KARLA EUNICE D.
GONZALES
NCM 101 – HEALTH ASSESSMENT
BATANGAS STATE UNIVERSITY – THE NATIONAL ENGINEERING UNIVERSITY
Part 2: The Teacher Style
What is the definition of STYLE in the world of
teaching?
• An outgrowth of the teacher’s personality
and character.
• It goes beyond having certain skills or
behaviors.
• It is blending certain ways of talking,
moving, relating, and thinking.
• It is more than the ability to entertain
(sense of humor).
2 BASIC CATEGORIES OF TEACHING
STYLES
1. Teacher-centered style - based on the belief
that students are passive in the learning process
and can focus more on teaching than learning.
2. Student-centered style - is characterized by
collaborative relationships with students and
encourages students to participate in the learning
process.
LEARNING THEORIES: Types of Learning
and Learning Styles
BEHAVIORISTS THEORIES
1. Watson and Pavlov - stated that learning is a
more or less permanent change in behavior
brought about by a series of conditioned reflexes
or CONDITIONING (stimulus-response bonds).
2. Thorndike and Skinner – stated that stimulus-
response bonds are strengthened by
reinforcements such as rewards or punishments.
COGNITIVE LEARNING THEORIES -
focuses more on mental processes rather than
behavior.
1. Subsumption theory of Meaningful Verbal
Learning (Ausubel, 1963) - stated that
meaningful learning will only occur if existing
cognitive structures are organized and
differentiated.
2. Concept of Schema/Schemata (Rumelhart
1980) - knowledge is packed into units called
"SCHEMATA”. (Ex: Remembering how to bottle-
feed an infant or the route of work.)
3 DIFFERENT MODELS OF LEARNING
ACCORDING TO SCHEMA THEORY
1. Accretion - the learning of facts. New
information is learned and added to the existing
schemata.
BS NURSING - 1ST YEAR (SECOND SEMESTER)
2. Tuning - existing schemata evolve or are
refined throughout the life span as new situations
and issues are encountered.
3. Restructuring - development of the new
schemata by copying an old schema and adding
new elements that are different enough to warrant
the new schema.
Other Cognitive-Learning Theories
• Constructivism - proposes that individual
learners actively construct their own
learning on the basis of their prior
knowledge, experiences, and interactions
with the environment; the opposite of
behaviorism due to its belief in the
learner's active manipulation of the
information presented.
• Connectionist Models - proposed that
when information is acquired, it is stored
in many places of the brain, forming a
network of connections. The more
connections there are to an item in
memory storage, the easier it is to retrieve
from memory.
Common Concepts in Cognitive Theories
Learning - acquisition of knowledge and skills
that change a person's behavior.
Metacognition - the process that learners use to
gauge their thinking while reading, studying, and
trying to learn.
Intelligence - an innate ability that predicts
success in learning.
Memory - consolidation of information takes
place.
Transfer – the ability to take the information
learned and apply it to another.
Learning Propositions with Which Most
Psychologists Will Agree
1. Behaviors which are rewarded are more likely
to re-occur.
2. Sheer repetition without indications of
improvement or any kind of reinforcement is a
poor way to attempt to learn.
3. Threat and punishment have variable and
uncertain effects on learning (either to lessen the
mistakes or cause avoidance tendencies).
4. Reward, to be most effective in learning, must
follow almost immediately after the desired
behavior and be clearly connected with that
behavior in the mind of the learner.
5. Learners progress in any area of learning only
as far as they are needed in order to achieve their
purposes.
6. Forgetting proceeds rapidly at first.
7. Learning from reading is facilitated more by
time spent recalling what has been read than by
rereading.
Types of Learning
Signal Learning – “conditioned response." Here,
the person develops a general diffuse reaction to a
stimulus.
Stimulus-response learning - developing a
voluntary response to a specific stimulus.
Chaining - acquisition of a series of related
unconditioned responses or stimulus-response
connections.
Verbal association - easily recognized in the
process of learning medical terminology.
Discrimination learning - finding something
unique or noteworthy about the chain of
information learned.
Concept learning – Learning how to classify
stimuli into groups represented by a common
concept.
Rule learning - generally expressed as “if” and
“then.”
Problem-solving - having a clear idea of the
problem and the goal sought, and applying the
previously-learned rules that related to the
situation.
Learning Styles
We should bother to study learning styles because:
1. If we hope to study how individuals learn, we
can intervene when they are having difficulty.
2. We can enhance effective learning to make it
even better.
3. If students become aware of their own learning
styles, they can be helped to learn how to learn.
KOLB'S THEORY OF EXPERIENTIAL
LEARNING
Kolb hypothesizes that learners need 4 abilities to
be effective:
1. Concrete Experience (CE) Abilities - learning
from actual experience.
2. Reflective Observation (RO) Abilities -
learning by observing others.
3. Abstract Conceptualization (AC) Abilities -
creating theories to explain what is seen.
4. Active Experimentation (AE) Abilities - using
theories to solve problems.
Kolb identified 4 possible learning styles based
on the above concepts:
1. Converger – a person who learns AC and AE.
This person is good at decision-making, and
problem-solving, and likes dealing with technical
work rather than interpersonal relationships.
2. Diverger - A person who stresses CE and RO.
This person excels in imagination, and awareness
of meaning, and loves working in groups.
3. Accommodator – a person who relies heavily
on CE and AE; impatient, risk-taker, and acts on
intuition.
4. Assimilator – a person who emphasizes AC
and RO; the person is more concerned with ideas
rather than people.
Gregorc's Cognitive Styles Model
Four Mediation Channels:
1. Concrete Sequential Learners – like high-
structured, quiet-learning environments and do not
like being interrupted.
2. Concrete Random Learners - are intuitive, use
trial and error methods, and look for alternatives
3. Sequential learners - holistic thinkers who
seek an understanding of incoming information.
4. Abstract Random Learners - think holistically
and greatly benefit from visual stimuli; focused on
personal relationships.
Witkin's Field-Independent and Dependent
Model