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EDUP3033
THE CONCEPT OF
TEACHING AND LEARNING
SENSORY
INPUT
PHASE
SENSORY
MEMORY
LONGTERM
MEMORY
DECAY
marywsl/ipgkbl/jan2016
5-20 sec
RESPONSE
DESCRIPTION
Attention is essential for getting information into the
working memory and keeping it active there; The
learner MUST focus attention on the learning activity
ENCODING
RETRIEVAL
3-5 sec
1. ATTENTION
REHEARSAL
SHORT
-TERM
MEMORY/
WORKING
MEMORY
Information Processing
ATTENTION
/ PATTERN
RECOGNITION
3. RETRIEVAL
4. SELECTIVE
The learner focuses attention on the essential
PERCEPTION features of the instructional presentation; the
teacher can help learners direct their attention
appropriately through certain strategies e. g. asking
them what they are thinking about
5. ENCODING
8. CUEING
RETRIEVAL
LEVEL
DESCRIPTION
4. Presenting
the Stimulus
(Selective
Perception)
5. Providing
Learning
Guidance
(Semantic
Encoding)
6. Eliciting
Ensure that students can demonstrate their
Performance knowledge of what you've taught them; The way that
(Responding) they show this depends on what they're learning
marywsl/ipgkbl/jan2016
LEVEL
1. Gaining
Attention
(Reception)
DESCRIPTION
Start the learning experience by gaining the
attention of your students; this change in stimulus
alerts them that learning will soon take place; you
can raise the volume of your voice, gesture, show a
short video on the topic of instruction, etc
2. Informing
Learners of
the Objective
(Expectancy)
3. Stimulating
Recall
(Retrieval)
LEVEL
DESCRIPTION
7. Providing
Feedback
(Reinforcement)
8. Assessing
Performance
(Retrieval)
9. Enhancing
Retention &
Transfer
(Generalization)
PRINCIPLES OF LEARNING
Active Involvement
Students do not receive information passively,
but rather, they should be actively involved in
knowledge construction
Ewell (1997): The learner is not a receptacle of
knowledge, but rather creates his/her own
learning activity actively and uniquely
Bruner (1961): Students who are actively
involved in the learning process will have
better recall
Mayer (2004): Students should be actively
involved physically and cognitively, e.g. in
discussions, cooperative learning, projects
Informal Learning
Learning need not necessarily take place in a
formal setting such as a classroom
Every student learns all the time, both with us
and despite us (Ewell, 1997)
Active
Involvement
Reflection
Enjoyable
Setting
Students at
the center
of their own
learning
Compelling
Situation
Patterns &
Connections
Informal
Learning
Direct
Experience
Direct Experience
Cognitive science also tells us that the
brains activity is in direct proportion to its
engagement with actively stimulating
environments
marywsl/ipgkbl/jan2016
Compelling Situation
Optimum learning takes place when a person
faces specific problems they want to solve
Students are more motivated to learn when
faced with something that is challenging and
arouses their interest
Transfer of learning also occurs when students
are given interesting new situations
The teacher can create such situations:
- fix high standards of achievement
- give more responsibilities
- use contextual learning
- create an environment and schedule that is
intensive e.g. competition
Reflections
Killion & Todnem (1991): This involves
analyzing actions, results or outcomes by
focusing on the process of achieving it
Knapp (1993): Reflection is when the student
thinks about the learning experience in order
to give meaning to learning, learn from the
experience and form new understanding
Through reflections, students are able to selfevaluate and control learning:
- what has taken place
- what has been learned
- what is still not clear, and
- what to do next
marywsl/ipgkbl/jan2016
Enjoyable Setting
Effective learning results when learning takes
place in enjoyable settings
Caine & Caine (1997): Students emotions can
affect information processing
Humor, music, and fun activities such as
games produce relaxed alertness and this
causes learning to be more effective
The teachers leadership style also affects
the emotional environment in the classroom
Frequent Feedback
One important aspect in improving students
performance
Guskey (2001): Feedback should be diagnostic,
prescriptive, and suited to the students level
of learning
Feedback can influence the affective processes
and motivation of students apart from causing
change in information processing
Prioritize positive feedback; negative feedback
should be less frequent
(S-R) StimulusResponse
Learning
Chaining
Verbal
Association
KINDS OF KNOWLEDGE
GENERAL
KNOWLEDGE
For planning,
problem solving,
that can be used
across disciplines
marywsl/ipgkbl/jan2016
Intellectual skills
Refers to procedural knowledge or the steps
concerning how to do something
Each individual learns to interact with the
environment through symbols
Children use verbal language to understand
the environment symbolically
Types of symbols initially reading, writing,
using numbers
In more advanced learning complex symbols
are used differentiating, combining,
classifying, grouping
Problem
Solving
DECLARATIVE
PROCEDURAL
VERBAL
INFORMATION,
FACTS
TO DO WITH
KNOWING HOW
OF DOING
SOMETHING
CONDITIONAL
SPECIFIC
KNOWLEDGE
Knowledge that is
domain specific,
e.g. math, science,
history
TO DO WITH
KNOWING WHEN
AND WHY
TO APPLY
DECLARATIVE
AND
PROCEDURAL
KNOWLEDGE
Verbal Information
Verbal skill the ability to state facts or events
orally or in written form
There must be intellectual skill before a person
has verbal skills
Verbal information is declarative knowledge
The teacher should teach students to group
information together into chunks and encode
information learned meaningfully
Cognitive Strategies
This is a skill where students are able to
control internal processes such as :
- paying attention
- study
- recall
- think about something
- do self-test
- summarize information in concept/mind
maps
Known as executive control process as it
refers to information processing
Psychomotor Skills
Attitude
marywsl/ipgkbl/jan2016