applicability of learning theories

CONCEPT & PRINCIPLES OF EACH PERSPECTIVE & THEIR APPLICABILITY IN

DIFFERENT LEARNING SITUATIONS

BEHAVIOURISM

Key Concept of Operant Conditioning

Shaping: It is a process of reinforcing a series of responses that increasingly resemble the desired behavior

Identify what the student can do now (initial behavior)

Identify the desired behaviorIdentify potential reinforcers in the student’s

environmentBreak the desired behavior into small sub-steps to

be mastered sequentiallyMove the student from the initial behavior to the

desired behavior by successively reinforcing each approximation to the desired behavior

Four Important Principlesin Operant Conditioning

1. Principle of Immediacy

2. Principle of Satiation

3. Principle of Contingency

4. Principle of Size


Principle of Immediacy: It is behavior that brings the instructor and the students closer together in terms of perceived distance. Non-verbal immediacy includes

behaviors such as smiling, gesturing, moves around the class while teaching and having relaxed body language.

Verbal immediacy refers to calling on by the students or asks students how they feel about things.


Principle of Deprivation/Satiation :

Deprivation - Not having access to something that is highly desirable.

Satiation - is the opposite of deprivation; refers to having too much.


Principle of Contingency : A future event or circumstance that is possible but cannot be predicted with certainty

Principle of Size : If the size, or amount, of the consequence is large enough to be worth the effort, the consequence will be more effective upon the behavior.

Applicability ofOperant conditioning Theory

Conditioning Study Behaviour :For effective teaching teacher should arrange effective contingencies of reinforcement.

–For Self learning of a student teacher should reinforce student behaviour through variety of incentives such as prize, medal, smile, praise etc.


Conditioning and classroom behaviour: During learning process child acquire unpleasant experiences also. This unpleasantness becomes conditioned to the teacher subject and the classroom and learner dislike the subject and a teacher.

Atmosphere of recognition, acceptance, affection and esteem helps child in approaching teacher and the subject.


Managing Problem Behaviour: Operant conditioning is a behaviour therapy technique that helps correcting problematic behaviour by using positive contingencies viz. praise, encouragement etc for learning.


Dealing with anxieties through conditioning: Initially teacher should provide very weak form of conditioned stimulus. Gradually the strength of stimulus should be increased.


Conditioning group behaviour: Conditioning makes entire group learn and complete change in behaviour is seen due to reinforcement. It breaks undesired and unsocial behaviour too.


Shaping Complex Behaviour: Complex behaviour exists in form of a chain of small behaviour. Control is required for such kind of behaviour. This extended form of learning is shaping technique.

Smallest Behaviour is controlled at initial stage.Vocabulary in English. Teaching spelling is mainly a

process of shaping complex form of behaviour

COGNITIVISM(INFO-PROCESSING VIEW)

BASIC CONCEPTS

Observational Learning

Reproduction by repeating of behaviour

Self-efficacy by improving newly learned knowledge

Emotional Coping against stressful environment

Self-regulatory capability by controlling behaviour

Applicability of Cognitive Theory

Providing organized Instructions: Signaling important information, drawing attention to specific aspects, using images, and representing information in multiple ways helps in developing focus and help with encoding and retrieval.

Arranging Extensive and Variable Practice: Rehearsing information until a skill becomes habitual. Frequency and type of practice are equally important.

Applicability of Cognitive TheoryEnhancing Learner’s Encoding Memory: By

helping students to perform at high cognitive level using various strategies.

Enhancing Learner’s Self-control of Information Processing: Enabling the learner to control and modify information flow within the information processing model.

HUMANISTIC APPROACH

CONCEPTAffect - Emphasis on feeling and thinkingSelf-Concept – PositiveCommunication - Positive and HonestPersonal Values - Must know themselves,

express themselves, self-identity, actualize themselves

PRINCIPLESA principal purpose of education

is to provide learning and an environment that facilitate the achievement of the full potential of students.

Personal growth as well as cognitive growth is a responsibility of the school. Therefore education should deal with both dimensions of humans – the cognitive or intellectual and the affective or emotional.

For learning to be significant, feelings must be recognized and put to use.

PRINCIPLESSignificant learning is

discovered for oneself.Human beings want to

actualize their potential.Having healthy relationships

with other classmates is more conducive to learning.

Learning about oneself is a motivating factor in learning.

Increasing one’s self-esteem is a motivating factor in learning

Applicability of Humanistic TheoryOpen Education:

–Rich education environment by allowing the student to have a choice in the selection of tasks and activities whenever possible

–Help students learn to set realistic goals

–Have students participate in group work, especially cooperative learning

–Teacher being a role model for the attitudes, beliefs and habits you wish to foster

Applicability of Humanistic TheoryFacilitative Teaching:–Positive response to student feeling–Discussion with students and use of student

ideas in ongoing instructional interactions–Praise of students–Congruent teacher talk (less ritualistic)–Tailoring of content to the individual student's

frame of reference (fit the immediate needs of the learners)

–Smiling with students–Educator must be an active listener–Experience to the student is the highest

authority

SOCIAL CONSTRUCTIVIST APPROACH

CONCEPTLearner uses his own

experiences to actively construct understanding that makes sense to them, rather than have understanding delivered to them in already organized form.

In this model, students construct the meaning of knowledge through discussion, discovery, open-ended learning, making connections etc. Learning means individual sense-making.

PRINCIPLES

Own meaning of conceptSubjectivity in ThinkingLearning outcomes varyCreative outcomesFlexibility and freedom in thinkingStudents compare their work with othersLearning while enjoyingIntrinsic motivation plays role

Applicability of Constructivist TheoryReciprocal Thinking: A

teacher and 2-4 students form a collaborative group and take turn in leading a dialogue on a topic using 4 strategies:

–Questioning–Summarizing–Clarifying–Predicting

Cooperative Learning: Peer group can also spur children’s development by fitting into the ZPD

Applicability of Constructivist TheorySituated Learning:

Exam-oriented ‘inert’ knowledge is avoided and it has to be learned in a meaningful context and through active process. Situated learning argues that knowledge cannot be taught in an abstract manner, and that to be useful, it must be situated in a relevant or “authentic” context.

Applicability of Constructivist TheoryAnchored Instructions: It emphasizes the need to

provide students with opportunities to think about and work on problems by group or collaborative problem-solving.

Applicability of Constructivist TheoryAssessment: It is to be

used as a tool to enhance both the student’s learning and the teacher’s understanding student’s progress. Methodologies used may be reflective journal/ portfolios, case studies, group based presentation, role-playing etc.