Edward L. Thorndike in the early 1900's postulated several "Laws of Learning," that seemed generally applicable to the learning process. • Law of Readiness The Law of Readiness means a person can learn when physically and mentally adjusted (ready) to receive stimuli. Individuals learn best when they are ready to learn, and they will not learn much if they see no reason for learning. If students have a strong purpose, a clear objective and a sound reason for learning, they usually make more progress than students who lack motivation. When students are ready to learn, they are more willing to participate in the learning process, and this simplifies the instructor's job. If outside responsibilities or worries weigh heavily on students minds or if their personal problems seem unsolvable, they may have little interest in learning. • Law of Exercise The Law of Exercise stresses the idea that repetition is basic to the development of adequate responses; things most often repeated are easiest remembered. The mind can rarely recall new concepts or practices after a single exposure, but every time it is practiced, learning continues and is enforced. The instructor must provide opportunities for students to practice or repeat the task. Repetition consists of many types of activities, including recall, review, restatement, manual drill and physical application. Remember that practice makes permanent, not perfect unless the task is taught correctly. • Law of Effect This law involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. Learning is strengthened when it is accompanied by a pleasant or satisfying feeling and that it is weakened when it is associated with an unpleasant experience. An experience that produces feelings of defeat, frustration, anger or confusion in a learner is unpleasant. Instructors should be cautious about using negative motivation. Usually it is better to show students that a problem is not impossible, but is within their capability to understand and solve. As educators we are directly responsible for literally hundreds of learning situations. The degree of knowledge that we impart to learners will depend a great deal on how well we can apply our understanding of the learning process. Educators helping to motivate learners toward a goal and lessen their frustration by holding confusion to a minimum. We need to remember that learning is multidimensional and capitalize on this fact.
Edward Thorndike developed 3 major laws of learning in schools. The Law of Readiness: When a conduction unit is ready to conduct, to do so is satisfying and not to do so is annoying. I interpret this as meaning a student will learn when they are ready to learn. If they are not ready to learn a concept then they will become frustrated or annoyed with having to learn the concept. If a student is not ready to learn something it makes it difficult for the teacher. However, there are many times students are not ready to learn something they have to learn. That is why it is important to give the students clear objectives and a clear purpose for learning a concept. If they know why they are learning something, they tend to be more open and willing to learning the concept. The Law of Exercise: A connection is strengthened in proportion to the number of times it occurs and in proportion to the average intensity and duration. Many times concepts are taught through memorization and drills. Many math problems are taught through a drill and time concept. While this might not be the best way to instruct students in math it does enforce repetition. For some students repetition is a good way for them to learn. For instance, it is easier for some students to learn sight words using flash cards. By using flash cards the students are able to go over the sight words multiple times so they can recognize them when they are reading. The Law of Effect: Responses accompanied by satisfaction are important for strengthening the connection. Responses accompanied by discomfort weaken the connection. If a student is given praise for answering a question correctly on paper or in class they will usually continue to put effort in to answering or at least trying to answer questions. However, if a student is given negative response to their best efforts they will stop trying and they fall behind. It is important for the teacher to provide some type of positive praise, no matter how little, to encourage a student to continue trying in class.
Behaviorism believes that the curriculum should be organized so students experience success in mastering the subject matter. Behaviorists are highly prescriptive and diagnostic in their approach, and they rely on step-by-step, structured methods for learning. For students who have difficulty learning, curriculum and instruction can be broken down into small units with appropriate sequencing of tasks and reinforcement of desired behavior. Combining behaviorism with learning includes careful analyzing and sequencing of the learners’ needs and behaviors. Principles of testing, monitoring, drilling, and feedback are characteristic. The learning conditions needed for successful outcomes are carefully planned through small instructional steps and sequences of responses that increasingly approximate the desired behavior or learning. I see behaviorism as the dominant theory used in schools today because of the basic skill training programs we use in reading and language arts (Kaplan Spell Read and Culyer), as well as methods used for differentiated instruction, direct instruction, mastery learning (Standards-Based Assessment Report), instructional training (LFS, Kagan, Thinking Maps, and Continuous Improvement Models), and competency-based education (FCAT and SAT-10). Cognitive psychology is interested in generating theories that give insight into the nature of learning, specifically how individuals generate structures of knowledge and how they create and learn strategies of reasoning and problem solving. It’s interested in the amount and type of information and knowledge people possess, and how it influences their further cognitive actions. Cognitive psychologists focus on how individuals process information and how they monitor and manage their thinking and the results of their thinking. It is important that we learn about the different stages of cognitive development Piaget, Taba, Tyler, Bruner, and Kohlberg) in order to see the connection of intelligence and mental development. Phenomenology and humanistic psychology aren’t even recognized by traditional psychologists as a school of psychology. It has been labeled a “third force” learning theory—after behaviorism and cognitive development. Phenomenology is sometimes considered a cognitive theory because it emphasizes the total organism or person. The distinct difference between the cognitive and affective aspects of learning have led psychologists to separate these domains. Phenomenologists point out that the way we look at ourselves is basic for understanding our behavior. What we do and learn is determined by our concepts of ourselves. I think this is true in the middle school age when children are going through adolescence and developing their self-esteem and self-concept. In the elementary school level, for the most part, children want to learn because they are excited about it and they feel good about who they are. Once they hit middle school, they start to question everything, including what they think is important to learn. But, it’s also important as educators to not forget that our first job is to build positive relationships with our students in order to get the results we want from teaching the subject matter.
