Learning Theories

1.       Description of learning theories;

a.       Behaviorism

It can be defined as a theory of human learning that focus on observable behavior and disregard mental activities or mind activities. The theory also believes that all behaviors are acquired as a result of conditioning (classical and operant).

The famous behaviorists are Ivan Pavlov and B.F Skinner.

b.      Cognitive

It can be defined as a theory of human learning that focus on understanding the thought processes and the mental process. The process include of schemes, assimilation, accommodation and adaptation.

There are four stages of cognitive development which is sensorimotor stage, preoperational stage, concrete-operational stage, and formal operational.

The famous cognitive theorist is Piaget.

c.       Constructivism

It can be defined as a theory of human learning that focus on an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information relying on cognitive structure (schemes, assimilation, etc)

The famous constructivist is J. Bruner

d.      Social and humanistic

Social constructivism emphasizes the importance of culture and context in understanding what occurs in society and constructing knowledge based on this understanding. The learning is very much impossible to separate from its social. 

The social constructivists are Vygotsky, Bruner and Bandura   

Humanistic or Humanism focuses on the human freedom, dignity, and potential and it is necessary to study the person as a whole inclusive emotional and social aspect. It follows that the study of the self, motivation, and goals are areas of particular interest.

The theorists of humanism include Carl Rogers and Abraham Maslow. A primary purpose of humanism could be described as the development of self-actualized. In humanism, learning is student centered and personalized, and the educator’s role is that of a facilitator. Affective and cognitive needs are keys, and the goal is to develop self-actualized people in a cooperative, supportive environment.

2.       The diagram of Zone of Proximal Development (ZPD) and its relation to the group learning:

Ensuring zone of proximal development in the classroom, therefore, is very significant in the learning process to recognize and assess a student's intellectuality capacity. In the classroom, this concept is bee-lined with another instructional design concept of scaffolding. The concept of scaffolding is a process, wherein an instructor provides only the needed support by providing tasks that will enable a learner to build on prior knowledge, and once the stage of zone of proximal development has been reached, the guidance is gradually removed. This encourages the student to work and internalize new concepts. The aids are in the form of verbal and nonverbal communication and model behavior.

This concept along with more modifications and changes has played a significant role in the way education has been imparted. The idea being that an association, if not an immediate then a gradual one has to be built between concepts, experiences and reactions. Knowledge alone cannot become development, but it has to be a channel through which intellectual stimulation and development occurs. Optimizing intellectual capacity that could surpass an instructor is what zone of proximal development aims for.

3.      The characteristics and behaviors that I believe are the most important to model for the student:

a.       Discipline, so we can manage and organize the student easier, of course In order to that, the teacher should give a good example.

b.      Caring and patient, we can be close to the student just like a friend and understand them when they have a problem.

c.       Humble, the student will be appreciate the teacher more if he found that the teacher is very competent yet he not became snob.

d.      Have the sense of humor, when the teacher make a joke, the class will be more relax, and the student will feel not boring also.

Name    : ULFA RAHMI