HUMANISM

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HUMANISM:

HUMANISM

Review:

13 February 2011 2 Review Which theories have you dealt with to date? Have you observed any differences in the way in which learning is viewed?

Brainstorm:

13 February 2011 3 Brainstorm State some ideas that come to mind when you hear the term ‘humanism’

Associated Terms:

13 February 2011 4 Associated Terms

Focus of Humanism:

13 February 2011 5 Focus of Humanism Focus placed on the affective dimension of the learning process

View of Learning:

13 February 2011 6 View of Learning Cognitive skills must be developed within the context of the learner’s feelings, needs and emotions

View of Learning:

13 February 2011 7 View of Learning Education is the development of the whole person not merely the transmission of knowledge and skills

Erik Erikson:

13 February 2011 8 Erik Erikson Identified 8 predetermined stages in human psychological development , each with its particular challenges. Check website for more information

Review Question:

13 February 2011 9 Review Question What was Piaget’s focus?

Erikson’s Stages:

13 February 2011 10 Erikson’s Stages Each stage deals with thoughts, emotions, feelings that must be handled appropriately to facilitate a person’s learning

Competence, Fidelity:

13 February 2011 11 Competence, Fidelity Challenge (Adolescence) – search for personal identity Successfully handled – develops a strong sense of self-identity / self acceptance, less susceptible to peer pressure, has high hopes for the future

Dealing with Challenges:

13 February 2011 12 Dealing with Challenges Challenges well handled – moves smoothly to the next stage, in a strong position to deal with the challenges there

Dealing with the Challenges:

13 February 2011 13 Dealing with the Challenges Challenges inadequately handled – will constantly reappear throughout the person’s life, hindering his being able to deal appropriately with subsequent stages and their challenges

Dealing with Challenges:

13 February 2011 14 Dealing with Challenges Inadequately handled – role confusion, anti-social behaviour, aimlessness, no fixed goals towards which to aspire

Implications for learning:

13 February 2011 15 Implications for learning Encourage learners to think for themselves, come to conclusions, to express themselves in constructive ways

Maslow's Theory:

13 February 2011 16 Maslow's Theory Basic (or deficiency) needs (e.g. physiological, safety, love, and esteem) Growth needs (cognitive, aesthetics and self-actualization).

Slide 17:

13 February 2011 17 Lower order needs of must be satisfied before the higher order needs could be considered

Deficiency Needs:

13 February 2011 18 Deficiency Needs First - Psychological, biological needs. If these are not satisfied or fulfillment is disrupted the higher order needs cannot be met

Question:

13 February 2011 19 Question How is learning affected when a lecturer continues teaching long after lunch time?

Being Needs:

13 February 2011 20 Being Needs Then - Personal fulfillment in terms of cognitive and aesthetic development and the realization of one’s full potential

Implications for the Classroom:

13 February 2011 21 Implications for the Classroom Learners may experience difficulties in learning because basic needs are not catered for either at home or at school

Implications:

13 February 2011 22 Implications Importance of establishing a secure environment where learners feel that they belong, receive / give respect, encouraged to be creative

Implications:

13 February 2011 23 Implications Should be able to experience a sense of freedom with a counterbalancing sense of responsibility

Implications:

13 February 2011 24 Implications Activities should be challenging, encourage curiosity, structured to facilitate the development of critical thinking skills, to help learners realize their potential

Stephen Krashen:

13 February 2011 25 Stephen Krashen Affective Filter Theory According to Stephen Krashen, affective variables affect the learning  environment

Reflection:

13 February 2011 26 Reflection Where did Vygotsky place his focus? Where did Maslow place his focus?

Affective Filter Theory:

13 February 2011 27 Affective Filter Theory When the filter is high , when negative emotional factors are in play, learning suffers. When the filter is low , positive emotions are aroused and learning is facilitated

Low Affective Filter:

13 February 2011 28 Low Affective Filter Learners are willing to use the language, to learn from mistakes try out new ways to express meanings make mistakes without fear

Keeping the Filter Low:

13 February 2011 29 Keeping the Filter Low Cater for psychological elements – feelings, emotions. Treat errors tactfully

Application:

13 February 2011 30 Application Design purposeful tasks Encourage creativity and initiative Enable learners to develop as individuals in their own right

Social Interactionism:

13 February 2011 31 Social Interactionism Combination of Cognitive and Humanist perspectives of learning processes Cognitive, social and emotional development inextricably linked in the learning process

Slide 32:

13 February 2011 32 Focus placed on the importance of the learning context (climate, environment) and the nature of social and communicative interaction in the classroom

Domains of the Learning Environment / Context:

13 February 2011 33 Domains of the Learning Environment / Context Physical – physical aspects of the classroom Social – competitive, cooperative, individualistic Instructional – selection of content, materials, methods, teaching and assessment strategies

The Learning Context:

13 February 2011 34 The Learning Context Psychological – concerns the creation and maintenance of a positive and warm classroom environment which supports learning and the development of confidence and self-esteem.

Lev Vygotsky:

13 February 2011 35 Lev Vygotsky Places his focus on the social nature of learning Children are born into a social world and learning occurs through interaction with people

Slide 36:

13 February 2011 36 Supports a communicative approach to language teaching – learning the language through using the language for meaningful communication

Vygotsky’s View:

13 February 2011 37 Vygotsky’s View Effective learning results from the interaction between two persons with different levels of knowledge – teacher or more competent peer / learner

View of Learning:

13 February 2011 38 View of Learning

Classroom Application:

13 February 2011 39 Classroom Application Use cooperative learning exercises where less competent children develop with help from more skilful peers

SUMMARY:

13 February 2011 40 SUMMARY Learning is a complex process with cognitive, affective and social dimensions. It is linked with content, feelings, attitudes and self-concepts

Slide 41:

13 February 2011 41 Learning cannot take place in a vacuum. Physical and psychological conditions must support learning

Features of Learning:

13 February 2011 42 Features of Learning Learning is influenced by the context in which it occurs (physical, psychological, social, learning task) Learning differs from individual to individual Learning is a lifelong process

Factors Affecting Learning:

13 February 2011 43 Factors Affecting Learning