By: Ms.

Kalai
Ms.Rani Mr. Yap MH

Teaching : refers as an activity or process which is related with the imparting of certain specific knowledge or skill, guiding and assisting, with the aim of assisting students to learn effectively. Definition of teaching: assignment activity which is systematically planned, organized implemented and assessed by the teacher.

Learning : refers to a relatively durable change in behaviour of any organism, including the lowest strata of animals. Definition: learning as an experience which produces a relatively permanent change in potential behaviour. (kimble,1961.) Learning includes not only acquisition of knowledge and skills, but also formation of habits, personality traits, emotional responses and personal tastes.

Six stages of learning process

1) Stimuli

2) Selection of suitable stimuli by sensory organs.

3) Process its meaning through thinking.

4) Form new experience or knowledge

5) To apply similar situation.

6) Change in behaviour.

Principles of learning (Gagne)

Explanation The learner is not acceptable of knowledge, nut rather creates his or her learning actively and uniquely (Ewell,1997). Checklist of observable behaviours: 1) participatory behaviour : the student is active,responsive and engages in activities. 2) Creative thinking: The student comes up with his/her own solutions/ suggestions. 3) Engaged learning: The student is able to apply a learning strategy for a given learning situation. 4) Construction of knowledge: Instead of passively receiving the information, the student is given tasks meant to lead him/her to understanding and learning.

1) active involvement

2) Pattern recognition and connectivism.

This cognitive process "involves actively creating linkages among concepts, skill elements, people, and experiences For the individual learner, this will be about "'making meaning' by establishing and reworking patterns, relationships, and connections. (Ewell,1997). Checklist of observable behaviours: 1) Flexible thinking: able to adapt to new learning context and tasks. 2) Critical thinking: approaches a task comparing, refining, and selecting from what she knows to find solution. 3) Transfer: in backward-reaching transfer. student makes connections to prior knowledge. 4) Sense-making: able to use familiar pattern to re-constructed the new situation.

Principles of learning (Gagne)

Explanation

developed by the behaviourist school of psychology, notably by B.F. Skinner

earlier this century (Laird 1985, Burns 1995). believed that behaviour is a function of its consequences.

6.Continuous The learner will repeat the desired behaviour if positive reinforcement (a Reinforcement pleasant consequence) follows the behaviour.
Eg: Positive reinforcement, or 'rewards' can include verbal reinforcement such as 'That's great' through to more tangible rewards such as a certificate.

Eg: Negative reinforcement also strengthen a behaviour and refers to a

situation when a negative condition is stopped or avoided as a consequence of the behaviour. *punishment often used.

Principles of learning (Gagne)

Explanation

Related to sensory stimulation theory which traditionally has its basic premise that effective learning occurs when the senses are stimulated (Laird, 1985).
7.Stimulating Environment Laird quotes research that found that the vast majority of knowledge held by adults (75%) is learned through seeing, Hearing (about 13%), other senses - touch, smell and taste account for 12%. By stimulating the senses, especially the visual sense, learning can be enhanced. However, if multi-senses are stimulated, greater learning takes place. Stimulation through the senses is achieved through a greater variety of colours, volume levels, strong statements, facts presented visually, use of a variety of techniques and media.

Principles of learning (Gagne)

Explanation

mental process which, applied to the act of learning, challenges students to use critical thinking to examine presented information, question its validity, and draw conclusions based on the resulting ideas.

allows the students to narrow possible solutions and eventually form a conclusion.
The result of this struggle is achieving a better understanding of the concept.

8.Reflection Without reflection, learning ends "well short of the re-organization of

thinking that 'deep' learning requires" (Ewell, 1997, p.9). Students also reflect on themselves as learners when they evaluate the thinking processes they used to determine which strategies worked best. The information is applicable in future life.

Discrimination Recognizing that two classes of things differ

Concrete concept Classifying things by their physical features alone

Defined concept
Classifying things by their abstract (and possibly physical) features

Higher-order rule Applying a complex procedure (or multiple simple procedures) to solve a problem or accomplish a task

Rule Applying a simple procedure to solve a problem or accomplish a task

Cognitive Strategies

an internal process by which the learner controls his/her own ways of thinking and learning
Engaging in self-testing to decide how much study is needed; knowing what sorts of questions to ask to best define a domain of knowledge; ability to form a mental model of the problem.

naming or making a verbal response to a specific input Label and facts Examples: Naming objects, people, or events.
Verbal information

Bodies of Knowledge

recalling a large body of interconnected facts

Example: paraphrasing the meaning of textual materials or stating rules and regulations.

Psychomotor skills
bodily movements involving muscular activity

Attitude
an internal state which affects an individual's choice of action toward some object, person, or event

Starting a car, shooting a target, swinging a golf club

Choosing to visit an art museum, writing letters in pursuit of a cause.