Learning by obnservation and immititation throught modeling

This process of learning assumes that one learns from someone. It is through observation and imitation from a model that a person will be able to do a similar thing.

Learning by observation and imitation require a model , hence it is referred to as "no-trail" learning.
This process of learning involves four phase : attentional phase where the learner observe the model; retention phase , where the learner copies ,practice or rehearse what has been observe; reproduction phase , where the learner matches their behavior to the model and motivation phase where learner will imitate the behavior for getting a chance to be reinforce by becoming like one from whom the behavior was copied.

LEARNING BY INSIGHT

From a simple trial and error learning to learning by condition , educational psychologist believe that human being learn also by insights.

In this type of learning a higher level of intelligence is utilized.

Insight is looking into oneself with deeper thinking. a sudden flash of ideas or solution to a problem sometimes called "aha"

Learning by insight require higher thinking skills of the learner. Through insight the learner will also be capable of deep refection.

Ways of learning

Learning by trial and error

This is stimulus - response theory of learning , Reaction and action where the beginning reaction is due to stimulus. When the result is correct or satisfying then the response will be repeated.When the reaction is wrong or negative then it will not be repeated. Learning will take place in both instance.

This type of learning is oftentimes risky and time consuming because the next step will only follow depending on the result.

Making several error would be very expensive in time , effort and money. However , trial and error is the easiest way of doing things without necessarily anticipating a definite objective

Learning by conditioning

Learning by conditioning

Training is the simple term to describe learning here, thus even animals can be trained to do something but such action does not refer to learning.

Aside from Pavlov's classical condition , Skinner's operant conditioning plays a great role in this kind of learning. Learning here is a product of what the individual does which will result to either pleasant or unpleasant behavior.

Drill and practice are some learning activities based on conditioning.

EVENT OF LEARNING

Recall Phase - Recall previous learned information to learn to gain access to that which has been learned is a critical phase in learning.

Generalization Phase -Transfer of information to new situations allows application of the learned information in the context in which it has learned.

Feedback Phase - Student must receive feedback on their performance. this will serve as reinforce for successful performance.

EVENT OF LEARNING

For Robert Gagne, that an act of learning involves a series of seven internal event.

Fist in the list is the Motivation Phase - The learner must be motivated to learn by expectation that learning will be rewarding


Second is the Apprehending Phase
- The learner attends or pay attention if learning has to take place.

Third is Acquisition Phase
- Learner transforms information into meaningful form.

Fourth is Retention Phase
- The newly acquired information must be transferred from short-term to long -term memory. this may take place by means of practice ,elaboration or rehearsal.

Reception Learning

Reception Learning

- David Ausubel , poses a contrast to the discovery learning of Bruner. To Ausubel , through learners are inherently curious , they may not be to know what is important or relevant and they need external motivation in order to learn.

However both theories believe that learners should be actively involve in own learning their. Both also emphasize that prior learning is important in order to learn new things and because knowledge continuously change once it is in the learners mind.

Discovery Learning

DISCOVERY LEARNING

- this is one of the three models of teaching which is anchored the cognitive learning theory.

- Jerome Burner state that the individual learn from discovery of environment. Learners are inherently curious , thus they can be self motivated until they find answers to the problems.

Learners , when actively involve in their own learning will continuously construct their own knowledge.

" cOGnEtive Learning Theories"

COGNITIVE LEARNING THEORIES

Are concerned with human learning in which unobservable mental process are used to learn and remember new information or acquire skills.

In these theory is the concept of meaningful learning through cognitive models.

"BEHAVIORAL LEARNING THOERIES"

BEHAVIORAL LEARNING THEORIES

This one of the two principal type of learning theories.

It emphasize observable behavior such as new skills knowledge or attitudes which can be demonstrated.

These form of behavior are observable and measurable. According to this group of theories ,
if the individual has change behavior , he has learned.

LEARNING

LEARNING

" To teach is to make someone to learn " this statement means that the end product of teaching is learning.
What is learning ? What are ways of learning and when we say that we have learned?

learning is define as a change in an individuals behavior cause b experiences or self- activity.
most of the learning is intentional , like when learner acquires knowledge in classroom or when observed a demonstration activity.

On the other hand ,learning sometimes unintentional like when the child touches a lighted candle and feel it is hot.

Teaching

Teaching

What do you know about teaching ?

Teaching have several definition , because of the changing paradigms.Some view teaching as an "organization of meaningful learning" a process of imparting knowledge and skills requires to master a subject matter by the traditionalist.
And it also the a process of dispensing knowledge to an empty vessels which is the mind of the students.

But in the progressive and humanist the meaning of the teaching is now perceive as stimulating , directing , guiding the learner and evaluating the learning outcomes of teaching.

The teacher's role in teaching become complex but has give the learner the responsible to learn (learning how to learn)

Self- Activity

Self - activity is "learning by doing"
It implies that learning can only happen through the individual's activity or his/her doing.

Importance of self-activity in learning

• Pupils will only learn to think reflectively by going through experience of reasoning.

