FACI LESSON 1-

15
LEARNING
It is the process of acquiring new
understanding, knowledge, behaviors,
skills, values, attitudes, and preferences.
METAPHORS OF LEARNING
These are the valuables learning tools
1. Learning as a need.
2.Learning as a process memory.
3.Learning as a product of memory.
LEARNING THEORY
It describes how students
absorb, process, and
retains knowledge
during learning.
PROMINENT PERSONALITIES
IN THE THEORY OF
LEARNING:
Piaget Maslow
Vygotsky Gadner
Bloom Erikson
Gagne Skinner

Bruner Canter
EXPERT SYSTEM
It is used as a knowledge base and a set of
rules to provide a diagnosis or a recommended
course of action.
User Interface
Inference Engine
GENERAL OR NEGATIVE
TRANSFER?
It occurs when students learn general
principles or attitudes that they apply
elsewhere.
It occurs when previous learning or
experience inhibits or interferes with
learning or performance in a new context.
CLASSIFICATION OF
TEACHING STRATEGIES
MOTIVATION
Motivation is the word derived from the word
’motive’ which means needs, desires, wants or
drives within the individuals. It is the process
of stimulating people to actions to accomplish
the goals.
2 TYPES OF MOTIVATION :
Extrinsic Motivation - refers to behavior that is
driven by external rewards such as money,
fame, grades, and praise. This type of
motivation arises from outside the individual
Intrinsic Motivation - originates inside of the
individual.
SELF-COMPETENCE
is a term developed by Susan Harter (1982). It
generally refers to perceptions of ability in broad
academic areas, such as how good of a student one
is in general. Self-competence may also refer to
perceived ability in subject areas as a whole. This
makes the definition very similar to self-concept.
SELF-EFFICACY
 is linked to specific tasks, such as one’s perceived ability
to succeed at reading a certain book without mistakes.
 This term was developed by Albert Bandura (1977).
 Self-efficacy places less emphasis on what abilities
students believe they possess, and more emphasis on what
students believe they can achieve with those skills in very
specific situations
KINDS OF SELF- EFFICACY:
Imaginal Experience
Physical and Emotional
Performance Experience
Social Persuasion
A PERSON’S SELF-EFFICACY
CAN BE INFLUENCED BY THE
FOLLOWING:
GOAL THEORIES
IN LEARNING
GOAL THEORIES IN LEARNING :

Goal theory is the label used in educational

psychology to discuss research into motivation
to learn. Goals of learning are thought to be a
key factor influencing the level of a student's
intrinsic motivation.
TASK/EGO INVOLVEMENT
A student who is ego-involved will be
seeking to perform the task to boost their
own ego, for the praise that completing the
task might attract, or because completing
the task confirms their own self-concept
APPROACH/AVOIDANCE
GOALS
Not all goals are directed towards approaching
a desirable outcome (e.g., demonstrating
competence). Goals can also be directed
towards avoiding anundesirable outcome (e.g.,
avoiding the demonstration of incompetence
toothers).
PERFORMANCE GOALS
A performance goal is a goal focused on
gaining favourable judgement or
avoiding unfavourable judgements by others.
Performance goals focus on
ensuring that one's performance is noticeably
superior to others
SELF-REGULATION:
COORDINATING
COGNITION AND
MOTIVATION IN
LEARNING
SELF-REGULATION
It is a desirable quality throughout history
because of its positive effects on behaviour
and the acquisition of skills.
COMPONENTS OF
EXECUTIVE CONTROL
PROCESS
COORDINATING
METACOGNITIVE
KNOWLEDGE

regulating cognitive, metacognitive
knowledge, understanding one's own
knowledge, and thought process.
PLANNING
It is using a deliberate and
organized approach to attack a
task.
FAILURE DETECTION
While progressing through a
task, detecting when there is a
misunderstanding or an error is
made.
FAILURE CORRECTION
When an error is detected, going back and correcting
any mistakes. Through instruction in various self-
regulation techniques students with learning
disabilities can be successful at "the self-directive
process through which learners transform their
mental abilities into task related skills“
(Zimmerman, 2001).
MONITORING
 It is a process of assessing comprehension
while progressing through a task, and
checking for effectiveness, testing,
evaluating and revising strategies.
2 MAJOR GUIDELINES OF
SELF-MONITORING:
1. The behaviour to be targeted has to have
value to the individual intended
to self-regulate that behaviour
2. The target behaviour needs to be both
definable and observable.
FOUR CORNERSTONES OF SELF-
REGULATION:
1. self-monitoring
2. self-instruction
3. goal setting
4. self- reinforcement
PROPERTIES OF GOALS:
1.Specificity
2.Proximity
3.Difficulty
SELF- REINFORCEMENT
It occurs when a student chooses a
reinforcer and self-administers it when
criterion for performance is reached.
4 STEPS OF TEACHING
CHILDREN REINFORCEMENT:
1. Determining standards and setting evaluative criteria
2. Selecting a reinforcer to be earned, and controlling
access to that reward
3. Performance evaluation to determine whether the set
criterion was met
4. Self-administration of the reward
CLASSROOM
ENVIRONMENTAL
FACTOR SHAPING
MOTIVATION
TEACHER STRATEGY FOR
FACILITATING POSITIVE
MOTIVATIONAL
PROCESSES IN LEARNING
1. PROMOTE GROWTH
MIND-SET OVER FIXED
MIND-SET.
2. DEVELOP MEANINGFUL
AND RESPECTFUL
RELATIONSHIPS WITH YOUR
STUDENTS.
3. GROW A COMMUNITY
OF LEARNERS IN YOUR
CLASSROOM.
4. ESTABLISH HIGH
EXPECTATIONS AND
ESTABLISH CLEAR
GOALS.
5. BE
INSPIRATIONAL.