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EDU-201 Learning Theories
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EDU 201 Learning Theories
Mid Term Examination Dec 20, 2015
Total Marks 35
Total Time 60 Mints
Total Questions 17
Total MCQS 10
Long and Short Questions 7
Define self esteem.
What are two information styles?
what are activities included in thinking ?
Explain Eureka Effect
Explain Maria montessori work
Write steps of Maslow's need Theory
Differnciate b/w Accomodator and Diverge OR Assimilator and Converge Theories
December 28, 2015
Mid TERm paper
Maslow theory levels
Fleming Model explain
When Humanistic approach developed
Advantage of visual style
benefits of situated cognition
piagets preoperational stage
Learning Theories (EDU201)
Q1: As a teacher of a school, how can you apply the Piaget’s stages of cognitive development in your class?
The main elements of Piaget's theory of cognitive development
Piaget's theory, there are three elements:
1. Schemas: building blocks of knowledge
2. Adaptation processes: enabling the transition from one stage to another
Yes, the transition from one phase to enable implementation of the four ...
3. Stages of development
Four stages of cognitive development
A sketch, a person sees things he uses to interpret the information to manage a format, listens smell the basic building block of intelligent behavior, and hand. A schema objects, actions, and abstract (theoretical) concepts related to one aspect of the world as a unit can be thought about. We understand and respond to the use of schemas. We needed to store them and apply them. When a child in a state of equilibrium or is deemed to be in a state of mental balance, or when they (schema) is not able to explain. Assimilation and accommodation (described below) of the dual processes are the building blocks to create an outline.
The transition from one stage of the cognitive processes that enable the assimilation, accommodation, disequilibrium, and generally defined as equilibration. Educators cognitive learning process of their view, not only shifts in cognitive ability.
Together, the process of assimilation and accommodation, adjustment and adaptation to climate change, using the environment to learn, as constant process are described. And, according to Piaget, the adaptation of the work is the most important principle.
Four stages of cognitive development:
Piaget identified four stages through the development which are following:
Sensory motor (ages birth through two)
Preoperational (ages two through seven)
Concrete operations (ages seven through eleven)
Formal operations (ages eleven through sixteen)
As a teacher of a school, we can apply the Piaget’s stages of cognitive development in our class by the following steps.
Sensory motor: Birth-2years old
- Identifies the performance. From the outside it still exists.
- To control objects and the ability to work consciously recognized.
- In terms of sensation and motor movements deals with reality.
Preoperational: 2-7 years old
- Language use begins
- Egocentric thinking: difficulty seeing things from other perspectives
- With the characteristics, classification of objects by color.
- Develop the ability of symbolic thinking
- But still quite different from thinking adults.
Concrete operational: 7-11 years old
- During middle childhood, child, like an adult in every way is the ability to speak.
- For example, the judge argued about abstract concepts, infinity, or the meaning of life.
- The numbers and weight of large-scale conservation is recognized.
Many features of the items are classified and put in order.
Formal Operational: 11 years
- By the end of childhood, most people have progressed to full adulthood through ...
- Using abstract concepts, including the ability to
- Hypothetical and future relationship with
Last thought - Piaget
Some developmental stages of a child who did not complete the development stages cannot learn things.
Q2: How can a teacher use the operant conditioning in her class, share one example? You can share an example from your own experience.
Most of the teaching staff will vouch for that - discipline is essential to a child's success and growth. This discipline is always a form of punishment that is easy to think, but in reality, it does not need to be the case. And - - his disciples operant conditioning behavior you want to get a good classroom environment, which can be applied in positive reinforcement, is encouraging.
Use both positive and negative reinforcements Skinner's operant conditioning theory, encourage good behavior and bad and unwanted behavior was in a state of stress. Every action is a psychologist, and it's good, man is more likely to do so again in the future observe. The result is not so great, however, if the individual so the next time will avoid the possibility of doing it. We develop their practices and begin to understand what is appropriate and useful that it is through this process, and what is not.
How to spell a particular word as a new student, the education you also can use this type of reinforcement. They do it the right way, you ingrain the message that it is right to praise can manage. Contrary to do it right, you tempt them away from her in the future to be like when you cannot achieve. In effect, the process of raising all students and help them in their development is about. With a good attitude and positive approach, it really can be.
Q1: How can a teacher use “Constructive Paradigm of learning” in classrooms?
Constructivism is basically a theory - about how people learn - based on observations and scientific studies. They are experiencing things and reflecting on their experiences through their own understanding of the world and the construction of knowledge. When we encounter something new, we believe we can change, or new information can be dismissed as irrelevant, and experience with our previous ideas is to reconcile. In any case, we are the creators of knowledge enabled. To do this, we ask the question, and we must review.
Constructive Paradigm of learning in classrooms
In the classroom, teaching constructivist approach indicates a number of different teaching methods can. In the most general sense, it is generally known to produce more active techniques (experiments, real-world problem solving) to use, and then reflect on their understanding of changing they are doing and talking about how to encourage students means. The students' concepts already understand, and address them and then build on them to ensure that teacher activity guides.
Constant activity constructivist teachers help them gain an understanding of how to encourage students to review. It was to keep them learning tools is ever expanding. A well-planned with the classroom environment, students learn how to learn.
Constructivism is often forced students to learn as a principle that is wrong. In fact, constructivism taps into the world and how things work in the student movement's innate curiosity really is and what it means in your classroom is the best way to understand constructivism, see examples of this at work talking with others about it, and try it yourself. In this workshop you progress through each segment as peers to share with your questions or ideas to keep in mind.