• The classroom teacher should make his thinking situation in school approximate as nearly as possible the situation of everyday life.

Importance of self -activity in acquiring specific motor activities.

• Verbal direction , demonstrations , a various kind of illustrations of help in guiding the trial - and -error of the learning process but actual doing and repetition.

• The principles of self- activity also emphasize the need of having the learning situations approximately as nearly as possible the situation on which the motor ability
  

E- learning

E-learning
comprises all forms of electronically supported learning and teaching, which are procedural in character and aim to effect the construction of knowledge with reference to individual experience, practice and knowledge of the learner.

- essentially the computer and network enabled transfer of skills and knowledge. E-learning applications and processes include Web-based learning, computer-based learning, virtual classrooms and digital collaboration. Content is delivered via the Internet, intranet/extra net, audio or video tape, satellite TV, and CD-ROM. It can be self paced or instructor led and includes media in the form of text, image, animation, streaming video and audio.

BENEFITS :
1.Improved performance
2.Increased access
3.Convenience and flexibility to learners
4.Skill Development

Advantages of the computer- base learning over the traditional classroom training.
1.Pay less per credit hour
2.Reduce overall training time
3.Access public content such as web casts or other course content

Comprehend

comprehend v comprehend [kompriˈhend]

1. to understand. begryp, verstaan يَفْهَم разбирам chápat forstå; fatte begreifen κατανοώ comprender mõistma فهمیدن ymmärtää comprendre לְהָבִין समझना shvatiti, razumjeti megért mengerti skilja comprendere 理解する 이해하다 suprasti, suvokti saprast memahami bevatten begripe, forstå, fatte rozumieć compreender a înţelege понимать rozumieť razumeti razumeti fatta, begripa ทำให้เข้าใจ anlamak 瞭解，領悟 розуміти; збагнути سمجھنا hiểu 了解，领悟

2 to include.
Related Definitions:
Apprehend, as, comprise , Imply and meaning etc.
Comprehend is very important to us student but sometimes we have difficult to understand some topic or lesson.
Tips :
1.When reading a book, no matter what book it is, you must be completely focused on that book. A large number of people wonder why they can't comprehend what they are reading, but at the same time they have the television on and are watching something at the same time. This is a good way to not remember a word of what you read.
2.Take your time! Unless you are being tested and have a small amount of time, there is no reason to rush through and simply skim the pages. Skimming makes you get done fast, but it's almost impossible to fully comprehend this way.
3.Take a lot of breaks. Even if you love the book you are reading, taking a short break is absolutely necessary to be at your maximum comprehension level. Take a 10 minute break and then come back to the book.
4. After a certain amount of pages (or after a chapter), take some time to pause and reflect on the main points of what you have just read. Let your mind digest all the information you have taken in.

Step 5

Use highlighters often!

Highlight or underline im

Read more: How to better comprehend what you read | eHow.com http://www.ehow.com/how_4489971_better-comprehend-what-read.html#ixzz0wTkn7lMH

5.Highlight or underline important parts of the book or parts that you have a question about. This allows you to come back to them and revisit them when your mind is fresh.

knowledge

define as a expertise ,and skills acquired by a person through experience or education. The theoretical or practical understanding of a subject. There are a lot of definition of it and it say's that it is on-going debate among philosopher's in the field of epistemology . There are different knowledge such as communicating , situated , partial , scientific and religious.

In Communicating, knowledge are transferable. Other forms of communication include imitation, narrative exchange along with a range of other methods. There is no complete theory of knowledge transfer or communication.

Situated knowledge is knowledge specific to a particular situation in line in this knowledge is the trial and error and the experience.

So then we have to live with the fact that our knowledge is always not complete, that is, Partial. Most real problems have to be solved by taking advantage of a partial understanding of the problem context and problem data. That is very different from the typical simple maths problems one might solve at school, where all data is given and one has a perfect understanding of formulas necessary to solve them.

Scientific Knowledge it is the observing , empirical and gathering evidence.In this knowledge curiosity are the reason why experimentation are made.

Religious Knowledge the different information of religion in this knowledge their tradition and practices.

Demonstration is one way to define certain kinds of words. Demonstration is the simple act of pointing to an object , area, or place, like the sun, moon, or a large mountain top, and then naming and defining it. Basic definitions of words through demonstration, or pointing, allows humans to communicate, interact, plan, and co-ordinate in ways that help us to build cities, large buildings, technology, gain knowledge and to successfully communicate with computers. Basic propositionstime, space, and mathematics are first required to teach about true and probable nature, planets, species, and the world around us. about statements or words that accurately describe universal qualities and quantities about

The history of demonstrative definitions goes back to the careful observations of ancient Greek philosophers and natural philosophy. Socrates, Plato, and Aristotle attempted to carefully define words that included natural phenomena and objects. The modern scientific method often uses demonstrative definitions that carefully describe certain processes and parts of nature in great detail. In science, often one demonstrates how an experiment is done and shows this to others.

For morality, one can show what actions are good or bad. This is often done in plays, movies, and film. Pictures without words can show or demonstrate various types of actions and their consequences.