FACILITATING LEARNING

Newborn Reflexes
1. Root reflex
2. Suck reflex
3. Moro reflex
4. Tonic neck reflex
5. grasp reflex
6. Babinski reflex
7. step reflex
 BRAIN DEVELOPMENT
The brain’s ability to change from
experience is known as

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Jerome bruner’s three
learning models

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 Discovery Learning
believes that it is best for learners
to discover facts and relationships
for themselves.
he learner draws on his or her
own past experience and existing
knowledge to discover facts and
relationships and new truths to be
learned
-by Jerome Bruner

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 Conditions of Learning Robert Gagne

This theory stipulates that there are several different types

or levels of learning. The significance of these classifications
is that each different type requires different types of
instruction.

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 Conditions of Learning Robert Gagne

Gagne identifies five major categories of learning:

verbal information
intellectual skills
cognitive strategies
motor skills
Attitudes

Different internal and external conditions are

necessary for each type of l1e0arning.
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 Gestalt Principles

Closure (Reification): Preferring complete shapes, we

automatically fill in gaps between elements to perceive a
complete image; so, we see the whole first.

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 Gestalt Principles

Common Fate: We group elements that move in the same

direction.
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Common Region: We group elements that are in the same

closed region.
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Gestalt Principles

Continuation: We follow and “flow with”

lines.
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Proximity (Emergence): We group

closer-together

elements, separating them from those

farther apart.
Gestalt Principles
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 Gestalt Principles

Figure/Ground (Multi-stability): Disliking uncertainty, we look

for solid, stable items. Unless an image is truly ambiguous, its
foreground catches the eye firs1t8.
 Insight Learning

Insight, in learning theory, immediate and

clear learning or understanding that takes
place without overt trial-and-error testing.
Insight occurs in human learning when
people recognize relationships (or make
novel associations between objects or
actions) that can help them solve new
problems.

-Wolfgang Kohler
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Meaningful Learning
To learn meaningfully,
students must relate new
knowledge (concepts and
propositions) to what they
already know.’

- By David Ausubel

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Intelligence Quotient

IQ=MA/CA * 100,

where “MA” is your mental

age

“CA” is your chronological

age.

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The Memory Process
 Locus of Control Theory

Locus of control is an
individual’s belief system
regarding the causes of his
or her experiences and the
factors to which that person
attributes success or failure.

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 Locus of Control Theory
This concept is usually divided into two categories:
internal and external. If a person has an internal locus of
control, that person attributes success to his or her own
efforts and abilities. A person who expects to succeed will
be more motivated and more likely to learn. A person with
an external locus of control, who attributes his or her
success to luck or fate, will be less likely to make the effort
needed to learn. People with an external locus of control
are also more likely to experience anxiety since they
believe that they are not in control of their lives.
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Intermittent Schedules of Reinforcement

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Intermittent Schedules of Reinforcement

• Fixed Ratio:
In a fixed ratio (FR) schedule, a specific or “fixed”
number of behaviors must occur before you
provide reinforcement. Example: You provide
Jane with praise (“good job”) every fifth time Jane
says “please.”
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IntermittentSchedulesofReinforcement
Variable Ratio:In a variable ratio (VR) schedule,
an average number of behaviors must occur
before reinforcement is provided. There is no
fixed number of behaviors that must occur;the
behaviors can vary around an average. Example:
You provide Jane with praise (“good job”) about
every 3, 4, or 5 times Jane says “please.:
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IntermittentSchedulesofReinforcement
Fixed Interval:In a fixed interval (FI) schedule, the
first behavior is reinforced after a specific or
“fixed” amount of time has passed. Example: You
provide Jane with praise (“good job”) the first
time she says “please” after 60 minutes have
passed.
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IntermittentSchedulesofReinforcement
Variable Interval:In variable interval (VI)schedule,
the first behavior is reinforced after an average
amount of time has passed. Example: You provide
Jane praise (“good job”) the first time she says
“please” after about every 55, 60 or 65 minutes.
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KEY TERMS IN
DISCIPLINE
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With-it-ness
• The teacher knows
what is going on in the
classroom at all time
• Not necessarily that the
teacher knows what is
going on—it is what the
students believe she
knows
• Eyes in the back of
his/her head
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Hawthorne Effect

