Chapter2 theories into application
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THEORY INTO APPLICATION
Chapter II
INTRODUCTION
This chapter focuses on the theoretical
foundation for the profession of teaching. There
are three important point that you need to focus.
First, the purpose of teaching is leaning. Second,
the teacher’s primary role in learning is that of
instructional expert. Third, theory informs
practice and help teachers effectively fulfill this
primary role.
THE VALUE OF THEORY
What is the practical value of theory?
The ability to select and use tools and techniques
to devise a solution that meets the demands of a
particular situation. This requires the flexibility and
adaptability that come from understanding at the
deeper level of theoretical principle rather than at
the more superficial level of technique
Theory is not simply a collection of abstractions
that are not relevant to the real world. Theory has
practical value for teacher.
CAVEAT
We haven’t tried to include all of the theory that
inform teaching practice. We focus on learning
theory. We believe learning theory is critical because
the way we teach is governed by what we know about
how people learn
Our purpose is not to provide a definitive statent of
any theory. We want to outline some key features of
several learning theories, and emphasize how they
inform instructional practice.
LEARNING THEORY
Is an organized set of principles explaining
how individuals learn: that is, how they acquire
new abilities and knowledge.
We have select three theories perspective :
behavioral , information processing , and
constructivist. These perspective represent
major trends in the way learning is
conceptualized and provide some distinctly
deferent practical guideline for instructional
practice
BEHAVIORAL PERSPECTIVE
BACKGROUND
Ivan P. Pavlov
John B. Watson
B. F. Skinner**
ABC MODEL
A=Antecedent: The event occurring before a
behavior. This event prompts that behavior.
B=Behavior: Response to the events that can be
seen or heard.
C=Consequence: The event(s) that follow(s) the
behavior. This effects whether the behavior will
occur again.
Consequence:
- When the behavior is followed by a
pleasant consequence, it is more likely to reoccur.
- When the behavior is followed by an
unpleasant consequence, it is less likely to
reoccur.
INFORMATION PROCESSING
PERSPECTIVE
INTRODUCTION
SILLY = Chair
[See-ya]
1.1 background
- He argued that most human
behavior is similarly complex and
governed by mental processes.
- Driscall, 1994 the mind takes
inflammation in, organizes it, stores
it for later use, and retrieves it from
memory.
- Cognitive scientists were now able
to quantify mental functions with
much more scientific than before
1.2 THEORY PRINCIPLES; HOW MEMORY WORKS
- As an illustration, try
this exercise
TASK :
Write down the names of as many of
the 50 United States as you can. 15
seconds given
Attention Encoding Retrieval
- Ex. Library
-Search cue
- Scanning
The difference
between library and
memory???
1.3 PRACTICAL APPLICATIONS
1. organized new
information.
2. Carefully link new
information to existing
knowledge.
3. Use techniques to
guide.
How can we help student??????
Information
1.4 REFLECTIVE QUESTION
Keyword
Constructivist Perspective
Constructivism is a relatively
recent term used to represent a
collection of theories, including
generative learning, discovery learning,
and situation learning.
This theory is the idea that
individual actively construct knowledge
by working to solve realistic problems,
usually in collaboration with others.
The constructivist perspective
describes learning as a change in meaning
constructed from experience.
An analogy will help to illustrate this
critical difference.
In the information processing
perspective, the mind is like a mirror,
accurately reflecting the objects and events
in our experience.
Some constructivist theories focus on the
individual learner, suggesting that constructing
knowledge is a matter of individual
interpretation.
Behaviorism
Perspective
Information
Processing
Perspective
Constructivist
Perspective
What is
learning?
Changing occur
behavior
Changing
knowledge that
is in memory
system
Changing with
meaning, know
about things that
is going to build
Learning
processing
Antecedent ->
Behavior ->
Consequence
Attention ->
Encoding ->
Retrieval
Cooperative in
solving problems
Role of Teacher To manage
things for learner
Present
information
Suggest and
guide
Role of Student Waiting for
things that
teacher given
Receive
information
Build knowledge
with excited
MEMBERS
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