THE
LEARNING
PROCESS
Learning is
generally defined
as relatively
permanent
changes in
behavior, skills,
knowledge, or
attitudes resulting
from identifiable
psychological or
social experiences
For teachers,
learning usually
refers to things that
happen in schools or
classrooms, even
though every
teacher can of course
describe examples of
learning that happen
outside of these
places
Emphasize on 3 ideas
01
02
03
CURRICULUM
CONTENT AND
ACADEMIC ACHIEV
EMENT
SEQUENCING AND
READINESS
IMPORTANCE OF
TRANSFERRING
LEARNING TO NEW
OR
FUTURE SITUATION
S
Viewing learning as
dependent on
curriculum
• Whatever is taught in schools
deliberately
• Classroom social interactions and
behaviors become issues for
teachers—become things that they
need to manage
• It can tempt teachers to think that
what is taught is equivalent to what
is learned
Viewing learning as dependent
on sequencing and readiness
• Educational "readiness".
• Students’ preparedness to cope with
or profit from the activities and
expectations of school.
• The issue of readiness also figures
importantly whenever students are
diverse
Viewing transfer as
a crucial outcome of
learning
• The ability to use knowledge or skill in situations
beyond the ones in which they are acquired
• Combining enjoyment and usefulness, is a “gold
standard” of teaching
Major
theories
and
models of
learning
changes in
what students
do
Behaviorism
Three key
ideas about
respondent
conditioning
• Extinction
• Generalization
• Discrimination
TERM
RESPONDENT CONDITIONING
OPERANT CONDITIONING
Extinction
Disappearance of an association
between a conditioned stimulus and a
conditioned response
Disappearance of the operant
behavior due to lack of reinforcement
Generalization
Ability of stimulus similar to the
conditioned stimulus to elicit the
conditioned response
Tendency of behaviors similar to
operant to be conditioned along
with the original operant
Discrimination
Learning not to respond to stimuli that Learning not to emit behaviors that
are similar to the originally conditioned are similar to the originally
stimulus
conditioned operant
Schedule of Reinforcement
The pattern or frequency by which a CS The pattern or frequency by which a
is paired with the UCS during learning reinforcement is a consequence of an
operant during learning
Cue
Not applicable
Stimulus prior to the operant that
signals the availability or not of
reinforcement
Constructivism
changes in how students think
Psychological
constructivism
the independent
investigator
"Assisted performance"
Social
Constructivism
Implications of
Constructivism
for teaching