GROUP 1

PRE-FINALS

AUSTRIA, JONNAMEL
BAUTISTA, DECIE JAN
BAETA, JENLYN
 1
How Children Think
and Learn
AUSTRIA
 What is Learning?

Learning is to gain knowledge, understanding, or skill. (This is in

accordance with the great Webster.) An even broader definition of
learning is “any permanent change in behavior that occurs as a
result of a practice or an experience.” This makes what we teach
our children even more important as it has the potential to have a
lasting affect in their behavior.
 How do Children Think?

Children are a bundle of ideas and thoughts. If you ever really look
at your child you will see that these thought patterns are much
different than that of an adult and can certainly be expressed in
much different ways. There are four different stages of learning or
development that each child goes through
 1. Sensorimotor
This is form the ages of birth to about two years old. During this
time the child’s primary mode of learning occurs through the five
senses. S/he learns to experience environment. The child touches
things, holds, looks, listens, tastes, feels, bangs, and shakes
everything in sight. For this child the sense of time is now and the
sense of space is here. When the child adds motor skills such as
creeping, crawling, and walking — watch out — his/her environment
expands by leaps and bounds. The child is now exploring their
environment with both senses and the ability to get around
 2. Preoperational

This is the stages between ages two and seven. During this stage
the child is busy gathering information or learning, and then trying
to figure out ways that they can used what they have learned to
begin solving problems.
 2. Preoperational

During this stage of his/her life your child will be thinking in

specifics and will find it very difficult to generalize anything

This is the time when a child learns by asking questions. You will
begin to think that if you hear the word why just one more time
that you will go crazy.
 3.Concrete Operations Period:

This is the period of time when your child is between the ages of
seven to ten or eleven. This is a wonderful age as this is when
children begin to manipulate data mentally. They take the
information at hand and begin to define, compare, and contrast it.
They, however, still think concretely.
 3.Concrete Operations Period:

The concrete operational child is capable of logical thought. This

child still learns through their senses, but no longer relies on only
them to teach him. He now thinks as well. A good teacher for this
age group would start each lesson at a concrete level and then
move toward a generalized level.
FORMAL OPERATIONS PERIOD
This period begins at about age eleven. At this time the
child will break through the barrier of literalism and
move on to thinking in more abstract terms. He no
longer restricts thinking to time and space. This child
now starts to reflect, hypothesize, and theorize. He
actually thinks about thinking.
 How do Children Learn
Children learn in different ways – some learn by seeing,
some by hearing, some by reading, some by doing.
 Learn by Seeing
Children learn and imitate behaviors by watching and
listening to others. This is sometimes called
“observational learning,” when children can learn things
simply by observing others. ... Whether or not they
demonstrate a new behavior, they are picking up new
knowledge.
 Learn by Hearing
Their listening skills also influence their ability to learn to
both read and write, and they greatly influence their
social skills as well. To develop spoken language,
children must be able to hear speech clearly and also to
hear themselves.
 Learn by Reading
Kids learn to read when they are able to identify letters
or combinations of letters and connect those letters to
sounds. There’s more to it, of course, like attaching
meaning to words and phrases, but phonemic awareness
(understanding sounds in spoken words) and an
understanding of phonics (knowing that letters in print
correspond to sounds) are the most basic first steps to
becoming a reader.
 Learn by Doing

Children learn by being involved in learning, actively

engaging with the environment, and trying lots of
different activities.
 2
How
Adolescents
Learn
BAETA
 ADOLESCENTS
the transition period from
childhood to adulthood,
extending from puberty to
independence.

-13-19 Years
 A Few Things Generally Happen:

• Adolescents are able to connect what they are trying to

learn with what they already know, understand, or have
personally.
• They are favorably inclined, or motivated, to put forth
the necessary effort and time experienced.
Adolescent Learning

Involves interactive, purposeful

and meaningful engagement.
 Following Circumstances:

• Adolescents “do something” that makes sense in a

larger context, such as confronting real-life issues and
problems.

• Their personal initiative and energy are moved into

action through meaningful involvement with relevant
and current content.
 Following Circumstances:

• Their cognitive and affective capabilities are challenged.

• They can draw upon variety of resources in the learning

environment, including personal experience, the local
community and the internet.

• Their knowledge and understanding are substantively

broadened or deepened.
Conditions that support Adolescent Learning
Adolescents learn better when they:
= Encounter learning that is appropriate to their
developmental level and is presented in multiple ways and
in an enjoyable and interesting manner.

= Are intellectually intrigued by task that are authentic and

perceived as challenging, novel, and relevant to their own
lives.

= Are allowed to share and discuss ideas, and to work

together on tasks, projects and problems.
Conditions that support Adolescent Learning
=Are afforded multiple strategies to acquire, integrate and
interpret knowledge meaningfully, to demonstrate
understanding and to apply knowledge to new situations.

= Are provided opportunities to develop and use strategic

thinking skills.

=Are given guidance and feedback about their work.

