HPGD3103

INSTRUCTIONAL TECHNOLOGIES
MAY 2020 SEMESTER
ASSIGNMENT

MATRICULATION NO : CGS02150526
IDENTITY CARD NO : 850113035404
TELEPHONE NO : 850113035404
E-MAIL : sitiaesyahemran@oum.edu.my
LEARNING CENTRE : KELANTAN LEARNING CENTRE
TABLE OF CONTENT :

1. TABLE OF LEARNING THEORIES

2. PRICIPLES OF LEARNING

 INTRODUCTION
 PRINCIPLE BASED ON LEARNING THEORIES
 CONCLUSION

3. LESSON PLAN
 Analyse learners
 State objectives
 Select methods, media, materials
 Utilise media and materials

 Require learner participation

 Evaluate and revise
Question 1

THEORIES EXAMPLE

BEHAVIORISM 1.The theory learning is begin when - Rote work

a cue or stimulus from the
environment is presented and the - Repetitive practice
learner reacts to the stimulus with
some types of response - Verbal
reinforcement (by
2.The learning process is based on saying “good job”).
objectively observable changes in
behavior. Behavior theorist define - Establishing rules.
learning simply as the acquisition of
a new behavior or change in
behavior.
CONSTRUCTIVISM 1.Learning is based on how the - Simulation
individual interpret and create the
meaning of his or her experience. - Research projects

2.based on the premised that we all - Problem based

construct our own perspective of learning
the world, based on individual
experiences and internal
knowledge.
COGNITIVISM 1.The theory is based on the idea - Classifying and
that humans process the chunking
information they receive, rather information
than merely responding to stimuli
(i.e that think about what is - Linking concept
happening)
- Providing structure
2.The changes in behavior are
observed, but only as an indicator to - Providing structure
what is going on the learner’s head.
The learner’s mind is like a mirror
from which new knowledge and
skills will be reflected.
 Learning theories are a set of principles that explain how best a student can acquire, retain
and recall new information. There are 3 theories that I can explained in this essay, which is
Behaviorism, Cognitivism and Constructivism. First of all, I would to give just an overview
about this theory, Behaviorism, which involves repeated actions, verbal reinforcement and
incentives to take part. It is great for establishing rules, especially for behaviour management.
Behaviourism is based on the idea that knowledge is independent and on the exterior of the
learner. In a behaviourist's mind, the learner is a blank slate that should be provided with the
information to be learnt. Through this interaction, new associations are made and thus leaning
occurs. Learning is achieved when the provided stimulus changes behaviour. Cognitivism
focuses on the idea that students process information they receive rather than just responding
to a stimulus, as with behaviourism. There is still a behaviour change evident, but this is in
response to thinking and processing information. In cognitive load theory, learning occurs
when the student reorganises information, either by finding new explanations or adapting old
ones. Constructivism is based on the premise that we construct learning new ideas based on
our own prior knowledge and experiences. Learning, therefore, is unique to the individual
learner. Students adapt their models of understanding either by reflecting on prior theories or
resolving misconceptions. Students need to have a prior base of knowledge for constructivist
approaches to be effective. Bruner's spiral curriculum is a great example of constructivism in
action.

There are many different conditions that influence transfer of learning in the
classroom.These conditions include features of the task, features of the learner, features of the
organization and social context of the activity The features of the task include practicing
through simulations, problem-based learning, and knowledge and skills for implementing
new plans. The features of learners include their ability to reflect on past experiences, their
ability to participate in group discussions, practice skills, and participate in written
discussions. All the unique features contribute to a student's ability to use transfer of learning.
There are structural techniques that can aid learning transfer in the classroom. These
structural strategies include hugging and bridging

Hugging uses the technique of simulating an activity to encourage reflexive learning. An

example of the hugging strategy is when a student practices teaching a lesson or when a
student role plays with another student. These examples encourage critical thinking that
engages the student and helps them understand what they are learning—one of the goals of
transfer of learning and desirable difficulties.

Bridging is when instruction encourages thinking abstractly by helping to identify

connections between ideas and to analyze those connections. An example is when a teacher
lets the student analyze their past test results and the way they got those results. This includes
amount of study time and study strategies. Looking at their past study strategies can help
them come up with strategies to improve performance. These are some of the ideas important
to successful to hugging and bridging practices

There are many benefits of transfer of learning in the classroom. One of the main benefits is
the ability to quickly learn a new task. This has many real-life applications such as language
and speech processing. Transfer of learning is also very useful in teaching students to use
higher cognitive thinking by applying their background knowledge to new situations.

