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TOPICS: Meaningful Learning Theory as Applied in Classroom Learning Conditions for Learning a. Motivation b. Retention c. Transfer of Learning By: CJ Fajilan
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TOPICS:• Meaningful Learning Theory

as Applied in Classroom

Learning

• Conditions for Learning

a. Motivation

b. Retention

c. Transfer of Learning

By: CJ Fajilan

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Meaningful Learning Theory

as Applied in Classroom Learning

1. Guide learners to remember information that provide the basic building blocks of new learning experiences.

2. Construct meaning by joining what is to be learned to what has been experienced earlier.

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Meaningful Learning Theory

as Applied in Classroom Learning

3. Use meaningful memory strategies.

4. Present every lesson that makes sense to the learners.

5. Build new associations with familiar experience and vocabulary.

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Meaningful Learning Theory

as Applied in Classroom Learning

3. Provide plenty of “wholesome” learning experiences through casual connections, comparisons, and illustrations.

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Conditions of Learning

a. Motivation

b. Retention

c. Transfer of Learning

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Conditions for Learning

Motivation

– refers to the internal state or condition that influences behavior and gives direction in relation to physical conditions, interests,

attitudes and aspirations.

- involves a number of ideas that direct

an individual to act or do something that

energizes, directs and sustains behavior.

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Conditions for Learning: Motivation

Two Components of Motivation

Arise from some deficits within the individual.

Deficits may be physiological or psychological.

The motivation to solve the physiological or

psychological need.

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Principles of Motivation as Applied

in Classroom Teaching

Conditions for Learning: Motivation

Principles Applications

1. The learner’s attention in any learning task is essential for introducing any lesson.

Assist learners to focusattention on desired learning tasks.

2. Intending to attain and to experience success are essential requisites to realistic goal-setting activities.

The teacher must be sensitive on the learner's needto attain level of aspiration and motives.

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Principles Application

3. Attainment of a desired goal requires setting of learning tasks at an appropriate difficulty level.

Assist learners by: - providing a variety of realistic

and attainable goals- minimizing social pressure- making sure that the learners

knows what to do and how todo it with the given lesson.

4. Information regarding appropriate behaviors is associa-ted with better performance.

Provide learners with feedback regarding their performance.Correct mistakes.

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Principles Application

5. Observing and imitating a model facilitates the initial acquisition of correct behaviors.

Utilize exemplary models.Provide real-life representatio-

nal and symbolic modelsUse deserving classmates as models

6. Verbalizing pro-social values and behavior and reasoningabout them provide a conceptual basis for development.

Assist learners in developing skills in

- verbalizing prosocial values - discussing prosocial

behaviors

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Principles Application

7. Rewards, directs and sustains attention and effort toward achieving the desired behavior.

Reinforce desired behaviors. Give desired rewards.

8. High stress and anxiety isassociated with low performance, erratic conduct and personality disorders.

Provide- supportive climate- success strategies- techniques to divert attention

from failure- happy environment

Avoid- stressful procedures- reprimands- reinforcing wrong response- unrealistic requirements- undeserved punishment

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Retention

- occurs when learning have been incorpo-rated into the learner’s behavior patterns,

retained and remembered.

Forgetting occurs when the brain trace

which is the physical record of memory fades

away.

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Conditions for Learning: Retention

Conditions that Causes Forgetting

1. Disuse – this is a condition of deterioration of connections in the brain when not used.

2. Inference – this is a condition when recall of

certain information is inhibited by the presence of other information in memory.

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3. Retroactive inhibition – this is a condition

when previously learned material is lost

because it is mixed up with new and somewhat similar information.

4. Proactive inhibition - this is a condition

when previously learned material is lost

because it is mixed up with new and somewhat similar information.

Conditions for Learning: Retention

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5. Reorganization (distortion) – this cause

occurs when an individual does not learn well

certain materials or new patterns when he has

to use it.

6. Motivated Forgetting – occurs when the

individual decides not to remember.

Conditions for Learning: Retention

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• TRANSFER OF LEARNING

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Conditions for Learning: Transfer of Learning

Transfer of Learning

- is the application of knowledge

learned in one situation to a new or different

learning environment or situation.

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Theories of Transfer

1. Formal-discipline Theory – is characterized when

the faculties of mind such as memory, reason, will and imagination could be strengthened through

practice.

2. Identical-elements Theory – is characterized when the elements such as facts, skills, and methods

present in the original learning situation must be

present in the new learning.

Conditions for Learning: Transfer of Learning

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Types of Transfer of Learning

LATERAL TRANSFER – occurs when the individual is

able to perform a new task about the same level; e.g. solving word problems given in textbooks and later

the same given on the board.

VERTICAL TRANSFER – occurs when the individual is able to learn more advanced or complex skills, e.g.,

being able to multiply; being bale to read and write.

Conditions for Learning: Transfer of Learning

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3. Generalization Theory – characterized by

understanding of the relationships among

facts, process, and principles become the

bases of transfer.

Conditions for Learning: Transfer of Learning

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References:

• Principles and Methods of Teaching pp. 92-96

• http://www.slideshare.net/guestc456a9/motivation-4045920

• http://en.wikipedia.org/wiki/Transfer_of_learning

• http://www.health.harvard.edu/blog/7-common-causes-of-forgetfulness-201302225923