The major theories of learning have been broken down into three groups or schools of learning. The first is known as behaviorist or association theories. This type of schooling deals with the many facets of stimulus-response and reinforcers. Learning is focused on conditioning, modifying and shaping behavior through reinforcement via rewards. Edward Thorndike, considered to be the founder of behavioral psychology focused his work on testing relationships between stimulus and response. He maintained that (1) behavior was influenced by conditions of learning (2) attitudes and abilities of learners could change/improve through proper stimuli (3) instructional experiences could be designed and controlled (4) must select appropriate stimuli/experiences that reinforce each other. The second major school of thought is known as the cognitive information processing theories. It views the learner in relationship to the total environment and looks at the different ways a learner applies information. The learning process focuses on the student’s developmental stages and multiple forms of intelligence, critical thinking and creativity. Jean Piaget, a famous Swiss psychologist developed the four states of cognitive development. They outline the maturation process. Every child has to master one stage to grow and move onto the next.The third major school of thought is known as the phenomenological and humanistic theories. This type of thought considers the whole child, including his or her cognitive, psychological and social development. This school of thought deals with the needs, attitudes and feelings of the learner. It entails more alternatives in learning. A humanistic approach to subject matter is synonymous with existentialist psychology, creativity and love. This approach looks at the individual and how they operate, cognitively and emotionally. Abraham Maslow developed the six step hierarchy theory of human needs.The book notes that although behaviorists are highly prescriptive and diagnostic in their approach, they understand how cognitive processes explain how learning can take place as well. There is some overlap between the two former schools of thought. Overall, we can see with the phenomenologist and the humanistic movement that they are trying to move away from the rigid theories of behaviorism and the over-stress on cognitive processes. I think as educators, we pull from all three schools of thought when working in the classroom. Most educators use some type of reinforcement in the classroom to elicit positive behaviors. All educators work within the realm of cognitive thinking requiring problem solving and scientific method approaches. Maybe the least used in the classroom would be the humanistic approach. Although we strive to understand theories such as Maslow’s and are required to read books such as “A Framework of Poverty”, because this arena deals with human needs, it can be interpreted so differently from teacher to teacher.
Comment on Wanda and Andrea: I agree with Wanda in the sense that we are in constant motion, dealing with different learning situations and responsible for delivering a multi-dimensional lesson with minimal confusion. We do need to be aware of ourselves when teaching and stay focused when helping that child meet his/her goals.
On Andrea: I couldn't agree with you more in that positive relationships must be built between teacher and student. That is core. Once that is reached, teaching and learning can be accomplished!
Behaviorism- they emphasize conditioning behavior and altering the environment to elicit selected responses from the learner. Behaviorism deals with various aspects of stimulus- response and reinforcers. This theory dominated much of the twentieth century psychology. Cognitive psychology- most psychologists agree that learning in school is mainly cognitive in nature. Cognitive structuralists focus more on the way in which content is structured for learning. Cognitive scientists investigate the various cognitive structures that individuals create in order to generate meaning and ultimately knowledge. Most if not all, psychologists would agree that humans and their learning are the sum total of the results of their interactions with their worlds. Humanistic psychology- the way we look at ourselves is basic for understanding our behavior. I believe that all three major schools of learning need to be enforced in order to produce a healthy, self-sufficient, citizen in the community. Behaviorism is practiced in schools by providing rewards to those students who behave and receive good grades. Cognitive psychology is practiced in schools by helping students understand why the information is pertinent to provide meaning and eventually knowledge. Humanism psychology is practiced when a student visits a psychologist. However, the danger is that a student will receive service from a psychologist only if the student misbehaves, or is not focused in school. I believe all students should have a plan on how to reach self-awareness through goals. Overall, I believe that behaviorism and cognitive is enforced more than humanistic psychology. I believe that self-awareness will guide the student to behaviorism and cognitive psychology. Therefore, more schools should practice humanistic psychology.
From Wanda Schmidt
ReplyDeleteEdward L. Thorndike in the early 1900's postulated several "Laws of Learning," that seemed generally applicable to the learning process.
