Post on 18-Jul-2015
TOPICS:• Meaningful Learning Theory
as Applied in Classroom
Learning
• Conditions for Learning
a. Motivation
b. Retention
c. Transfer of Learning
By: CJ Fajilan
Meaningful Learning Theory
as Applied in Classroom Learning
1. Guide learners to remember information that provide the basic building blocks of new learning experiences.
2. Construct meaning by joining what is to be learned to what has been experienced earlier.
Meaningful Learning Theory
as Applied in Classroom Learning
3. Use meaningful memory strategies.
4. Present every lesson that makes sense to the learners.
5. Build new associations with familiar experience and vocabulary.
Meaningful Learning Theory
as Applied in Classroom Learning
3. Provide plenty of “wholesome” learning experiences through casual connections, comparisons, and illustrations.
Conditions for Learning
Motivation
– refers to the internal state or condition that influences behavior and gives direction in relation to physical conditions, interests,
attitudes and aspirations.
- involves a number of ideas that direct
an individual to act or do something that
energizes, directs and sustains behavior.
Conditions for Learning: Motivation
Two Components of Motivation
Arise from some deficits within the individual.
Deficits may be physiological or psychological.
The motivation to solve the physiological or
psychological need.
Principles of Motivation as Applied
in Classroom Teaching
Conditions for Learning: Motivation
Principles Applications
1. The learner’s attention in any learning task is essential for introducing any lesson.
Assist learners to focusattention on desired learning tasks.
2. Intending to attain and to experience success are essential requisites to realistic goal-setting activities.
The teacher must be sensitive on the learner's needto attain level of aspiration and motives.
Principles Application
3. Attainment of a desired goal requires setting of learning tasks at an appropriate difficulty level.
Assist learners by: - providing a variety of realistic
and attainable goals- minimizing social pressure- making sure that the learners
knows what to do and how todo it with the given lesson.
4. Information regarding appropriate behaviors is associa-ted with better performance.
Provide learners with feedback regarding their performance.Correct mistakes.
Principles Application
5. Observing and imitating a model facilitates the initial acquisition of correct behaviors.
Utilize exemplary models.Provide real-life representatio-
nal and symbolic modelsUse deserving classmates as models
6. Verbalizing pro-social values and behavior and reasoningabout them provide a conceptual basis for development.
Assist learners in developing skills in
- verbalizing prosocial values - discussing prosocial
behaviors
Principles Application
7. Rewards, directs and sustains attention and effort toward achieving the desired behavior.
Reinforce desired behaviors. Give desired rewards.
8. High stress and anxiety isassociated with low performance, erratic conduct and personality disorders.
Provide- supportive climate- success strategies- techniques to divert attention
from failure- happy environment
Avoid- stressful procedures- reprimands- reinforcing wrong response- unrealistic requirements- undeserved punishment
Retention
- occurs when learning have been incorpo-rated into the learner’s behavior patterns,
retained and remembered.
Forgetting occurs when the brain trace
which is the physical record of memory fades
away.
Conditions for Learning: Retention
Conditions that Causes Forgetting
1. Disuse – this is a condition of deterioration of connections in the brain when not used.
2. Inference – this is a condition when recall of
certain information is inhibited by the presence of other information in memory.
3. Retroactive inhibition – this is a condition
when previously learned material is lost
because it is mixed up with new and somewhat similar information.
4. Proactive inhibition - this is a condition
when previously learned material is lost
because it is mixed up with new and somewhat similar information.
Conditions for Learning: Retention
5. Reorganization (distortion) – this cause
occurs when an individual does not learn well
certain materials or new patterns when he has
to use it.
6. Motivated Forgetting – occurs when the
individual decides not to remember.
Conditions for Learning: Retention
Conditions for Learning: Transfer of Learning
Transfer of Learning
- is the application of knowledge
learned in one situation to a new or different
learning environment or situation.
Theories of Transfer
1. Formal-discipline Theory – is characterized when
the faculties of mind such as memory, reason, will and imagination could be strengthened through
practice.
2. Identical-elements Theory – is characterized when the elements such as facts, skills, and methods
present in the original learning situation must be
present in the new learning.
Conditions for Learning: Transfer of Learning
Types of Transfer of Learning
LATERAL TRANSFER – occurs when the individual is
able to perform a new task about the same level; e.g. solving word problems given in textbooks and later
the same given on the board.
VERTICAL TRANSFER – occurs when the individual is able to learn more advanced or complex skills, e.g.,
being able to multiply; being bale to read and write.
Conditions for Learning: Transfer of Learning
3. Generalization Theory – characterized by
understanding of the relationships among
facts, process, and principles become the
bases of transfer.
Conditions for Learning: Transfer of Learning
References:
• Principles and Methods of Teaching pp. 92-96
• http://www.slideshare.net/guestc456a9/motivation-4045920
• http://en.wikipedia.org/wiki/Transfer_of_learning
• http://www.health.harvard.edu/blog/7-common-causes-of-forgetfulness-201302225923