14 minute read
Unit I: Nature of Learning
NATURE OF LEARNING
“Anyone who stops learning is old, whether at twenty or eighty.” — Henry Ford
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SYNOPSIS
The cognitive ability of a learner will be developed through learning. With it, they become knowledgeable, able to develop skills, and the attitude that is expected to radiate from a student. The nature of learning will serve as a foundation for the overarching scope of education, specifically teaching and learning, to maintain stronger cognitive functioning as they grow older and keep up with the busy and occupied globalized world full of greater minds.
LEARNING OUTCOMES
After this lesson, the learners are expected to:
Learn the different perspectives of nature of learning; Understand the concept and identify how one can develop their thinking and learning skills; Integrate the topic in learning experiences as foundation of Theories of Learning; Value and apply the knowledge of Nature of Learning in learning competences and real life situations.
Fundamentals of Learning: What is ‘learning’ for you? How do people learn?
Stages of Learning
The stages of learning are also known as the Learning Ladder. As a learner progresses through the four stages, he or she acquires progressively higher levels of competence and skill.
STAGE 1: UNCONSCIOUS INCOMPETENCE
STAGE 2: CONSCIOUS INCOMPETENCE
STAGE 3: CONSCIOUS COMPETENCE
STAGE 4: UNCONSCIOUS COMPETENCE
We do not know what we don’t know. In this first stage of learning, the students are unaware of what they do not know. They do not exert much energy and conscious effort because they are still not aware that a skill or knowledge gap exists. They do not have the desire to learn the subject or idea and have taken no steps to start learning.
Example given: Timothy wants to learn how to solve advanced mathematical equations but exerts no effort to learn it because he does not know where to start.
We know what we do not know. This is where learning begins. The student is now aware of the existence of the skill or knowledge gap which urges them to understand the significance of learning that new skill. Thus, there is no conscious effort but there is already knowledge.
Example given: Timothy begins to pursue learning the topic. He is now aware that he needs to learn first the basic mathematical concepts to truly grasp it.
We know what we know. When a student reaches the level of conscious competence, they are able to perform a task independently and without the assistance of a teacher. However, they still need to concentrate very hard on the task at hand in order to reduce the number of errors. The capabilities are not yet ingrained into their reflexive memory or considered to be second nature by the individual. At this stage, the student feels hopeful because he or she is starting to see results. Willingness to get past the last few problems. Sometimes it's awkward to have to stop and think before moving on. In this stage, there is now conscious effort because there is already knowledge.
Example given: Timothy begins to put his knowledge into action and practice. He does trials and errors to solve the complicated math problems, watches tutorial videos, and asks his math teachers. He is starting to get the hang of it and consistency can help him advance through this stage.
We do not know what we know. By the time a person achieves unconscious competence, they can perform a task without much effort. They have sufficient experience to make it second nature. We could say they have achieved mastery. People who are unconsciously competent are frequently said to be in a flow state. As described by Mihály Cskszentmihályi in 1975, the state of flow is characterized by the hyperfocus of someone who is "in the zone" and performing tasks without pausing to think. Hence, since there is already mastered knowledge, there is no need for conscious effort.
Example given: Timothy is now comfortable with solving advanced mathematical problems because it has become habitual for him already. He has known enough and he does not need to exert effort as he already mastered and instilled the topic in his cognitive knowledge.
Learning is universal: Every living thing acquires knowledge over time. The most knowledge is gained by man. The human nervous system is very complex, as are human reactions and human acquisition, both of which are also very complex. Children's growth and development depend critically on having positive learning experiences.
Learning is through experience:
Experience, whether direct or indirect, is an important element of every aspect of educational attainment.
There are 2 levels of learning experiences: 1.Vicarious Experiences - Vicarious experience is the phenomenon of feeling what another feels through observation.
If we observe another person in pain, we can empathize with their suffering. Most humans develop the ability to empathize with others as social animals. 2.Direct Experiences - Direct experience refers to opportunities for active participation in a learning environment that "decisively shape individual comprehensions."
Learning is from all sides: In today's world, education comes from all directions. Children gain knowledge from a variety of sources, including their parents, teachers, the environment, nature, and the media.
Learning is continuous: It emphasizes the fact that education should continue throughout one's life. Each day brings a new set of challenges, and in order to meet those challenges, an individual frequently needs to make significant adjustments to the manner in which he or she approaches life. The journey of learning is from birth to death.
