| For learning to be effective, practitioners need to | | | | mechanism that delivered food pellets each time |
| understand, current thinking on how learning | | | | the lever was pressed. |
| occurs and the various ways in which adults | | | | In the rats' natural behavior, it makes accidental |
| learn. | | | | contact with the |
| Learning can occur through observation and | | | | lever three or four times and food is delivered. |
| participation opposed to | | | | After this the rat |
| teaching through definition and theory, depending | | | | demonstrates an intentional behavior. This |
| on the situation. | | | | indicates learning has |
| How adults learn, is crucial to the whole learning | | | | occurred.Carl Rogers and Abraham Maslow |
| and teaching | | | | developed the Humanistic approach in |
| process.This assignment will explore the teaching | | | | America in the 1960's in a reaction against the |
| and learning process through | | | | two other prominent |
| a micro teaching relevant to practice. This will be | | | | psychology approaches. The emphasis is placed |
| evaluated through | | | | upon the individual and |
| personal reflection and linked supported by the | | | | the stimuli, which motivates individuals to perform |
| relevant policies.The teaching process can be | | | | certain |
| defined in many ways. A learning | | | | behaviors. Maslow's hierarchy of needs |
| approach/theory has been developed to cover | | | | demonstrates this. |
| each aspect, all of which | | | | Bruner developed the Cognitive approach, in the |
| are outlined below.The behaviorist approach is | | | | late 50's and early |
| more commonly known as classical and | | | | 60's. Bruner compared the mind to a computer, |
| operant conditioning and is based on a | | | | stating that we too are |
| stimulus-response. Pavlov first | | | | information processors. He studied the internal |
| introduced classical conditioning. He observed the | | | | mental processes |
| behavior of dogs | | | | between the stimuli we receive and the |
| and their salivation at the sight of food. Pavlov | | | | responses we make. Cognition |
| deemed this an | | | | means to know and the cognitive processes |
| unconditional response. He developed this further | | | | refer to the ways in which |
| and sounded a bell | | | | knowledge is gained, used and retained. Cognitive |
| with a meal and discovered the dog would | | | | psychology is the |
| salivate upon hearing the | | | | most dominant approach to psychology |
| bell only. Pavlov called this a conditioned | | | | today.Constructivist learning approach is a follow |
| response.E.g. Food (US) | | | | on to the cognitive |
| ------------------------------------------Salivation | | | | approach. However the emphasis is placed upon |
| (UR) - UNCONDITIONEDTRIAL PAIRING OF | | | | the individuals self |
| FOOD WITH BELLFood (US) + Bell | | | | awareness and view on their own |
| ----------------------------------Salivation (UR)Bell (CS) | | | | learning.Bandura introduced the Social learning |
| -------------------------------------------Salivation (CR) - | | | | theory in 1977. The theory |
| CONDITIONEDHowever, Skinner (1968) | | | | states that we don't merely learn through |
| introduced operant conditioning. Skinner | | | | positive and negative |
| experimented with rats. He designed boxes for | | | | reinforcement but through imitation. |
| the rats, which housed a | | | | |