= Are in safe, supportive environment where value is given

to personal ideas and negative emotions.
 TIPS FOR TEACHING
ADOLESCENTS:

• Make it authentic
• Use background knowledge
• Appeal to their interests
• Keep it active
 “
Tell me and I will Forget
Show me and I will Remember
Involve me and I will Understand
Step back and I will Act
Chinese Proverb
 3
How Adults Learn
BAUTISTA
 Who is an adult?
The meaning of adulthood

• The idea of maturity, of full development,

personal growth and expansion and utilization of
all the individual's talents;

• the idea of a sense of perspective leading to

sounder judgements about oneself and about
others;

• the idea of autonomy, responsible decision

making, voluntariness rather than involuntariness.
 What is Adult Learning?
Adult learning is simply a situation where adults are
pursuing education. This can be done in a formal
setting in higher education, trade school, or
apprenticeship. This can also be done for adults who
simply want to learn a skill and pursue education in
order to learn that skill.

Children and adults are very different when it comes

to how they learn, so different techniques must be
used in order to make learning effective for adults.
 Adult Learners are:

• are in a continuing process of growth, but they

grow in different direction's and at a different pace;

• bring with them a package of experience and,

values, but degree of willingness to use this
material to help the learn process differs;
 Adult Learners are:

• come to education with intentions and” needs,

some specific, some more general and related to
the subject matter under discussion, and others
unknown even to themselves;

• already have their own set patterns of learning,

which vary considerably one from the other.
Characteristics of Adult Learning
• Adult learning is learner-centered
• Adult learning is social Learning
• Adult learning is active Learning
• Adult learning means acquiring knowledge and
competence
Difficulties of Adult Learning
• Lack of time
• Self-doubt
• Neuroplasticity
• Financial Barriers
• Contradiction
• Lack of Support
 Major Adult Learning Theories

There are many learning theories when it comes to adult learners, and
each theory has unique applications and techniques associated with it.
Different theories and techniques will resonate better with students
based on their primary learning style. Some of the top learning theories
in the adult learning space include:
 Andragogy
Malcolm Knowles popularized the concept of andragogy in 1980.
Andragogy is the “art and science of helping adults learn” and Malcolm
Knowles contrasted it with pedagogy, which is the art and science of
helping children learn. Knowles and the andragogy theory says that
adult learners are different from children in many ways, including:

• They need to know why they should learn something

• They need internal motivation
• They want to know how learning will help them specifically
• They bring prior knowledge and experience that form foundation for
their learning
 Andragogy

• They are self-directed and want to take charge of their learning

journey

• They find the most relevance from task-oriented learning that

aligns with their own realities
 Transformative Learning

Jack Mezirow developed this learning theory in the 1970’s. The

transformative adult learning theory (sometimes called
transformational learning) is focused on changing the way learners
think about the world around them, and how they think about
themselves
 Transformative Learning

For example, learners studying religions of the world may gain new
perspectives on their principles and thoughts about regions and
cultures as they learn more about different religions. Their assumptions
may change based on what they learn. Sometimes transformative
learning utilizes dilemmas and situations to challenge your assumptions
and principles.
 Transformative Learning

Learners then use critical thinking and questioning to evaluate their

underlying beliefs and assumptions, and learn from what they realize
about themselves in the process. Mezirow saw transformative learning
as a rational process, where learners challenge and discuss to expand
their understanding.
 Self-directed Learning

Self-directed learning is an interesting adult learning theory that has

been around for hundreds of years. It became a more formal theory in
the 1970’s with Alan Tough and is used by teachers in a variety of
educational settings to help improve adult learning.
 Self-directed Learning

Self directed learning (sometimes called self-direction learning) is the

process where individuals take initiative in their learning—they plan,
carry out, and evaluate their learning experiences without the help of
others. Learners set goals, determine their educational or training
needs, implement a plan, and more to enhance their own learning. Self-
directed learning may happen outside the classroom or inside of it, with
students working by themselves or collaborating as part of their self
directed learning process.
 Experiential Learning

David Kolb championed this theory in the 1970’s, drawing on the work
of other psychologists and theorists. Experiential learning theory
focuses on the idea that adults are shaped by their experiences, and
that the best learning comes from making sense of your experiences.
Instead of memorizing facts and figures, experiential learning is a more
hands-on and reflective learning style. Adult learners are able to utilize
this theory and learn by doing, instead of just hearing or reading about
something. Role-play, hands on experiences, and more are all part of
experiential learning.
 Project-based Learning

As early as 1900, John Dewey supported a “learning by doing” method

of education. Project-based learning (sometimes called problem-
based learning) is similar to experiential and action learning in that the
overall idea is to actually do something to help you learn, instead of
reading or hearing about it. Project-based learning utilizes real-world
scenarios and creates projects for students that they could encounter
in a job in the future. Students can choose their own projects and
pursue things they are interested in, which is a great option for adult
learners who need real-world applications from their learning.
Adult Learning Techniques

• Setting goals
• Decide their Why
• Review Information regularly
• Find experiences to help facilitate learning
 Adult Learning Principles:
1. Adults have a higher sense of self-direction and
motivation

2. Adults use their life experience to facilitate learning

3. Adults are focused on achieving goals

4. Adults need to know how the information is relevant

they learn
 Adult Learning Principles:

5. Adults are practical

6. Adults are looking for help and mentorship

7. Adults are open for modern ways of learning

8. Adults want to choose how they learn