Behaviorism is a learning theory that only focuses on objectively observable behaviors

and discounts any independent activities of the mind. Behavior theorists define learning as
nothing more than the acquisition of new behavior based on environmental conditions. There
are two different types of conditioning, each yielding a different behavioral pattern. Classic
conditioning occurs when a natural reflex responds to a stimulus. We are biologically “wired”
so that a certain stimulus will produce a specific response. One of the more common
examples of classical conditioning in the educational environment is in situations where
students exhibit irrational fears and anxieties like fear of failure, fear of public speaking and
general school phobia.Behavioral or operant conditioning occurs when a response to a
stimulus is reinforced. Basically, operant conditioning is a simple feedback system: If a
reward or reinforcement follows the response to a stimulus, then the response becomes more
probable in the future

This theory is relatively simple to understand because it relies only on observable behavior
and describes several universal laws of behavior. Its positive and negative reinforcement
techniques can be very effective– such as in treatments for human disorders including autism,
anxiety disorders and antisocial behavior. Behaviorism is often used by teachers who reward
or punish student behaviors.

It's easy to see how operant conditioning can be used for classroom management. There are
many behaviors that need to be shaped (an operant term!) in order to have an orderly
classroom. There are indeed some classroom behaviors that I need to shape in order to
enhance learning. For example, students could receive negative punishment for having their
phones out. This might mean that they do not receive their daily attendance points. Research
indicates that cell phones pull attention, so we can use operant conditioning to increase
attention and learning.

However, this type of behavioral management is not the main take away here. Instead, I
want to talk about increasing the use of good study strategies. You have seen our free
downloadable materials. Maybe you've even directly taught them to your students.
Unfortunately, for many reasons, students do not readily change their study strategies, even
when shown evidence that the new strategies are better . In order to encourage the use of
good study strategies, students need to see the direct consequence of using them. One way to
do this is to give them practice using their own strategies and then require them to study some
small bit of material using the new strategy you are teaching. The immediate and direct
feedback that shows a higher grade is a positive reinforcement. You can also provide positive
reinforcement in class. You can use praise or extra credit for students who demonstrate that
they are using the new strategies to try and shape their behavior. One key is that the
consequence should come fairly quickly after the behavior, which is what makes this such a
challenge. Students who use spacing, for example, do a lot of work for a long time before
receiving a reinforcement. Students who cram the night before and manage to pass the exam
receive a more immediate positive reinforcement, making them more likely to engage in that
behavior again.

Constructivism is a philosophy of learning founded on the premise that, by reflecting on

our experiences, we construct our own understanding of the world we live in. Each of us
generates our own “rules” and “mental models,” which we use to make sense of our
experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences. There are several guiding principles of constructivism. First,
learning is a search for meaning. Therefore, learning must start with the issues around which
students are actively trying to construct meaning. Second, meaning requires understanding
wholes as well as parts. And parts must be understood in the context of wholes. Therefore,
the learning process focuses on primary concepts, not isolated facts. Third, in order to teach
well, we must understand the mental models that students use to perceive the world and the
assumptions they make to support those models. Fourth, the purpose of learning is for an
individual to construct his or her own meaning, not just memorize the “right” answers and
regurgitate someone else’s meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make the assessment part of the learning process,
ensuring it provides students with information on the quality of their learning.

Constructivist teachers encourage students to constantly assess how the activity is helping
them gain understanding. By questioning themselves and their strategies, students in the
constructivist classroom ideally become "expert learners." This gives them ever-broadening
tools to keep learning. With a well-planned classroom environment, the students learn HOW
TO LEARN. You might look at it as a spiral. When they continuously reflect on their
experiences, students find their ideas gaining in complexity and power, and they develop
increasingly strong abilities to integrate new information. One of the teacher's main roles
becomes to encourage this learning and reflection process.

 For example, groups of students in a science class are discussing a problem in physics.
Though the teacher knows the "answer" to the problem, she focuses on helping students
restate their questions in useful ways. She prompts each student to reflect on and examine his
or her current knowledge. When one of the students comes up with the relevant concept, the
teacher seizes upon it, and indicates to the group that this might be a fruitful avenue for them
to explore. They design and perform relevant experiments. Afterward, the students and
teacher talk about what they have learned, and how their observations and experiments
helped (or did not help) them to better understand the concept. The best way for you to really
understand what constructivism is and what it means in your classroom is by seeing examples
of it at work, speaking with others about it, and trying it yourself. As you progress through
each segment of this workshop, keep in mind questions or ideas to share with your
colleagues.

Cognitivism learning is a style of learning that focuses on more effective use of the brain.
To understand the process of cognitive learning, it’s important to know the meaning of
cognition. Cognition is the mental process of gaining knowledge and understanding through
the senses, experience and thought. Cognitive learning theory merges cognition and learning
to explain the different processes involved in learning effectively.The cognitive learning
process aims to chart the learning process for optimal thinking, understanding and retention
of what we learn. When you master the fundamentals of cognitive learning, it becomes easy
to maintain a lifelong habit of continuous learning. Not only can these strategies make you a
better learner, but they can make you more likely to excel in your profession.With cognitive
learning strategies, you can become a powerful public speaker, a visionary leader or a
motivated team player who helps your organization achieve its goals and objectives.

Cognitive learning is an immersive and active process that engages your senses in a
constructive and long-lasting way. It teaches you to maximize your brain’s potential and
makes it easier to connect new information with existing ideas, deepening the memory and
retention capacity. Instead of emphasizing memorization as in the traditional classroom
method of learning, cognitive learning focuses on past knowledge. It trains you to reflect on
the material and connect it with past knowledge for a more robust learning. This not only
makes cognitive learning more effective way of gaining knowledge, but it also makes you a
better learner for the long-term.