• It refers to
improvements in
productivity or
quality resulting
from the mere fact
that workers were
being studied or
observed.
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Pygmalion Effect

• Students
performed better
than the other
students simply
because they were
expected to do so.
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John Henry Effect

Placebo Effect
• A patients’ syndrome • An experiment may spur competition
between groups, precisely because they
can be alleviated by an are conscious of being part of an
otherwise ineffective experiment.

treatment, apparently
because the patient
believes it will work.
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Halo Effect
• people to be biased in their
judgments by transferring their
feelings about one attribute of
something to other, unrelated,
attributes.
• Our overall impression of a
person influences how we feel
and think about his or her
character.
 Ripple Effect
• The "ripple effect" occurs
when the teacher corrects
a misbehavior in one
student,and this positively
influences the behavior of
other nearby students.
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Antiseptic Bouncing
• This technique is used to
prevent behavior from
escalating. You remove the
student from the classroom
setting when you notice that
the student is becoming
frustrated or
agitated, before inappropriate
behavior
occurs.
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Direct Appeal
Proximity Control
The teacher simply states,"Stop this
behavior because...", or "Thank you for
• simply refers to standing not doing...because".
in close proximity to any
student that causes, or is
about to cause, a class
disruption.
 I Messages
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Signal Interference
This is ‘a teacher The teacher uses non-
delivered message’ verbal language to
that communicates signal inappropriate
how the teacher behavior.
feels as a result of a Ex: the ‘look’, finger
student behavior. snap,
pause, etc.
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Planned Ignoring Interest Boosting

Teacher shows interest in student’s
This technique works for work, thereby bringing the student
minimal off-task behavior back on-task (walking over and
that is designed to get your
checking how work is going, asking
attention. It includes
behaviors like rocking, student to share work).
tapping a pencil, annoying
hand waving, etc.
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Mistaken Goals of
Misbehavior
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Powerin the
Classroom
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1. Expert Power
• Expert power is the knowledge and experience a teacher brings with
theminto the classroom.Teachers with this form of power not only
know their "stuff" but also can express it in a way that is clear to the 60
students.
3. Legitimate Power
• By just being a teacher, a person has a certain amount of authority over their
students. However, this form of power does not last long with children. As they 61
become comfortable, the students will begin to test the teacher unless he or she
develops other forms of powersuch as expert and or referent power.

4. Reward Power
• Reward power is theability to provide approval, privileges,orsome other
form of compensation.Reward power can be connected with operant
conditioning in that rewards could be given when the student
demonstrates appropriate behavior.
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2. Referent Power
• Referent power is a measure of how much students like
and respect a teacher. This form of power can be

developed through being fair and

concerned about students. Not only
does a teacher need to have expertise
but they also must show warmth and
care for their students.
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5. Coercive Power
• Coercive power is in many ways the
opposite of reward power. In this form
of power, students are given
punishment instead of rewards. Any
book on conditioning will indicate that
punishment will stop misbehavior for a
time but will normally not work in the
long run.
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 Metacognition- John Flavell
“thinking about thinking”.
3 categories of Metacognitive Knowledge

Knowledge of Person variables refers to general knowledge about how

human beings learn and process information, as well as individual’s
knowledge of one’s own learning processes.
 Metacognition- John Flavell
“thinking about thinking”.
3 categories of Metacognitive Knowledge
Knowledge of Task variables include knowledge about the
nature of the task as well as the type of processing demands
that it will place upon the individual.
Knowledge of Strategy variables include knowledge about
both cognitive and metacognitive strategies, as well as
conditional knowledge about when and where it is
appropriate to use such strategies.