EDUCATIONAL
PSYCHOLOGY
Theme 2 and 4
, FOREWORD
Firstly, thank you for buying my notes!
Please note that these notes use a combination of
lecture notes, textbook readings and readings that were
given in class. The readings are summarised by me, and
they will be placed after the lecture notes.
The notes are also laid out in a way that if you are
struggling with any of the concepts you can easily find
the powerpoint and listen to our lecturer's explanation.
Remember: If you are bringing these notes to the test,
you need to print it out as we cannot use laptops or
phones during the test.
I also trust you that these notes will not be shared.
Good luck!
(May the odds be ever in your favour)
, Theme 2
Lecture 1 - Learning (Part A)
What are we learning for?
These points refer to logical reasoning:
•To bring order and control to our world (thoughts, actions) / existence?
•To promote active agency and intrinsic motivation?
•To realise potential?
Rational control may not be the primary learning outcome...
True learning is also about giving up control - being receptive to outside
influence. Instead, of only acting on, also to be acted upon.
What comes in play is the non-rational qualities of compelling learning
experiences (formal and informal):
- The learning experience: perceiving and exploring multiple
relationships, surprising possibilities, nuance, metaphor, being attentive
Instead of only acting on, also to be acted upon. Only acting on often
results in an action aimed at avoidance of fear rather than meaningful
learning. Meaningful learning includes making mistakes, practice and
repetition.)
, Learning:
Learning is rather complex
Different ways of learning; many factors influencing our learning
Knowing about how my children learn, will inform me on how to
differentiate my teaching
….invitational teaching: inclusive teaching
Process? (Knowing-not-knowing-knowing cycle)
Change of behaviour = new experience/practice
Learning implies a change in behaviour (actions), cognition (thinking)
and feeling (emotive - affect) due to (or caused by) what is experienced.
Learning (cont.):
Formal intervention / informal (spontaneous) experiences
Biological maturation (sophistication, development) (dependent on
suitable, optimal stimulation; including teaching, social feedback,
support, encouragement)
Multiple theories of learning: attempt to explain how knowledge
is acquired and construct; informs teaching practice (become
enlightened)
Theories help us in our search for logical explanations for things that
happen or exist. A theory is a statement/ group of statements that
attempt to explain events or phenomena.
Learning Theories
Focus on human capabilities.
They attempt to explain how humans acquire and construct
knowledge of themselves and their world.
No single, perfect theory has yet explained all aspects of learning
and cognitive development.
Most developed theories are, in parts, very useful and we do use
them in classrooms (See Next Page)
PSYCHOLOGY
Theme 2 and 4
, FOREWORD
Firstly, thank you for buying my notes!
Please note that these notes use a combination of
lecture notes, textbook readings and readings that were
given in class. The readings are summarised by me, and
they will be placed after the lecture notes.
The notes are also laid out in a way that if you are
struggling with any of the concepts you can easily find
the powerpoint and listen to our lecturer's explanation.
Remember: If you are bringing these notes to the test,
you need to print it out as we cannot use laptops or
phones during the test.
I also trust you that these notes will not be shared.
Good luck!
(May the odds be ever in your favour)
, Theme 2
Lecture 1 - Learning (Part A)
What are we learning for?
These points refer to logical reasoning:
•To bring order and control to our world (thoughts, actions) / existence?
•To promote active agency and intrinsic motivation?
•To realise potential?
Rational control may not be the primary learning outcome...
True learning is also about giving up control - being receptive to outside
influence. Instead, of only acting on, also to be acted upon.
What comes in play is the non-rational qualities of compelling learning
experiences (formal and informal):
- The learning experience: perceiving and exploring multiple
relationships, surprising possibilities, nuance, metaphor, being attentive
Instead of only acting on, also to be acted upon. Only acting on often
results in an action aimed at avoidance of fear rather than meaningful
learning. Meaningful learning includes making mistakes, practice and
repetition.)
, Learning:
Learning is rather complex
Different ways of learning; many factors influencing our learning
Knowing about how my children learn, will inform me on how to
differentiate my teaching
….invitational teaching: inclusive teaching
Process? (Knowing-not-knowing-knowing cycle)
Change of behaviour = new experience/practice
Learning implies a change in behaviour (actions), cognition (thinking)
and feeling (emotive - affect) due to (or caused by) what is experienced.
Learning (cont.):
Formal intervention / informal (spontaneous) experiences
Biological maturation (sophistication, development) (dependent on
suitable, optimal stimulation; including teaching, social feedback,
support, encouragement)
Multiple theories of learning: attempt to explain how knowledge
is acquired and construct; informs teaching practice (become
enlightened)
Theories help us in our search for logical explanations for things that
happen or exist. A theory is a statement/ group of statements that
attempt to explain events or phenomena.
Learning Theories
Focus on human capabilities.
They attempt to explain how humans acquire and construct
knowledge of themselves and their world.
No single, perfect theory has yet explained all aspects of learning
and cognitive development.
Most developed theories are, in parts, very useful and we do use
them in classrooms (See Next Page)
