Theories of Learning Essay Example for Free

Theories of Learning Essay Piaget`s Cognitive Theory of Learning Piaget`s cognitive theory of learning has remained popular among educators and has greatly influenced curriculum development.  Ã‚   This is for the reason that traditional schooling gives utmost importance to the development of the learner’s cognitive faculties.   This theory was the culmination of his systemic longitudinal research on children (some of whom were his own).   Piaget`s theory describes what may be expected of children at different stages of intellectual development. According to Piaget, all persons go through a sequence of four distinct stages of intellectual development from birth to maturity.    Although every normal child passes through those stages, the ages at which some children attain each stage may vary.   The four stages are (1) the sensorimotor stage, (2) the preoperational stage, (3) concrete operations stage, and (4) the formal operations stage (Piaget, 1977).   Each stage is characterized by the ability to perform particular major cognitive tasks. Piaget`s approach to learning is a readiness approach.   Readiness approaches in developmental psychology emphasize that children cannot learn something until maturation gives them certain prerequisites.   The ability to learn any cognitive content is always related to their state of intellectual development and ways of thinking as a result of this integration. The cognitive theories of learning allege that individuals differ in their intellectual abilities because of the developmental stage they are in and their interaction with the environment.   These theories further assert that cognitive growth and development are characterized by steady progression (i.e., from the simplest to the most complex). Piaget`s theory of cognitive development has guided the sequencing of learning content (knowledge, skills, processes) from the concrete to the abstract, and the selection of evaluation tools.   It has also facilitated the realistic setting of educational objectives and intended learning outcomes. Skinner`s Behavioral Theory of Learning   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Skinner (1953) developed the method of conditioning through what has been termed operant or instrumental conditioning. Operant conditioning involves voluntary behavior emitted by the learner which may be reinforced by its consequence.   In operant conditioning, whether a response occurs in the future depends upon the nature of the contingency.   If a response makes life better for the individual, it will likely occur in the future.   If it makes life worse, it will likely not occur again in the future.   Thus, operant conditioning makes use of reinforcements.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Anything that increases the likelihood that a behavior will be repeated is referred to by the behaviorists as reinforcement.   It is very important to note that the definition says nothing about whether the student â€Å"likes† or â€Å"dislikes† the reinforcement; whether it is deliberately given or not, or whether the behavior in question is the one desired. In operant conditioning, when a student responds with a behavior that is close to what is expected by the teacher, the latter delivers a positive reinforcer.   Positive reinforcers motivate the learner to repeat the behavior with increased frequency, duration, and intensity.   A reinforcer can be anything that the learner may perceive as reinforcing (e.g. grades, oral/written commendation).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Negative reinforcement on the other hand, is the process by which a response that leads to the removal of an aversive event increases that response.  Ã‚   Further, behavior modification is a process of shaping a person’s behavior through the acquisition of new operants through a series of reinforcement and sequencing of desired responses.   It involves changing behavior in a deliberate and predetermined way by reinforcing those responses that are in the desired directions. A well-known behaviorist, B.F. Skinner, argues from an operant conditioning perspective that students must actively respond if they are to learn.   Cognitivists share that view with Skinner; however, they emphasize mental activity rather than physical activity.   According to the Cognitivists, if students control their own cognitive process, it is ultimately the students themselves who decide what information will be learned and how. A central component of Piaget`s developmental theory of learning and thinking is that both involve the participation of the learner.   Knowledge is not merely transmitted verbally but must be constructed and reconstructed by the learner.   Piaget believes that for a child to know and construct knowledge of the world, s/he must act on objects. Learners must be active; they are not vessels to be filled with facts.   Hence, a Piagetian curriculum emphasizes a child-centered educational philosophy and active discovery learning environments. Cognitive and behavioral theories of learning also serve as a psychological foundation of the curriculum.   Following are some ways each theory can influence the curriculum development process: Cognitive theory Learning experiences will be most effective if they are adapted to the normal growth of the learners; needs, capacities, and interests of the learner. Learning experiences must be â€Å"designed to match assessment of age levels on which certain processes of thought can occur†(Taba in Ornstein Hunkins, 1988).   Learning    experiences for different students should be adapted to their stage of cognitive development. Behavioral theory A motivated learner learns more readily than one who is not. Thee is no substitute for repetitive practice in the learning of skills. Information about the nature of good performance and knowledge of mistakes and success   Ã‚  Ã‚  Ã‚   aid learning. Meaningful tasks and materials are more readily learned than nonsense materials and those not understood by the learner. Active participation is preferable for passive reception. Learning has application and can be transferred to other situations. Since Piagetian curriculum emphasizes a child-centered educational philosophy and active discovery learning environments, instruction must be individualized as much as possible and children are given opportunities to communicate with one another, to argue and debate issues.  Ã‚  Ã‚  Ã‚  Ã‚   Further, the following are the four general principles of how the cognitive learning theory might influence the instructional design process: If learning depends on how information is mentally processed, then students` cognitive process should be a major concern of educators.   Students` learning difficulties can often be attributed to ineffective or inappropriate cognitive processes.   For example, disabled children process information less effectively than nondisabled children.   Teachers must become aware, not only of what students learn but also how they attempt to learn it. Educators must consider students` level of cognitive development when planning topics and methods of instruction.   For example, explanations based on concrete operational logic are unlikely to be effective ways of presenting ideas to pre-operational kindergarten.   Concrete operational elementary school children have difficulty understanding abstract ideas that do not tie up with their own experiences.   These students will learn more effectively if the same information is presented through concrete experiences prior to presenting abstract material. Students organize the information they learn. So teachers can help students learn by presenting organized information and by helping students see how one thing relates to   another. New information is most easily acquired when people can associate it with things they have learned.   Therefore, teachers should help students learn by showing them how new ideas relate to old ones.   When students are unable to relate new information to anything familiar, learning is likely to be slow and ineffective. Theories of learning, such as the cognitive and behavioral theories serve as a psychological basis f the curriculum. Hence, this great mass of theoretical and empirical information available to curriculum decision makers regarding the nature of the learner and how learning takes place.   Answers to questions like:   â€Å"What are the characteristics, capabilities, needs, and interests of children and the youth in the different stages of their development?†Ã‚   provide the psychological foundation of a curriculum, and serve to guide selection of curriculum objectives, content, learning experiences, evaluation scheme, and even the length of class sessions. For example, calculus has to wait until college (and only for those who are so interested in mathematics that they pursue specialized training in the discipline).   Preparatory school mathematics is limited to the basic notions of counting and the relationships of numerals (bigger/smaller0 and some very basic operations with the use of concrete objects, such as beads, blocks, and sticks. Essay tests are not given to preschool pupils, and so are test items that measure complex thought processes and require long attention span.   The length of class sessions per subject or course range from a few minutes on the nursery level to a couple of hours in the graduate school.   Long lectures will simply not work with the very young learners; neither will jumping, hopping, and running appeal to graduate students who might already be suffering from rheumatism, arthritis, or heart problems. The learning theories, principles, and assumptions have influenced curriculum development, most especially in the choice of curriculum content and learning experiences.   Just like the different educational philosophies, the different theories of learning have their respective strengths and limitations.   Curriculum developers have to make their own decisions as to which views of learning they will consider in planning the curriculum. References Piaget, J. (1977).   The development of thought:   Equilibrium of cognitive structures.   New York:   Viking. Skinner, B.F. (1953).   Science and human behaviour.   New York: Free Press. Taba, H. (1988). Curriculum development theory and practice.   New York:   Harcourts Brace World.

