concept of teaching and learning

7/31/2019 Concept of Teaching and Learning

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By: Ms. Kalai Ms.Rani

Mr. Yap MH


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Teaching : refers as an activity or process whichis related with the imparting of certain specificknowledge or skill, guiding and assisting, withthe aim of assisting students to learneffectively.

Definition of teaching: assignment activitywhich is systematically planned, organizedimplemented and assessed by the teacher.


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Learning : refers to a relatively durable change

in behaviour of any organism, including thelowest strata of animals.

Definition: learning as an experience whichproduces a relatively permanent change in

potential behaviour. (kimble,1961.) Learning includes not only acquisition of

knowledge and skills, but also formation of

habits, personality traits, emotional responsesand personal tastes.


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1) Stimuli

2)Selection

of suitablestimuli by

sensoryorgans.

3) Processits

meaningthrough

thinking.

4) Formnew

experienceor

knowledge

5) To applysimilar

situation.

6) Changein

behaviour.

Six stages of learning process


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Principles of

learning

(Gagne)

Explanation

1) active

involvement

The learner is not acceptable of knowledge, nut rather creates his or her learning

actively and uniquely (Ewell,1997).

Checklist of observable behaviours:1) participatory behaviour : the student is active,responsive and engages in activities.

2) Creative thinking: The student comes up with his/her own solutions/ suggestions.

3) Engaged learning: The student is able to apply a learning strategy for a given learning

situation.

4) Construction of knowledge: Instead of passively receiving the information, the student

is given tasks meant to lead him/her to understanding and learning.

2) Pattern

recognition

and

connectivism.

This cognitive process "involves actively creating linkages among concepts, skill

elements, people, and experiences

For the individual learner, this will be about "'making meaning' by establishing and re-

working patterns, relationships, and connections. (Ewell,1997).

Checklist of observable behaviours:

1) Flexible thinking: able to adapt to new learning context and tasks.

2) Critical thinking: approaches a task comparing, refining, and selecting from what she

knows to find solution.

3) Transfer: in backward-reaching transfer. student makes connections to prior knowledge.

4) Sense-making: able to use familiar pattern to re-constructed the new situation.


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Principles of

learning

(Gagne)

Explanation

6.Continuous

Reinforcement

developed by the behaviourist school of psychology, notably by B.F. Skinnerearlier this century (Laird 1985, Burns 1995).

believed that behaviour is a function of its consequences.

The learner will repeat the desired behaviour if positive reinforcement (apleasant consequence) follows the behaviour.

Eg: Positive reinforcement, or 'rewards' can include verbal reinforcement suchas 'That's great' through to more tangible rewards such as a certificate.

Eg: Negative reinforcement also strengthen a behaviour and refers to asituation when a negative condition is stopped or avoided as aconsequence of the behaviour. *punishment often used.


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7.Stimulating

Environment

Related to sensory stimulation theory which traditionally has its basicpremise that effective learning occurs when the senses are stimulated(Laird, 1985).

Laird quotes research that found that the vast majority of knowledgeheld by adults (75%) is learned through seeing, Hearing (about 13%),

other senses - touch, smell and taste account for 12%.

By stimulating the senses, especially the visual sense, learning can beenhanced.

However, if multi-senses are stimulated, greater learning takes place.

Stimulation through the senses is achieved through a greater variety ofcolours, volume levels, strong statements, facts presented visually, useof a variety of techniques and media.

Principles of

learning

(Gagne)

Explanation


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Principles of

learning

(Gagne)

Explanation

8.Reflection

mental process which, applied to the act of learning, challengesstudents to use critical thinking to examine presented information,

question its validity, and draw conclusions based on the resulting ideas.

allows the students to narrow possible solutions andeventually form a conclusion.

The result of this struggle is achieving a better understanding of the

concept.

Without reflection, learning ends "well short of the re-organization ofthinking that 'deep' learning requires" (Ewell, 1997, p.9).

Students also reflect on themselves as learners when they evaluate the

thinking processes they used to determine which strategies workedbest.

The information is applicable in future life.


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Discrimination

Recognizing thattwo classes of

things differ

Concrete concept

Classifying things by

their physicalfeatures aloneDefined concept

Classifying things bytheir abstract (and

possibly physical)features

Rule

Applying a simpleprocedure to solve a

problem or accomplish atask

Higher-order rule

Applying a complexprocedure (or multiple

simple procedures) to solvea problem or accomplish a

task


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Co

gnitive

Strategies an internal process by which the

learner controls his/her own waysof thinking and learning

Engaging in self-testing to decidehow much study is needed; knowingwhat sorts of questions to ask to best

define a domain of knowledge; abilityto form a mental model of the

problem.


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Verbal information

Label and facts

naming or makinga verbal response

to a specific input

Examples: Namingobjects, people, or

events.

Bodies of

Knowledge

recalling a largebody of

interconnectedfacts

Example: paraphrasingthe meaning of textual

materials or statingrules and regulations.


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Psychomotor

skills

bodily movementsinvolving muscularactivity

Starting a car, shootinga target, swinging a

golf club

Attitude

an internal state which

affects an individual'schoice of action towardsome object, person, or

event

Choosing to visit an artmuseum, writing

letters in pursuit of acause.

concept of teaching and learning

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