Principles of Learning and Teaching STUDENTS AS LEARNERS – 35% THEORISTS LEV VYGOTSKY http://facultyweb.cortland.edu/andersmd/VYG/ VYG.HTML JEROME BRUNER http://tip.psychology.org/bruner.ht ml JOHN DEWEY http://www.infed.org/thinkers/e t-dewey.htm Importance of CULTURE humans use of tools and symbols to learn – culture dictates what we learn and how • Higher and Lower mental functions – elementary (or lower) functions gradually transform to HMF through culture • Central ROLE OF LANGUAGE:
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Learning Theories When we talk of learning we usually think of something related to the classroom‚ such as English or Maths. However‚ Psychologists refer to learning as a relatively permanent change in behaviour as a result of experience’. Learning is a fundamental process in all animals and the higher up the evolutionary scale the animal‚ the more important is the ability to learn. All animals need to adapt their behaviour in order to fit in with the environment and to adapt to changing circumstances
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As centuries changes‚ so too does the learning styles of students’ changes. Hence different learning theories such as behaviorism‚ cognitivism‚ and constructivism have been used to improve learning‚ performance and class involvement of student. Each of theories has distinctive features based on their individual perspectives of the learning process. In this essay‚ I will mainly discuss 3 things: 1) the main tenet of behaviorism and constructivism‚ 2) a comparison between cognitive and constructivism
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and Addictions as Related to Classical and Operant Conditioning Learning can take place through a variety of methods; two of these methods are classical and operant. Classical and operant conditioning can contribute to a student’s success or failure; in addition‚ phobias and addictions can develop. “Learning is any enduring change in the way an organism responds based on its experience.” (Kowalski & Westen‚ 2011‚ p. 164). Classical conditioning has been shown to aid in the development and
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The workplace as learning environment: Introduction Christian Harteis and Stephen Billett University of Regensburg‚ Germany‚ and Griffith University Brisbane‚ Australia 1. From places of experience to learning environments In the last two decades‚ and driven by economic and social imperatives‚ there has been much research into learning in workplaces. The first wave of research was mainly concerned to understand the problem of the lack of transfer from what was learnt in schools to settings
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1. Domains of learning Bloom’s taxonomy (cited in Petty 1998) provides the basis for classifying learning into domains and thus highlights learning outcomes should be hierarchical and concerned with different forms of learning. The cognitive domain is concerned with knowledge and knowing‚ the psychomotor domain is concerned with physical skills and the affective domain concerns itself with attention‚ awareness‚ moral‚ aesthetic and other attitudes opinions or values. Reece and Walker (2009)
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intervention‚ I have to know when does my sister practice her bad habit and how many hours per day. Of course‚ in the morning‚ it is not possible for her to chat with her friends. Then she goes to school. There‚ they are not allowed to use any kind of social pages while using the internet‚ like Facebook‚ MSN… Besides‚ at school‚ she is already with her friends‚ they can talk with each other face to face. Being in a French system‚ my sister stays at school till 4 PM. Which means that she spends most of
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Classical Conditioning Learning Experience My Learning Experience As early as I can remember‚ my house growing up was always free of bell peppers. My mother is allergic to them; even the smell makes her sick to her stomach. I always wondered if I was allergic to them as well‚ but never took any chances as a child and didn’t eat them either. Even to this day when dining out with my parents my mother always asks “are there bell peppers in this” her face would always have that crinkled
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gender role‚ I am referring to a set of attitudes or behaviors that is encouraged or at least expected of a person based on his or her gender. This also means that gender is malleable and a product of socio-cultural and historical contingencies – a social construct. Normal traits that we associate with a specific gender like aggressiveness with men and gentility with women are not as natural as they seem. In fact‚ these seemingly normative behaviors have been slowly fortifying our own perspectives
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AND EVALUATE TWO SOCIAL PSYCHOLOICAL THEORIES OF AGGRESSION The first psychological theory of aggression is the social learning theory. This uses the principles of Bandura’s Bobo Dolls experiment which involved children observing aggressive and non-aggressive adults and then acting themselves. Those in the aggressive condition displayed aggression whilst the other children showed virtually no aggression. The four conditions which have been found to be effective for social learning are: attention;
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