Teaching Philosophy :: Education Learning School Essays

Teaching Philosophy Teaching is learning twice over. I believe that learning can be done in many different capacities; however, it takes a strong blend of certain personal characteristics and instructional techniques to become an effective teacher. In a perfect world, I could stand in front of a gathering of physical education students and teach them successfully how to dribble a basketball or throw a baseball, but it is much more difficult than that. Students are as different as snowflakes, each with many characteristics different than the next. To use the analogy of a key and lock, the key being the presentation of the material and the lock being the students, I feel that many teachers try to use the same key on 25 different locks. It is up to the teacher do away with the â€Å"here is the material†¦learn it† method of teaching and start considering the differences between one student’s ability to learn to the next. I believe in having a strong relationship with my students. I want them to be in a classroom where they know someone cares about them and that the teacher is not just earning a paycheck. By demonstrating a certain level of compassion for your students, they feel more comfortable with you as a teacher. By nurturing their open minds, a teacher can be successful. It is important to let the students ask questions and let them think for themselves. At a young age, children are full of imagination and ideas, and too often teachers take their intuitive instinct away from them by not letting them share their ideas or punishing them when they make a mistake out of the exploration of their imagination. I believe that setting goals has got me where I am today and that the concept of goal setting should be instructed and reinforced. Without goals students are apt to stray from little educational endeavors that end up being the little holes that sunk the big ship. In high school, I was a student who was at the top of the class in subjects that I enjoyed and mediocre in subjects that I did not find appealing.

