THEORY INTO APPLICATION

Chapter II

INTRODUCTION

This chapter focuses on the theoretical

foundation for the profession of teaching. There

are three important point that you need to focus.

First, the purpose of teaching is leaning. Second,

the teacher’s primary role in learning is that of

instructional expert. Third, theory informs

practice and help teachers effectively fulfill this

primary role.

THE VALUE OF THEORY

What is the practical value of theory?

The ability to select and use tools and techniques

to devise a solution that meets the demands of a

particular situation. This requires the flexibility and

adaptability that come from understanding at the

deeper level of theoretical principle rather than at

the more superficial level of technique

Theory is not simply a collection of abstractions

that are not relevant to the real world. Theory has

practical value for teacher.

CAVEAT

We haven’t tried to include all of the theory that

inform teaching practice. We focus on learning

theory. We believe learning theory is critical because

the way we teach is governed by what we know about

how people learn

Our purpose is not to provide a definitive statent of

any theory. We want to outline some key features of

several learning theories, and emphasize how they

inform instructional practice.

LEARNING THEORY

Is an organized set of principles explaining

how individuals learn: that is, how they acquire

new abilities and knowledge.

We have select three theories perspective :

behavioral , information processing , and

constructivist. These perspective represent

major trends in the way learning is

conceptualized and provide some distinctly

deferent practical guideline for instructional

practice

BEHAVIORAL PERSPECTIVE

BACKGROUND

Ivan P. Pavlov

John B. Watson

B. F. Skinner**

ABC MODEL

A=Antecedent: The event occurring before a

behavior. This event prompts that behavior.

B=Behavior: Response to the events that can be

seen or heard.

C=Consequence: The event(s) that follow(s) the

behavior. This effects whether the behavior will

occur again.

Consequence:

- When the behavior is followed by a

pleasant consequence, it is more likely to reoccur.

- When the behavior is followed by an

unpleasant consequence, it is less likely to

reoccur.

INFORMATION PROCESSING

PERSPECTIVE

INTRODUCTION

SILLY = Chair

[See-ya]

1.1 background

- He argued that most human

behavior is similarly complex and

governed by mental processes.

- Driscall, 1994 the mind takes

inflammation in, organizes it, stores

it for later use, and retrieves it from

memory.

- Cognitive scientists were now able

to quantify mental functions with

much more scientific than before

1.2 THEORY PRINCIPLES; HOW MEMORY WORKS

- As an illustration, try

this exercise

TASK :

Write down the names of as many of

the 50 United States as you can. 15

seconds given

Attention Encoding Retrieval

- Ex. Library

-Search cue

- Scanning

The difference

between library and

memory???

1.3 PRACTICAL APPLICATIONS

1. organized new

information.

2. Carefully link new

information to existing

knowledge.

3. Use techniques to

guide.

How can we help student??????

Information

1.4 REFLECTIVE QUESTION

Keyword

Constructivist Perspective

Constructivism is a relatively

recent term used to represent a

collection of theories, including

generative learning, discovery learning,

and situation learning.

This theory is the idea that

individual actively construct knowledge

by working to solve realistic problems,

usually in collaboration with others.

The constructivist perspective

describes learning as a change in meaning

constructed from experience.

An analogy will help to illustrate this

critical difference.

In the information processing

perspective, the mind is like a mirror,

accurately reflecting the objects and events

in our experience.

Some constructivist theories focus on the

individual learner, suggesting that constructing

knowledge is a matter of individual

interpretation.

Behaviorism

Perspective

Information

Processing

Perspective

Constructivist

Perspective

What is

learning?

Changing occur

behavior

Changing

knowledge that

is in memory

system

Changing with

meaning, know

about things that

is going to build

Learning

processing

Antecedent ->

Behavior ->

Consequence

Attention ->

Encoding ->

Retrieval

Cooperative in

solving problems

Role of Teacher To manage

things for learner

Present

information

Suggest and

guide

Role of Student Waiting for

things that

teacher given

Receive

information

Build knowledge

with excited

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