LEARNING AND Factors That

INFORMATION Contribute to How

Learning Can Be
Enhanced
PROCESSING
 THREE
I think that I shall never see
A grade as lovely as a three.
A three thats earned by blood and sweat,
When failing is a serious threat;
A three Ive asked from God all day,
Knowing praying is the only way.
Exams are taken by fools like me
But only God can give a three.
DRIVE AND MOTIVATION
- the psychological
condition that impels an
organism to
become active
 - is the inner influence on
behavior as represented by
physiological conditions,
interests, attitudes, and
aspirations
 - it may be inferred that an individual
with strong positive motives for
learning is highly motivated
- a strong drive to learn brings about
positive results
- a student whos driven by an intense
desire to finish his schooling against
all odds manifests the drive to learn
Notes from Mel Silbermans Active Learning
There are two sets of needs one for growth
and another for safety. When push comes to
shove, an individual will always put safety
first. A step toward growth is only made
possible by a feeling of safety and security.
(Abraham Maslow)
Reciprocity a deep human need to
respond to others and to operate jointly with
them toward an objective (Jerome Bruner)
- a source of motivation that a teacher can
tap to stimulate learning
POSITIVE TRANSFER OF
LEARNING
TRANSFER
- Edward Thorndike and Robert S. Woodworth
(1901)
- use of prior knowledge/previous experiences
in new situations (University of Nottingham)
- deals with transfer of ones knowledge and
skills from one problem-solving situation to
another (University of Oregon)
- Occurs when learning in one context
enhances (positive transfer) or undermines
POSITIVE TRANSFER
- the appropriate application of prior
knowledge
- occurs when learning in one context
improves performance in some other
context
- depends to a great extent on the
similarity of responses and stimuli
EXAMPLES
- someone may find it easier to learn how
to drive a truck if she has been driving a
car for years
- someone may have become a brilliant
strategic thinker because she grew up
playing chess with her father
- someone may be adept at using high-
tech gadgets because hes been using
NEGATIVE TRANSFER
Occurs when
- one habit interferes with the
acquisition of another
- learning in one context impacts
negatively the performance on another
- ones prior knowledge slows down or
disrupts ones performance on another
problem
EXAMPLES
- a Pinoy tourist may find it challenging to drive
in the United Kingdom because the right side of
the road is the wrong side
- in basic grammar, we are taught that when a
subject is singular, we need to add an s to the
verb (e.g. He walks). However, when the
subject is I or you, we must not add an s to the
verb. This exception to the rule may take some
getting used to for some students. They may
still insist on using plural verbs with I or you,
USEFULNESS OF MATERIALS
- refers to the motivational and
emotional significance of materials
learned by the individual
- it is important to use resources that
appropriately relate to ones learning
objectives
- aside from traditional resources like
textbooks and workbooks, other
materials include: graphic organizers
(charts, diagrams, concept maps), tools
NUMBER OF SENSES
INVOLVED
 - the more senses are actively
involved in the learning process, the
better the learning will be
- a lecture that engages not only the
auditory sense, but the visual one as
well through film strips and slides
will be more effective
- the same is true for practical
lessons like driving, dressmaking,
laboratory experiments that allow
ORBIS SENSUALIUM PICTUS
(1658)
- by John Amos Comenius (1592-1670), the
acknowledged Father of Modern Education
- Words must go with things and cannot
properly be learned apart from them.
- the first school book to consistently use
pictures in the learning of languages
- considered by Encyclopaedia Britannica as
the first childrens picture book
Master: Come, boy,
learn to be wise.
Student: What doth
this mean, to be wise?
Master: To understand
rightly, to do rightly,
and to speak out rightly
all that are necessary.
FEEDBACK OR KNOWLEDGE
OF RESULTS
 - feedback is often a result of a
learning-oriented action
- it enhances learning because
it acts as a reinforcement (e.g.
when a learner finds out the
results of an examination,
he/she will see where his
strengths and weaknesses lie)
FEEDBACK QUALITIES AND
ATTRIBUTES
Timely the earlier, the better. For the effects
of the feedback to be significant, it must take
place not long after the learning event.
Intimate and Individual the learner must be
treated as a unique person, therefore feedback
must be tailored to his/her achievements,
nature, and personality
Empowering to ensure that feedback will
strengthen and consolidate learning, the learner
must be uplifted and not put down, even when
Feedback should open doors, not close
them be mindful of words used when
giving feedback; semantics is king.
Words such as weak, poor, or even
excellent and very good could cause
a breakdown in communication between
the assessor and the student. Explain in
detail why the work is good or bad,
instead of relying on adjectives.
Manageable this serves both the
assessor (for whom designing and
delivering feedback could be time-