Liam O’Flaherty and The Anglo-Irish War Essay

Liam O’Flaherty (1896-1984) †¢ Served in the Irish Guards of the British Army from 19151917 †¢ Suffered serious injury from a bomb blast in Belgium; was discharged due to depression. †¢ Following WWI, traveled widely and developed a world view based on atheism, communism, and the notion that Ireland should be an independent nation Liam O’Flaherty (1896-1984) †¢ Joined the Irish Republican Army to push for Irish independence. †¢ Opposed the 1921 treaty that made Ireland a part of the British Commonwealth. †¢ Wrote 13 novels between 1923 and 1976, many of which focused on the effects of war, revolution, and social upheaval in Ireland. Anglo-Irish War – Origins The Easter Rising took place on 24 April, 1916 in Dublin, Ireland. The Irish Republican Brotherhood (IRB) successfully incited a rising of about 1,600 rebels, which was quickly crushed by Crown (British) forces. The handling of the rebels, however, created mass sympathy and the consequences of this rebellion are still felt in Irish and international politics. The Anglo-Irish War †¢ 1919: The Irish Parliament, lead by Eamon de Valera and Michael Collins, declared Ireland a free state. †¢ The Irish Republic army launched guerilla warfare during the Irish War of Independence Anglo-Irish War – 1920 March — Thomas McCurtain, Lord Mayor of Cork was shot in front of his family by British forces. October — His successor, Terence McSwiney, dies after a 74-day hunger strike. 1 November — Kevin Barry, an 18-year-old medical student, was hanged for his part in an ambush he took part in when he was 16. 21 November — Collins’s ‘Squad’ killed fourteen members of an elite British spy group known as the ‘Cairo Gang’. Revenge was taken by Crown forces, who fired on the crowd in Croke Park. 12 people were killed and 60 wounded. Later that evening, two IRA men and one innocent man were shot ‘while escaping’ — in fact, they were marched into the prison courtyard and told to run, and when they refused they were shot in the back. Afterwards, 21 November became known as ‘Bloody Sunday’5. Bloody Sunday The Anglo-Irish War – 1920 (cont.) 28 November — a flying column led by Tom Barry killed 18 auxilaries in an ambush at Kilmichael in west Cork. Shortly after, revenge was taken by the burning of the centre of the city of Cork. December — the Government of Ireland Act set up Home Rule parliaments in Dublin and Belfast. Each parliament was given control over domestic affairs. Sinn Fà ©in rejected it. This Act implemented the Partition of Ireland. The Anglo-Irish War – 1921 25 May — the IRA burned Dublin’s custom house, where seven government departments were located. The attack led to the capture or death of more than 80 IRA men. 22 June, at the opening of the northern parliament at Stormount, King George V appealed for a truce: Pause, to stretch out the hand of forbearance and conciliation, to forgive and forget. King George V, 22 June, 1921 Anglo-Irish Treaty An Irish Free State (Saorstà ¡t Éireann) of 26 counties was established The Irish state was a Dominion and was still part of the Commonwealth The British Monarch would remain as head of state and would be represented by the Governor-General The Royal Navy retained control of the ports of Cobh, Berehaven and Lough Swilly The border between the Free State and Northern Ireland would be drawn up by a Boundary Commission Aftermath of the Anglo-Irish Treaty 1922: The Irish civil war breaks out between pro- and anti-treaty parties. Armed groups crossed into Northern Ireland and attacked British installations. They hoped to force the British to give up control of Northern Ireland. Today’s IRA stems from anti-treaty forces. May 1923: The civil war ends and Northern Ireland was still part of the United Kingdom. 1937: A new constitution ratified by the Irish government changes the name of the Irish Free State to Ireland. 1949: Ireland formally declares its independence from Britain. Ireland had cut all ties with the United Kingdom and became an independent republic.

Humanism And The Renaissance Era - 940 Words

Question #1 Humanism in the Renaissance Era was the notion that only the Human existence is what mattered. It rejected all aspects of the medieval era, a millennium, obsessed with all things Christian, God, and Faith driven. I partial agree with this statement; Humanism in the Renaissance Era was the notion that only the Human existence is what mattered. It rejected all aspects of the medieval era, a millennium, obsessed with all things Christian, God, and Faith driven. I believe the people during this time were very worried about what happens after death, or heaven. Humanism by definition to me is that the person doesn’t believe in a god or any faith, but does believe in being a good person at that point in time. By being a humanist I think you believe that your wants and needs are more value to you now on earth, than of any faith driven aspects. In readings in Aspect of Western Civilizations, the passage, The First Principles of the Early Church (225 C.E) (Origen, p 166) it talks about the teaching in the church. How God created everything from nothing. The universe would be inexistent without God and Jesus Christ his son. Just this passage shows that the people of this time followed the church and believed in the after life in heaven with God or Hell with the devil. There are many instances throughout this book that shows clearly the people of this time weren’t humanist and wanted to repent any sins to be able to enter the pearly gates of heaven. AnShow MoreRelatedHumanism and the Renaissance Arts1289 Words   |  5 PagesWhen discussing the Renaissance; the most intimate area of focus are, art and architecture. Although no one really talks about Renaissance being an obvious era of some of the greatest and most innovative masters of painting, sculptures and builders. 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