Reflective Summary on Human Learning (Sixth Edition) by
Reflective Summary on Human Learning (Sixth Edition) by
Introduction
Reflection of the first designated chapters of the Ormrod (2008) textbook on Human Learning (Sixth Edition) provides a broad spectrum of the evolution of the science of learning providing understanding of the cognitive abilities aligned to the human learning experience. From the onset of this reflection and choosing the two areas personally affecting the subjectivity of understanding self, changing beliefs about learning, and influencing the professional goal of attaining the role of teacher, it became apparent there was more to this process than just two chapters. First, Boud et al (1994) and Atkins and Murphy (1994) explain, “When we reflect we consider deeply something which we might not otherwise have given much thought to (as cited in Plymouth University, 2010, p. 1).” The following scholastic exercise subjectively discusses the fundamental aspects of the reflective process focusing on understanding the dynamics of human learning as a valuable instructional tool as an educational professional. Consequently, the foundation of this scholastic learning exercise engages the focus of Chapters 1 and 16 specifically. However, as the information unfolds there are supporting components of other chapters pulled into the discourse as exemplified by Gormezano et al (1987) explanation of neuronal mechanisms of the brain remain the underlying reasons learning occurs. This alone spurs the manner of how the following reflection and discourse unfolds creating the foundation of the information found in Chapters 1 and 16.
This reflection summary process focuses on outcomes of subjective understanding gained from assessing the variables presented in the assigned literature affecting human learning. In addition, this subjective influence further assesses the significance how the developing understanding enhances professional development personally. The pivotal gain integrating and synthesizing this knowledge realized from the reflection process, reveal the implications connected to self-knowledge and the effect personally on the process of professional teaching. The significant aspects of reflecting on the Ormrod (2008) literature subjectively influencing beliefs connected with the teaching-learning process look at Chapter 1 and 16 and the fact there exist, components of those chapters in between the construct a subjective change in personal views and beliefs about the teaching process – about the process of human learning.
In particular, these academic considerations drawn from reflecting on material by Ormrod (2008) therefore, draws on the different aspects of the cognitive components of these perspectives on learning and the contextual effects of cultural differences aligned with the influence of environment on human learning and development as presented in Chapter 1. Chapter 16 again, pulls on the psychological underpinnings of theory with the social cognitive process with eye-opening significance of this effect on human learning.
In the following discourse, reflection on Chapters 1 and 16 led to the search for understanding how these aspects of the human learning processes derive physiological components connecting to the human ability for learning and subjectively prodded exploring this aspect of the human learning dynamic resulting in discovering the Hopfield (1982) biological brain-networking model. While neither Chapters 1, nor 16 specifically discussed the physical aspects of the brain, nonetheless, subjectively being true to self, touching briefly on this aspect creates a foundation where both the discourse of Chapters 1 and 16 exist.
Where and Why Human Learning Begins
In particular, the theoretical frameworks connected with psychological principles of learning highlighted in this discussion further establish the subjective influence of this aspect, as well as the topic connected to the ongoing professional development process as an educator. From Ormrod (2008), “Theories of learning provide explanations about the underlying mechanisms involved in learning. Whereas principles tell us what factors are important for learning, theories tell us why these factors are important (p. 5).” Consideration of this subjectively continues influencing the professional drive as lifelong learner and in the professional aspect of teaching.
Reflection on the material provided personal considerations of the mental aspects of human learning connected to adolescent development emphasizing particular insights for the educator in understanding the dynamics and implications aligned to teaching this group of learners. The following pays particular attention to the subjective impact of this information linked to the ongoing development as a professional educator connecting to lifelong learning by focusing on the topics of both Chapter 1 and 16 subjectively influencing personal beliefs about the teaching-learning process.
Personally impelled by the reflection process of Chapter 1, focusing on how learning occurs, defining learning, and how applying knowledge about learning to practice all begin with the workings of the frontal cortex of the brain. Personally, it is safe to assume there is no argument here. The ensuing research completed in producing this scholastic exercise looked at the physical theory aspect of the brain where human learning begins – and ends. Chapter 1 outlining human learning as part of the brain-mind system took the journey to discovering the Hopfield (1982) model positing the usefulness of understanding the neurological workings of the brain effect on the cognitive nature of the mind existing as tools for understanding the complexity of the process of human learning. Subjectively understanding this adds to the knowledge as a professional educator understanding the cognitive development of the learner – self included.
The Hopfield (1982) model brings a clearer understanding of memory in relation to assessing processes of cognitive abilities of learners connected to the biological framework of the human body. In fact, applying this fundamental concept of learning to the teaching process provides an important instructional vehicle for inspiring learners. The application of the Hopfield (1982) theoretical model provides an understanding of the usefulness of this type of scientific study of human learning for educators – self included. Combining the research in the same field of human brain-mind system connection to cognitive development and human learning testing the Hopfield network model assessment, Masson and Borowski (1995) imitating the findings using other assessment models reveals the dedication of the cognitive scientific community establishing the efficacy of the Hopfield network model. This brings a clear understanding how scientific research of the human brain remains ongoing connected to innate capabilities of the frontal cortex where human learning takes place. Subjectively, the implications of this continued scientific approach to understanding the brain-mind development of humans’ connection to learning encourages keeping abreast of the research findings supportive of the emerging teaching methods most effective in diverse student populations and individual needs. Not including this aspect of the discourse in this academic rendering of the reflective process fails in keeping true to expressing the dynamics of the learning process of self during this course in higher education.
