Theories of 2nd language learning by ShennyTee

Copyright Abtar 2006

CHAPTER 3

Psychological Foundations of Curriculum


Outline

Introduction Understanding Learning Behaviourist Perspective Cognitivist Perspective Constructivist Perspective Humanism Conclusion


Introduction

In this chapter we will discuss about psychological perspectives of curriculum which are behaviorism, cognitivism, constructivism and humanism.


Understanding Learning (1/3)

Study of Human Learning

Neuroscientists

LinguistComputer scientists

Organizational psychologists

Cognitive psycholinguisticsPhilosophers


Understanding Learning (3/3)

Psychology derived from Greek word psyche (soul) Study of behavior, mind and thought Deals with mental processes that shape behavior, thinking

Psychology in learning Provides basis for understanding of human learning

process

To your mind, why should a curriculum developer have knowledge about the psychology of learning?


Psychological Perspectives Influencing Curriculum

CURRICULUM

COGNITIVISM

CONSTRUCTIVISM

BEHAVIOURISM

HUMANISM

Copyright Abtar 2006Image source: http://www.personal.psu.edu/users/m/r/mrs331/behaviorism.gif


Behaviourism (1/4)

Study of behaviours that can be observed

stimulus behaviour (response) Motivation to learn is assumed to be driven by stimulus /

drives (rewards, punishment)


Behaviourism (2/4)

Ivan Pavlov (1849-1936)

Stimulus Response Learning is association of S & R Pavlov experiment with dogs

Edward Thorndike (1871949)

Law of effect- if response followed by reward then response will be strengthened

Law of exercise – the S & R connection strengthened by practise

Law of readiness – likeliness of certain behaviours to be learned. “preparation of action”


Behaviourism (3/4)B.F Skinner (1900-1980)

Skinner Box experiment

When a response is reinforced (rewarded), the individual is conditioned to respond

REINFORCEMENT Positive reinforcement Negative reinforcement

Bandura (1925-present)

Social learning theory Learn by observing and modelling

behaviours of others Pay attention store in memory

reproduce behaviour


Behaviourism (4/4)

Check the different views of the researchers on behaviorist learning at

http://www.personal.psu.edu/users/m/r/mrs331/learning_theories_table_1.htm







Cognitivism (1/5)

Information Processing Model


Cognitivism (2/5)

Information Processing Approach Sensory Memory -

receives information of exteranl stimuli (visual, auditory, etc.)

Short term memory (STM) information from sensory memory encoded and

stored for ¼ second Limited capacity (7 chunks)

Long term memory (LTM) Encoded information stored in LTM as a network Unlimited capacity


Cognitivism (3/5)

Meaningful learning Patterning, creating meanings The deeper processing the more things wil be

remembered Methods to create meaningful learning

Chunking Mneumonics Concept maps

What will you do to ensure meaningful learning occur in your classroom


Cognitivism (4/5)

Cognitive development Sensorimotor stage Preoperational stage Concrete operational Formal operational

Please read pg 58-59. if you were to design a lesson for students from 2 classes (concrete and formal). How would the lesson will differ


Cognitivism (5/5)

Metacognition (thinking about thinking) Your knowledge of task, Awareness of yoyr oen ability, and Action you will take

Cognitivism in classroom Please read pg 60-61 How you are going to incorporate cognitivist

principles in your classroom. Discuss


Constructivism


Constructivism (1/4)

Learning as an active construction of knowledge Constructivists

Knowledge construction involves (Piaget) : Assimilation – fitting new experience into mental structure Accomodation – revise existing scheme against new

experience Equibilirium – seeking cognitive stability

Bruner Vygotsky Piaget



Learning as a social activity Social environment (experiences, skills,

knowledge, culture) influence learning Cooperative, collaborative and group

investigation allow students to discuss ideas, beliefs, misconceptions

Zone of proximal development – difference between what learners can do on their own and with help of others (experts / peers)



Constructivism in classrooom Student autonomy encouraged Higher level thinking is encouraged Students engaged in dialogue with teachers Students engaged in discussions that

challenges hypothesis



Activity

As an educator,, how will you integrate the various learning theories to develop a meaningful learning experience for your learners?


Humanism


Humanism (1/5)

Learner is seen as a person who has feelings, attitudes and emotions.

Emotions – feelings, attitudes, self-assurance, intrinsic and extrinsic motivation

Emotions can facilitate learning and at the same time can distract learning


Humanism (2/5)

Humanists

Abraham Maslow

Carl Rogers

observed humans are striving to control behaviour and gratify themselves

proposed “Maslow’s Hierarchy of Needs” (pls read pg 65)

When lower needs are satisfied, they will be more motivated to go higher level.

Client- centered theraphy (not tell directly what to do but create atmosphere, sense their taught and feelings)

Classroom must be learner centered and teachers should facilitate learning.


Humanism (3/5)

Humanists Arthur Combs

Purpose of teaching is to help student develop positive self concept

Teachers as facilitators, encourager, helper 6 characteristics of a good teacher

1. Well informed about subject

2. Sensitive of others’ feelings

3. Believe in students’ ability

4. Positive self concept

5. Help students

6. Use various methods of instruction


Humanism (4/5)

Humanism in classroom. Please read pg 66 Please discuss question 2 in activity 3.5

“Do you think our national schools give enough attention to the affective (emotions, feelings) of learning?”


Humanism (5/5)

Go to http://www.dean.usma.edu/math/activities/cape/Constructivism/501human.htm

to learn more about the humanism and the theorists of humanism

http://www.dean.usma.edu/math/activities/cape/Constructivism/501human.htm


Conclusion

Theories of 2nd language learning by ShennyTee

Education

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