Learning is an adjustment: Each student will need to adjust their behavior, learning practices and habits to keep pace with the educational outcomes and expectations from their educators. Adjustment is needed every now and then because a lot of factors must be considered to make the learning effective. These factors include: the setting of the classroom, the atmosphere, behaviors, educational content and the teacher’s expectations.
Learning results in change in
behavior: It is a change in behavior that is influenced by the behavior that came before it. It refers to any action that leaves a mark that can be considered more or less permanent on a subsequent action. It is said that there are three (3) aspects of behavior; (1) cognitive, (2) affective, which covers positive emotion and attitude, and (3) conative, which are desire, intention, initiative and willingness.
Learning as growth and development:
Learning helps students to be adaptable, flexible and innovative. It shapes and molds both their values and academic skills and competencies. They will also begin to understand the life experiences of others, lead more productively, and contribute to the demands of society. Theorists of cognitive development Vygostsky and Piaget stated that learning occurs as children construct knowledge from experiences and by that, development plays an important role.
Learning comes about as a result of
practice: Every time practice occurs, learning continues and develops. According to studies, when students have meaningful practice and when they repeat the lessons, it helps them retain information longer.
Learning is not directly observable:
Learning cannot really be observed. Teachers could only see how the students perform, behave, what they produce and accomplish.
Organize your thoughts
Directions: Choose 3 Nature of Learning and relate it to your personal learning styles, experiences, and habits. You may provide personal pictures.
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3
Let yourself explore
Directions: Try to learn a new skill! Document the process of learning a new skill with pictures or videos. Explain your experience and stages of learning the skill.
sQUIZ your Mind
Direction: Carefully analyze the situation, choose the correct answer and put them on the blank before each number.
___1. The Learning Ladder is another name for the stages of learning. A learner gains steadily higher levels of competence and skill as they advance through the five stages. The following belongs to the stages of learning EXCEPT FOR: A. Unconscious Competence B. Conscious Competence C. Unconscious Incompetence D. Cognizant Incompetence
___2. This stage of learning emphasizes “We know what we don’t know” It is where a learner begins to pursue learning the topic. One e is now aware that he needs to learn first the basic concepts to truly grasp it. A. Conscious Incompetence B. Conscious Competence C. Unconscious Incompetence D. Unconscious Competence
___3. In this stage of learning, since there is already mastered knowledge, there is no need for conscious effort. They've done it often enough that it's become second nature. They have, perhaps, attained mastery. A. Conscious Incompetence B. Conscious Competence C. Unconscious Incompetence D. Unconscious Competence
___4. Consistency is required in the stage Conscious Competence. A. True B. False C. Uncertain D. None of the above
___5. This nature of learning states that experience is an important element of every aspect of educational attainment. A. Learning is an adjustment B. Learning is through experience C. Learning is not directly observable D. Learning as growth and development
REFERENCES
___6. This nature of learning states that the journey of learning is from birth to death. A. Learning is continuous B. Learning is universal C. Learning comes about as a result of practice D. Learning results in change in behavior
___7. There are two levels of learning experiences, one is Vicarious experience and the other is: A. Collateral experience B. Applied experience C. Direct experience D. Indirect experience
___8. What are the three aspects of behavior? A. Cognitive B. Affective C. Conative D. All of the above
___9. Which nature of learning says this, “Every time practice occurs, learning continues and develops”? A. Learning as growth and development B. Learning comes about as a result of practice C. Learning is an adjustment D. Learning is universal
___10. Learning is directly observable and the teachers could immediately notice it. A. True B. False C. Uncertain D. None of the above
Dummont, H., Istance, D. & Benavides, F. (n.d.). The Nature of Learning Using Research to Inspire Practice . In Practitioner Guide. Innovative Learning Environments Project. https://www.oecd.org/education/ceri/50300814.pdf
Drew, C. (2022, July 5). 5 Stages Of Learning (Levels Of Learning Ladder). Helpfulprofessor.Com Site Logo That Links to Homepage. https://helpfulprofessor.com/stages-of-learning/
Learning Meaning and Characteristics. (2020, April 20). Indiafreenotes.Com. https://indiafreenotes.com/learning-meaning-and-characteristics/
Parankimalil, J. (2014, November 18). Meaning and Nature of Learning. John Parankimalil. https://johnparankimalil.wordpress.com/2014/11/18/meaning-and-nature-oflearning/
CLASSICAL CONDITIONING STORY
Guide Question: Based on your observation, how did your introverted student learn to participate in class?
