Day 5

• Meaning learning or subsumption theory was proposed by David Ausubel
• Meaningful Learning Theory

  • viewed learning as an active process, not simply responding to your environment.
  • Learners make sense of their surroundings by integrating new knowledge with that which they have already learned
• Advance Organizer Presents an overview of the information to be covered in detail during the exposition that follows Ausubel's Meaningful Learning/Subsumption Theory.
• Four processes by which meaningful learning can occur:

  1.  Derivative subsumption
  2.  Correlative  subsumption
  3. Superordinate learning
  4.  Combinatorial learning
• Derivative subsumption

  • Describes the situation in which the new information pupils learn is an instance or example of a concept that pupils have already learned
  • meaningful learning takes place when new material or relationships can be derived from  the existing structure
• Correlative subsumption

  •  To accommodate new information, you have to alter or expand your concept
  •  more "valuable learning than that of derivative subsumption, since it enriches the higher- level concept
• Superordinate learning

  In this case, you already knew a lot of examples of the concept/ but you did not know the concept itself until it was taught to you
• Combinatorial learning

  • Combines different learning from different branches
  • It describes a process by which the new idea is derived from another idea that comes from his previous knowledge (in a different, but related, "branch")
  •  Students could think of this as learning by analogy
• Information processing theory was introduced by

   RICHARD ATKINSON  AND RICHARD SHIFFRIN
• INFORMATION PROCESSING THEORY

  The individual learns when the human mind takes in information (encoding), performs  operation in it, stores the information (storage) and retrieves it when needed (retrieval).
• Memory  -is the ability to store information so that it can be used at a later time
• Stages of human memory

  1. Sensory
  2. Short term memory
  3. Long term memory
• SENSORY MEMORY -information store that holds an exact copy of stimuli for a very short period of time. (1-2 seconds. )

  Example color, shape, blowing of horn
• SHORT-TERM MEMORY

  -the information store that retains the information as we consciously work on it (18 seconds or less)

  -working memory
• LONG-TERM MEMORY

  -information story that is permanent

  • minutes to lifetime information on the LTM. if not rehearsed, can be forgotten.
• Forgetting

  the inability to recall previously known) to the mind
• Retrieval Failure -forgetting is due to inability to recall information
• Decay Theory  -information stored in LTM gradually fades when not in used.
• Interference Theory - forgetting LTM is due to the influence of other learning.
• Retention - the ability to recall or recognize what has been learned or experienced
• Interference - the act or an instance of hindering, obstructing, or impeding
• Transfer - when something previously learned influences the new material
• Lateral Transfer  -occurs when the individual is able to perform a new task about the same level
• Vertical Transfer- occurs when the individual is able to learn more advanced or complex skills
• Specific Transfer - when a specific skill, fact or rule is applied in similar situation
• General Transfer  -applying principles previously learned to dissimilar situations.
• ROBERT GAGNE'S proposed  NINE EVENTS OF INSTRUCTION
• Robert Gagne's nine events of instruction

  In his view, effective instruction must reach beyond traditional learning theories (behaviorism, cognitivism, and constructivism) and provide support to transition from simple to complex skills, thus using a hierarchical model.
• The Nine Events of Instruction 1. Gaining attention (reception)

  2. Informing learners of the objective (expectancy)

  3. Stimulating recall of prior learning (retrieval)

  4. Presenting the stimulus (selective perception)

  5. Providing learning guidance (semantic encoding)

  6. Eliciting performance (responding)

  7. Providing feedback (reinforcement)

  8. Assessing performance (retrieval)

  9. Enhancing retention and transfer (generalization)
• Abraham maslow develop the hierarchy of needs
• Physiological Needs - Physiological needs are basic. The body craves food, liquid, sleep, oxygen, sex, freedom of movement, and a moderate temperature.
• Safety Needs  - safety from physical attack, emotional attack, fatal disease, invasion, extreme losses (job, family members, home, friends)
• Love & Belonging Needs - The love or belongingness needs come into play after the physiological and security drives are satisfied. Gratification is a matter of degree rather than an either-or accomplishment
• Inclusion - part of a group colleagues, peers, family, clubs
• Affection - love and be loved
• Control -influence over others and self
• Esteem Needs

  Two types:

  • Self-esteem -  which is the result of competence or mastery of tasks.
  • Attention and recognition - that come from others. Wanting this admiration is part of what McClelland labels "need for power."
• Self-Actualization  -  Maslow described the need for self-actualization as "the desire to become more and more what one is, to become everything that one is capable of becoming