• Law of Readiness
The Law of Readiness means a person can learn when physically and mentally adjusted (ready) to receive stimuli. Individuals learn best when they are ready to learn, and they will not learn much if they see no reason for learning. If students have a strong purpose, a clear objective and a sound reason for learning, they usually make more progress than students who lack motivation. When students are ready to learn, they are more willing to participate in the learning process, and this simplifies the instructor's job. If outside responsibilities or worries weigh heavily on students minds or if their personal problems seem unsolvable, they may have little interest in learning.
• Law of Exercise
The Law of Exercise stresses the idea that repetition is basic to the development of adequate responses; things most often repeated are easiest remembered. The mind can rarely recall new concepts or practices after a single exposure, but every time it is practiced, learning continues and is enforced. The instructor must provide opportunities for students to practice or repeat the task. Repetition consists of many types of activities, including recall, review, restatement, manual drill and physical application. Remember that practice makes permanent, not perfect unless the task is taught correctly.
• Law of Effect
This law involves the emotional reaction of the learner. Learning will always be much more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a result of the learning process. Learning is strengthened when it is accompanied by a pleasant or satisfying feeling and that it is weakened when it is associated with an unpleasant experience. An experience that produces feelings of defeat, frustration, anger or confusion in a learner is unpleasant. Instructors should be cautious about using negative motivation. Usually it is better to show students that a problem is not impossible, but is within their capability to understand and solve.
As educators we are directly responsible for literally hundreds of learning situations. The degree of knowledge that we impart to learners will depend a great deal on how well we can apply our understanding of the learning process. Educators helping to motivate learners toward a goal and lessen their frustration by holding confusion to a minimum. We need to remember that learning is multidimensional and capitalize on this fact.
Edward Thorndike developed 3 major laws of learning in schools.
ReplyDeleteThe Law of Readiness: When a conduction unit is ready to conduct, to do so is satisfying and not to do so is annoying. I interpret this as meaning a student will learn when they are ready to learn. If they are not ready to learn a concept then they will become frustrated or annoyed with having to learn the concept. If a student is not ready to learn something it makes it difficult for the teacher. However, there are many times students are not ready to learn something they have to learn. That is why it is important to give the students clear objectives and a clear purpose for learning a concept. If they know why they are learning something, they tend to be more open and willing to learning the concept.
The Law of Exercise: A connection is strengthened in proportion to the number of times it occurs and in proportion to the average intensity and duration. Many times concepts are taught through memorization and drills. Many math problems are taught through a drill and time concept. While this might not be the best way to instruct students in math it does enforce repetition. For some students repetition is a good way for them to learn. For instance, it is easier for some students to learn sight words using flash cards. By using flash cards the students are able to go over the sight words multiple times so they can recognize them when they are reading.
The Law of Effect: Responses accompanied by satisfaction are important for strengthening the connection. Responses accompanied by discomfort weaken the connection. If a student is given praise for answering a question correctly on paper or in class they will usually continue to put effort in to answering or at least trying to answer questions. However, if a student is given negative response to their best efforts they will stop trying and they fall behind. It is important for the teacher to provide some type of positive praise, no matter how little, to encourage a student to continue trying in class.
Behaviorism believes that the curriculum should be organized so students experience success in mastering the subject matter. Behaviorists are highly prescriptive and diagnostic in their approach, and they rely on step-by-step, structured methods for learning. For students who have difficulty learning, curriculum and instruction can be broken down into small units with appropriate sequencing of tasks and reinforcement of desired behavior. Combining behaviorism with learning includes careful analyzing and sequencing of the learners’ needs and behaviors. Principles of testing, monitoring, drilling, and feedback are characteristic. The learning conditions needed for successful outcomes are carefully planned through small instructional steps and sequences of responses that increasingly approximate the desired behavior or learning. I see behaviorism as the dominant theory used in schools today because of the basic skill training programs we use in reading and language arts (Kaplan Spell Read and Culyer), as well as methods used for differentiated instruction, direct instruction, mastery learning (Standards-Based Assessment Report), instructional training (LFS, Kagan, Thinking Maps, and Continuous Improvement Models), and competency-based education (FCAT and SAT-10).
ReplyDeleteCognitive psychology is interested in generating theories that give insight into the nature of learning, specifically how individuals generate structures of knowledge and how they create and learn strategies of reasoning and problem solving. It’s interested in the amount and type of information and knowledge people possess, and how it influences their further cognitive actions. Cognitive psychologists focus on how individuals process information and how they monitor and manage their thinking and the results of their thinking. It is important that we learn about the different stages of cognitive development Piaget, Taba, Tyler, Bruner, and Kohlberg) in order to see the connection of intelligence and mental development.