CHAPTER 2: CLASSICAL CONDITIONING Teacher Errie's POV
I noticed some of the students interviewing Teacher Lesley, a pre-service teacher. He left and I was then asked by the student-interviewers, “Hi Teacher Errie! We would like
to interview you for a research study. The question for you is: Based on your observation, how did your introverted student learn to participate in class?”
“Oh! I have teaching experience that I will never forget, and I believe it can assist
others, especially my co-teachers.” I added as I looked at them.
“We know as teachers that we will constantly encounter introverted and shy kids in our classes, but I do not want to sit and do nothing about it; it is our obligation
to help them, and that is what prompted me to do what I believe is best for them,” I stated and I positioned myself to sit properly on the chair before I continued.
“Before, in my class, I interviewed Rea, the shyest and most introverted of my students. At first, she was reluctant to tell me her story, but when I explained that I was doing it to help her and other students like her, she began sharing. According to her, she was anxious from the start when she came to our school as a transfer student since she is introverted and believed she wouldn't be able to make friends right away."
CLASSICAL CONDITIONING STORY
"She claimed that despite having accepted that she does not belong to anyone's circle of friends, she still felt nervous and unhappy when she felt out of place in the
classroom," I continued.
"Aww, that's sad, but teachers can't make students befriend other students," one of the students said.
"You're right about that, but I'm confident that we can still help them," I told her,
“for Rea, it got to the point where it was interfering with her schoolwork, which made me even more concerned. She stated that because she believes she does not have a strong relationship with her classmates, she feels as if she is being glared at, criticized, and reviled whenever she speaks for recitation or presentations. It made her more conscious and she stopped chatting and engaging in class that it
already got alarming. I was concerned that she would quit coming to school,” I stated while everyone’s looking concerned.
"How is she now?" one of them asked with a furrowed brow.
"I was very concerned about Rea at the time. That's why I rearranged their seating and assigned her to sit next to different students. This student is a bright child with a kind personality. She may not have many friends, but I can tell she treats others nicely. I am confident that she will be a terrific seatmate and an inspiration to her introverted classmates. Rea's behavior did not change at first, but she soon learnt to socialize with them! I am grateful that my basic acts as a teacher improved my
students' academic performances," I told them and everyone smiled and felt comforted.
I continued, "She informed me that her seatmate made her feel at ease during
class. Unlike before, she now looks forward to going to school. She stated that her seatmate let her understand that her classmates were not as horrible as she believed. She also mentioned that my approach to teaching, which does not exclude anyone, gave her a sense of belongingness in our class.”
"When she stated that, it pleased me and I felt appreciated. Hearing that from our students is a great success for us as teachers. I'm also pleased that my attempts in instilling in them the value of helping their classmates and being supportive of one
another are bearing fruit." They all smiled.
CLASSICAL CONDITIONING STORY
"Rea started participating in class again, and she is now more confident than ever. Her grades are also steadily improving. When I asked her why, she responded it was due to the encouragement and support she had from me and her classmates. She is still quiet and introverted, but she finally interacts with the
others. Her eyes even sparkle every time she shares her thoughts with the class.” I remembered my interview with my student and smiled as I remembered how delighted she was talking about her positive experiences in group activities and presentations.
"That is good to hear, Teacher Errie! I am happy for you and Rea,” they giggled.
"After interviewing her, I quickly understood that her experience is related to
Classical Conditioning, which we may integrate in your research," I explained. "If
you study her situation, Rea is a transfer student who is introverted, which causes her to not participate in class and perform poorly. She was able to alter or adjust after I did my part as a teacher and had a good relationship with her peers, so she became an engaged student in my class."
"You're right, teacher, but how is Classical Conditioning applied here?" The female student asked.
"Well, me and her classmates served as the stimuli, while her class involvement was her response, so to speak, because she felt secure with us because she thought we wouldn't condemn her, which is why her response is to be cooperative and participative in class. We may notice here that Rea has become conditioned to us as a stimulus. We can say that we were initially merely a neutral stimulus for her, and she didn't respond since she was still identifying us. However, because we were there for her and socialized with her for a long time, we finally became her conditioned stimulus, causing her to produce a conditioned response, which is her
being active in class,” I explained in detail.
"That's great, Teacher Errie. It was mind blowing!" The male student exclaimed.
