behaviors, and attitudes that facilitate learning of an individual in a given
situation
STYLE
- can be considered a “CONTEXTUAL” variable or construct because what the learner brings
to the learning experience is as much part of the context as are the important features of
the experience
itself
CONCRETE EXPERIENCE
- a new experience or situation is encountered, or reinterpretation of existing experience
REFLECTIVE OBSERVATION OF THE NEW EXPERIENCE
- particular importance are any inconsistencies between
EXPERIENCE AND UNDERSTANDING
ABSTRACT CONCEPTUALIZATION
- reflection gives rise to a new idea, or a MODIFICATION of an existing abstract concept (the
person has learned from their EXPERIENCE)
ACTIVE EXPERIMENTATION
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- the learner applies their idea(s) to the WORLD around them to see what happens
PROCESSING CONTINUUM
- how we APPROACH a task
- east-west axis
PERCEPTION CONTINUUM
- our EMOTIONAL RESPONSE or how we think or feel about it
VISUAL-SPATIAL INTELLIGENCE
- good at visualizing things
- are often good with directions as well as maps, charts, videos, and pictures
LINGUISTIC-VERBAL INTELLIGENCE
- are able to use words well, both when writing and speaking
- are typically good at writing stories, memorizing information and reading
LOGICAL-MATHEMATICAL INTELLIGENCE
- good at reasoning, recognizing patterns, and logically analyzing problems
- tend to think conceptually about numbers, relationships, and patterns
BODILY-KINESTHETIC INTELLIGENCE
- said to be good at body movement, performing actions, and physical control
- tend to have excellent hand-eye coordination and dexterity
MUSICAL INTELLIGENCE
- good at thinking in patterns, rhythms, and sounds
- have a strong appreciation for music and are often good at musical composition and
performance
INTERPERSONAL INTELLIGENCE
- good at understanding and interacting with people
- are skilled at assessing the emotions, motivations, desires, and intentions of those around
them
INTRAPERSONAL INTELLIGENCE
- good at being aware of their own emotional states, feelings, and
motivations
- tend to enjoy, including daydreaming, self-reflection and analysis exploring relationships
with others, and assessing their personal strengths
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NATURALISTIC INTELLIGENCE
- the most recent addition to Gardner’s theory and has been met with more resistance
than his original seven
intelligence
- are more in tune with nature and are often interested in nurturing, exploring the
environment, and learning about other species
- said to be highly aware of even subtle changes to their environments