Phenomenology and humanistic psychology aren’t even recognized by traditional psychologists as a school of psychology. It has been labeled a “third force” learning theory—after behaviorism and cognitive development. Phenomenology is sometimes considered a cognitive theory because it emphasizes the total organism or person. The distinct difference between the cognitive and affective aspects of learning have led psychologists to separate these domains. Phenomenologists point out that the way we look at ourselves is basic for understanding our behavior. What we do and learn is determined by our concepts of ourselves. I think this is true in the middle school age when children are going through adolescence and developing their self-esteem and self-concept. In the elementary school level, for the most part, children want to learn because they are excited about it and they feel good about who they are. Once they hit middle school, they start to question everything, including what they think is important to learn. But, it’s also important as educators to not forget that our first job is to build positive relationships with our students in order to get the results we want from teaching the subject matter.
The major theories of learning have been broken down into three groups or schools of learning. The first is known as behaviorist or association theories. This type of schooling deals with the many facets of stimulus-response and reinforcers.
ReplyDeleteLearning is focused on conditioning, modifying and shaping behavior through reinforcement via rewards. Edward Thorndike, considered to be the founder of behavioral psychology focused his work on testing relationships between stimulus and response. He maintained that (1) behavior was influenced by conditions of learning (2) attitudes and abilities of learners could change/improve through proper stimuli (3) instructional experiences could be designed and controlled (4) must select appropriate stimuli/experiences that reinforce each other.
The second major school of thought is known as the cognitive information processing theories. It views the learner in relationship to the total environment and looks at the different ways a learner applies information. The learning process focuses on the student’s developmental stages and multiple forms of intelligence, critical thinking and creativity. Jean Piaget, a famous Swiss psychologist developed the four states of cognitive development. They outline the maturation process. Every child has to master one stage to grow and move onto the next.The third major school of thought is known as the phenomenological and humanistic theories. This type of thought considers the whole child, including his or her cognitive, psychological and social development. This school of thought deals with the needs, attitudes and feelings of the learner. It entails more alternatives in learning. A humanistic approach to subject matter is synonymous with existentialist psychology, creativity and love. This approach looks at the individual and how they operate, cognitively and emotionally. Abraham Maslow developed the six step hierarchy theory of human needs.The book notes that although behaviorists are highly prescriptive and diagnostic in their approach, they understand how cognitive processes explain how learning can take place as well. There is some overlap between the two former schools of thought. Overall, we can see with the phenomenologist and the humanistic movement that they are trying to move away from the rigid theories of behaviorism and the over-stress on cognitive processes. I think as educators, we pull from all three schools of thought when working in the classroom. Most educators use some type of reinforcement in the classroom to elicit positive behaviors. All educators work within the realm of cognitive thinking requiring problem solving and scientific method approaches. Maybe the least used in the classroom would be the humanistic approach. Although we strive to understand theories such as Maslow’s and are required to read books such as “A Framework of Poverty”, because this arena deals with human needs, it can be interpreted so differently from teacher to teacher.
Comment on Wanda and Andrea: I agree with Wanda in the sense that we are in constant motion, dealing with different learning situations and responsible for delivering a multi-dimensional lesson with minimal confusion. We do need to be aware of ourselves when teaching and stay focused when helping that child meet his/her goals.
ReplyDeleteOn Andrea: I couldn't agree with you more in that positive relationships must be built between teacher and student. That is core. Once that is reached, teaching and learning can be accomplished!
Behaviorism- they emphasize conditioning behavior and altering the environment to elicit selected responses from the learner. Behaviorism deals with various aspects of stimulus- response and reinforcers. This theory dominated much of the twentieth century psychology.
ReplyDeleteCognitive psychology- most psychologists agree that learning in school is mainly cognitive in nature. Cognitive structuralists focus more on the way in which content is structured for learning. Cognitive scientists investigate the various cognitive structures that individuals create in order to generate meaning and ultimately knowledge. Most if not all, psychologists would agree that humans and their learning are the sum total of the results of their interactions with their worlds.
Humanistic psychology- the way we look at ourselves is basic for understanding our behavior.
I believe that all three major schools of learning need to be enforced in order to produce a healthy, self-sufficient, citizen in the community. Behaviorism is practiced in schools by providing rewards to those students who behave and receive good grades. Cognitive psychology is practiced in schools by helping students understand why the information is pertinent to provide meaning and eventually knowledge. Humanism psychology is practiced when a student visits a psychologist. However, the danger is that a student will receive service from a psychologist only if the student misbehaves, or is not focused in school. I believe all students should have a plan on how to reach self-awareness through goals. Overall, I believe that behaviorism and cognitive is enforced more than humanistic psychology. I believe that self-awareness will guide the student to behaviorism and cognitive psychology. Therefore, more schools should practice humanistic psychology.