Cognitive theories stress the acquisition of knowledge and internal mental structures and,
as such, are closer to the rationalist end of the epistemology continuum (Bower & Hilgard,
1981). Learning is equated with discrete changes between states of knowledge rather than
with changes in the probability of response. Cognitive theories focus on the conceptualization
of students’ learning processes and address the issues of how information is received,
organized, stored, and retrieved by the mind. Learning is concerned not so much with what
learners do but with what they know and how they come to acquire it (Jonassen, 1991b).
Knowledge acquisition is described as a mental activity that entails internal coding and
structuring by the learner. The learner is viewed as a very active participant in the learning
process.

Examples of cognitive learning is Observation learning. This cognitive learning strategy

involves imitation. Imitation is an effective learning tool, particularly among children.
However, adults can also imitate others to learn the skills and traits they desire. You can learn
leadership qualities by imitating leaders in your field, and you can also become a better team
player by practicing the habits of great team players. For example, observing a manager who
excels at long-term planning can help improve your strategic thinking skills.Cognitive
learning is an excellent way to achieve mastery in your profession. It helps optimize the use
of your brain, thoughts, emotions and experiences. Cognitive strategies condense your
learning activities into a fully immersive event that build on past information while applying
to future scenarios. If you want to become an effective learner who enjoys seeking
knowledge for a lifetime, practice the cognitive learning strategies above to achieve
excellence at work and every area of life.

In conclusion learning theories are the concept that individuals differ in regard to what mode
of instruction or study is most effective for us. People learn the best in their own way, some
people learn best from experience. Others learn best from people telling them what to do and
how to do it. Some people learn better by doing something. Instead of reading how to do
something or being told how to do something they just go out and do it and this is easy to
some people. They all have the same focus which is to help people learn. Each one creates
it’s on learning experience. Each theory has a different approach for learning, though. The
difference between classical and operative conditioning is that one deals with voluntary
response
QUESTION 2: LESSON PLAN USING ASSURE MODEL.

1.0 ASSURE Model Lesson Plan

Title: Muslims believe in all the
Messengers and prophets of Allah.

Subject: Islamic Studies

Class Level: Standard Eight Pupils

1.1 Analyzing Learners

General Characteristics

Participants in this class are standard eight pupils. The class is limited to twenty pupils
(n=20) to ensure personal attention, adequate understanding and the follow-up.

Entry Characteristics

The pupils should have basic knowledge based on common understanding and observation on
Islam. They should be in position to explain what is Islam.

Learning Styles

This lesson will use methods that appeal to verbal, individual work, as well as small and large
group discussion
1.2 Objectives

By the end of the lesson, the learner should be able to:

a) list the names of messengers and Prophets.

b) explain that denying any one of them is an act of disbelief

c) express their appreciation to the Messengers and Prophets

2.3 Methods, Media and Materials

Methods
 Based on the warm up activity the teacher may continue to further explain that all of
those messengers and prophets were sent for different people at different eras but all
were sent for one purpose; to call people for tawhid but because people forget with
time Allah kept sending them messenger and prophets to remind them.

 The teacher may explain that those messengers and prophets were mentioned in the
Qur’an and as long as Allah mentioned them, we have to believe in them and not to
deny any. explaining that denying any one of them is an act of disbelief

 The teacher may divide the class into groups and ask each group to give a speech to
talk about the Messengers and Prophets who carried out their mission to the human
kind successfully.
Media and Materials

Books, chalk and the blackboards in this lesson will be used for interpretation.

2.4 Utilizing Media and Materials

Preview the Materials

The teacher should have fully covered and researched on the topic before introducing it to the
pupils. He/ she should be aware of all types of teeth, their functions and should be able to
answer any question posed by the pupil related to the topic.

Prepare the Materials

The teacher should ensure that the charts is ready before the beginning of the lesson. Enough
books among other teaching and learning resources should be available and ready to
distribute to the pupils.

Prepare the Environment

The teacher should check that the classroom is in order for adequate comfort and to ensure
that it is proper for teaching and learning process. This includes adequate lighting, proper
ventilations, good sitting arrangements and the classroom should be swept.

Prepare the Learner

The lesson will begin with an introduction by a familiar song related to prophet names. There
will be icebreaker and overview of the who is the messenger and who is the prophet. The
books will be distributed by the teacher that will allow pupils to follow along with the
teaching.

2.5 Require Learner Participation

Initial Activities

After introductions, icebreaker, and overview of the who is the messenger and who are the
prophet, the teacher will take the pupils through systematic step for understanding. The class
will then participate in manageable discussion groups (7-12 members) meant to allow the
learners to discuss amongst themselves and ask questions related to the topic.

2.6 Evaluate and Revise

The lesson will close with a brief summary from the teacher. Question and answer method
will be used for evaluation and revision. The questions will include:

a) What are the true arrangement of prophet name?

b) What is nickname for a prophet?

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