Module 5 The Learning Process Objectives: After Completing the study of Module 5, you should be able to: Identify the various alternative approaches to learning; Explain how authentic learning enhances instruction; Discuss the procedures in the conduct of mastery learning in the classroom; Compare and contrast hands-on and minds-on learning with experiential and experimental learning; Discuss how observational learning or social learning is conducted in and out of the school; Explain how meaningful verbal learning is conducted in the classroom; Discuss the educational goals for the three learning domains; Give examples of the three phases of the learning cycle;

Alternative Approaches to Learning Authentic Learning Mastery Learning Experiential Learning Observational Learning Hands-on and Minds-on Learning Meaningful Verbal Learning

Authentic Learning Some major characteristics of authentic learning are: Learning is real-world oriented and has value beyond the school setting. Learning is often interdisciplinary. Students use higher-order thinking skills and learn concepts as well as basic facts. The classroom is learner centered and allows for a variety of learning styles. Students have ownership of their learning. Instruction uses hands-on approaches and is accessible for all learners. Learning is active and student driven. Teachers act as coaches or learning facilitators. They are one of many resources students may turn to for learning. Parents, outside experts, and community members may all serve as sources for learning. Learning uses real-time data, which students investigate and from which they draw conclusions. Students often work together and have opportunities for discussion as they work to solve the problem. Students produce a product that is directed toward a real audience.

Mastery Learning Two problems often arise with mastery learning. First, grouping and scheduling may become difficult. Teachers often find it easier to force people to work at a constant pace and to complete tasks at a predictable rate than to permit wide variations in activities within a class. Second, while slow learners spend extra time on minimum standards, the faster learners may be forced to wait when they could be progressing to higher levels of achievement.

Experiential Learning This form of learning is based on three assumptions: That learners learn best when they are personally involved in the learning experience That knowledge has to be discovered by the learners themselves if it is to mean anything to them That a commitment to learning is highest when learners are free to set their own learning goals and actively pursue them within a given framework.

Observational Learning According to Arends hypothesis humans learn through the observation of others through a three-step process as: The learner has to pay attention to critical aspects of what is to be learned The learner has to retain or remember the behavior The learner must be able to produce or perform the behavior.

Hands-on and Minds-on Learning Kellough emphasizes the two-fold instructional tasks of teachers, which are: To plan hands-on experiences, providing the materials and the supportive environment necessary for students’ meaningful exploration and discovery To know how to facilitate the most meaningful and longest-lasting learning possible once the learner’s mind has been engaged by the hands-on learning