Some (conservative / traditional) educators criticized by contrast, constructivism teacher active or does not dismiss the value of expert knowledge. Teachers construction of knowledge rather than a series of facts that help to reproduce constructivism, edit the character. To solve such problems constructivist teacher and students develop and test their ideas, conclusions and inferences, and draw pool and a collaborative learning environment based on an investigation which convey their knowledge to learn activities as tools provides. Constructivism an active participant in the learning process is a passive recipient of information to change the student. Always guided by the teacher, student teacher or the textbook knowledge rather than just mechanically ingesting the active construction of knowledge.
For example: groups of students in a science class were discussing a problem in physics. Teacher problem "answer" knows, the students described their questions in useful ways to help is focused on. They consider him or her to examine current knowledge indicates a student. One of the students is associated with the concept, the teacher seizes upon it, and it is a fruitful avenue to explore might Group indicates. The design and perform experiments. After that, students and teachers discuss what they have learned, and how these observations and experiences help (or did not help) them to better understand the concept.
Q2: What is the classroom implication of situated cognition theory? Write in your own words.
Situated cognition theory is the theory posits that it is inseparable from Learn all the knowledge, social, cultural and physical context that is located in the binding activity by discussing knowledge.
Situated Cognition Theory
Situated Cognition produces knowledge through activity.
- Knowledge is a product of
Situated Learning Environments
Situated Learning Environments have four concepts:
Context (environment, setting)
Content (concepts, activities, situations)
Facilitation (internalize, information)
Assessment (cognitive growth)
Some of following are the Classroom Implications.
1) Knowledge and memory space is not a thing, knowledge is socially constructed.
2) Knowledge of the people and groups of people such operations, located up
Natural persons to participate in and negotiate their way through the new situation resulting.
3)Arbitration samples: Cultural models held by individuals but a community practices and how people engage with each other, as well as the use of any tools and in a specific cultural context are living.
4)The individual knowledge, individual thought and action as the format format
5)Mutual influence, more space is expressive of the idea of organizing crash
General duty liner accident. (Wilson and Myers, 2000)
Situated Cognition in Education
Learn howto takepartinthe socialpracticesof theschoolshaveamajor role.
*Theidentityofthe studentsattendingthe schoolgroups,for example, areformed bysports, debate, journalism, music.
*Studentsarealis locatedinthecontext ofthe materiallearnedfromthe"authentic learning" apush.
*Studentsand otherscientiststhink, historians, mathematicians, areencouragedto act like.
Q No 1: How can we use the Maslow’s need hierarchy to the process of education? Explain in your own words?
Maslow’s need hierarchy
Maslow's Hierarchy of needs that the basic needs of all human beings and their needs, organized in five categories. Each of these types of needs are placed in the hierarchy, the primary requirement is not met, then the theory of Maslow's hierarchy of needs any more can be called up suggesting that.
Hierarchy of Needs Managed
Maslow's Hierarchy of five categories (from the lowest level to the highest level) are held as follows:
Requirements applicable to education hierarchy
Maslow's hierarchy being aware is in the best interest of both teachers and students. A lesson plan and classroom environment to create the hierarchy of knowledge that should be used, ideally, students in the classroom as possible, especially security, belonging and esteem needs As many will meet requirements. Of course, before the student's physical needs have been met assumes. However, if the teacher will not be able to focus on learning that is the basis for understanding. If a teacher requires the student to help in whatever arrangements they need to be aware of it will work best.
Q No 3: How can a teacher teach the concept of “Transformational Learning” in the classroom?
Changes enhance learning and students' self-actualization is a powerful ability to accelerate the process, though, such programs are important considerations for teachers. Instructor plans and changes in the provision of learning which may be advisable to consider ethical questions. Baumgartner also between students and teachers have a strong emphasis on caring relationships, dynamics and the balance of power in the classroom. As an authority figure who see the student instructor traditional values, beliefs, and interpretations of facts or hesitation could be difficult to challenge. Baumgartner, a formal code of ethics designed and implemented the recommendation, and the dynamics of collaborative learning and change can create a learning forum to encourage adult educators. They often by both the student and the instructor reminds teachers that change elicits emotional responses.
The concept of “Transformational Learning” in the classroom
Student old patterns of thinking, perception, beliefs and values are giving way to new patterns that feeling as Boyd and Myers, an important step in learning to change is grieving.
Transformative education is based on the interior realm of experience, being a component of rational insight, judgment, and the judgment expressed by the other non-rational logos, images, and feelings are being expressed through.
Promoting transformative learning, teachers aware of the role and assumptions to be crucial is to support learning. They own their interpretations, beliefs that lead assumptions, habits of mind, or points of view, as well as others, including assumptions. Frame of reference to recognize educators must provide learning exercise. By doing so, teachers perspectives.The issues aimed at redefining the practice encourages "trying to make sense of their experience of life united in a common experience are" is to create a community of learning .
Educators with opportunities to participate effectively in discourse.Discourse need to learn the beliefs, emotions are evaluated, and evidence values.This dialogue, arguments, alternative points of view and interpretations through critical examination of the causes of competition The goal is to evaluate. They understand how learners and right, as well as a well-informed decision about belief are able to develop. Educators metaphor in social action analysis, concept mapping, awareness raising, life history, repertory grid, and with the participation discuss ways including through the implementation of major concern and can experience the excitement.
The teacher told the students to encourage equal participation. Monitoring group members towards a strategy of dialogue and ensure equal participation is required to take on the role of the mechanism is to encourage. Educators also opposed controversial statements or points of view from different perspectives through reading can encourage dialogue. It is important that teachers avoid the formation.
The role of teachers that includes independent thinking is to set goals. Speaking Learners' by promoting critical reflection and experience, independent thinking is possible. Independent thinking foundations began in childhood and continued into adulthood. Teacher review and to reach decisions regarding the beliefs of others in cooperation with the frame of reference and alternative approaches to better evaluate the assumptions in the recognition, in the main, as well as being effective help adult learners.