Connected to both Chapters 1 and 16, the biological aspects of the human brain-mind function therefore pragmatically make the next step of the human learning process consider the psychology of learning connected to the behavior of students linked with cognitive abilities how, and why learning takes place. Understanding of the cognitive abilities of human learning aligned to the psychology of behaviorism theories draws on the research of Ivan Pavlov for the classical conditioning, B.F. Skinner for the operant conditioning, and Edward Chase Tolman with neo-behaviorism as both connect to Chapters 1 and 16. Continuing this discussion and the information gleaned from reflective summary of both these chapters jumps to assessing the applicability of the information as effective teaching techniques.
Gormezano, Prokasy, and Thompson (1987) explain understanding the human mental process connection with learning using the classical methodology looks at the link to repeated applications of specific conditioning building memory retention allowing the learner discerning the desired instructional outcomes. This connects in part, aligned to both Chapter 1 and 16 define human learning. Assumptions arise in this about the learners’ memory abilities linked to the neuronal mechanisms of the brain (as already discussed in the Hopfield model and also found in Chapters 4, 5, 8, and nine). The neural mechanisms cause memory connection to remembering. Consequently, (as already stated but worth repeating) according to Gormezano et al (1987) neuronal mechanisms of the brain remain the underlying reasons learning occurs. Exemplifying this looks at the eyelid flutter response when a burst of air hits the eye revealing memory “conditioning of striated muscle responses (p. 372).” Therefore, from the subjective perspective in the ongoing learning process and professional development as an educator, teaching methodologies using memory such as learning tasks requiring memorization exercises about information provide meeting learning objectives.
Psychology of Learning – Theories
Classical, Operant, Neo-behaviorism
Klein (1989) describes how mental processes connection to the principles of learning includes the context of prior experience of the learner creating the process for permanent change in student behavior as he/she learns constructing new ideas. In this system of acquiring and understanding information, the theories of classical and operant conditioning as well as neo-behaviorism draw on the psychological factors of learning. Understanding these precepts therefore, require the professional educator acquire a guided perception of these dynamics of teaching connecting to the objective of student learning. Amsel (1989) pointed out the existence of distinct characteristics between behaviorism and neo-behaviorism.
Furthermore, comparing, contrasting, and explaining major principles linked with classical and operant condition as well as neo-behaviorism, therefore contribute to the professional, educator’s ongoing development in these field of studies as applicable to teaching, methodologies. This provides application of theories associated with the psychology of learning exemplified by classical conditioning as engaging the student in learning tasks using two stimuli forming a positive and conditioned response. Conversely, from the psychology of learning using operant conditioning methodologies the learning occurs by the learning correlating to a response to a particular stimulus provided by teaching techniques of the teaching/learning objective or a response stimulus (RS) (Klein (1989).
The RS therefore, influencers the responsive behavior of the student to the incentive in learning exercises engaging the student in response exercises when provided true and false questions or filling in blank spaces for completing sentences containing missing information about facts connected to different fields of study. Neo-behaviorism remains a development of classical precepts of psychology of learning conditioning. The earliest research on how psychology of learning connected to behaviorism took place in the beginning of the 20th century according to Klein (1989).
Ivan Pavlov remains one of the most remembered of the behaviorists of the 20th century because of his work with animals. Todes (2000) explains how literature of his findings continues providing educators among others with “important insights and an inspiring example of imaginative experimental techniques.” The controversy of Pavlov’s work continues feeding debate of the possibilities of massively controlling human behavior but nonetheless, as a visionary, Pavlov’s influence today in a learning environment assists the ongoing professional development of educators (p. 9).
Classical Conditioning in a Learning Environment
Subjectively, understanding that Pavlov’s classical conditioning theory applied to his research with animals and learning behavior are far different than the use in a human learning environment typifies how professional development studying the psychology of learning brings clarity to what applies to instructing students achieving outlined learning objectives. An example of the Pavlov theory applied in the human learning context looks to early childhood development. Herein, the use of stimuli as an instructional methodology for young learners looks at achieving desirable socialization behavior through empirical processes by the learner reacting to modeling. Bandura (1977) social learning theory links to this type of learning through conditioning.
Social Learning and Social Cognitive Theory
Characteristics of Bandura’s (1977) social learning theory directly link to students’ acquiring learning behavior by observing and modeling. Parents typically serve as the initial model for baby learning development. The next most influential model (next to peers) is from the direct influence of teachers. According to Schultz and Schultz (2009) in their research they describe how “children tend to imitate the behavior of an adult model” including the one of “the same sex” (p. 405).
Further, Bandura (1973) offers how parents influence on children as a “functional role of external stimuli” exemplifies the hierarchy role of the adult role as the model the child emulates (p. 135). Wittig (2001) explains how gender specific modeling also affects learning behavior. From a subjective perspective as a professional educator the implications of the social learning theory explaining the role of modeling teaching imparts on the learner substantiates the profound responsibility of remaining cognizant of personal behavior in this process. At some point in the cognitive abilities of the learner determinism and free will emerges.
According to Jarvis, Holford, and Griffin (2003), teachers (as adult models for learners) influencing this process relies on the professional understanding of the need for creating a safe learning environment where “reciprocal determinism” leads the learner cognitively considering “function and interaction” of their behavior in determining his/her own efficacy (p. 49). The learning environment where teaching incorporates neo-behavioral behavior connects to instruction where learning occurs from observation of modeling the behavior of others as explained here. Other means of using the theories of the neo-behaviorists shows observational learning promotes instructional methodologies such as teaching through use of visuals.
Pragmatically, from a subjective perspective, understanding the dynamics of conditioning, operant behavior in the learning environment proves a useful teaching tool for behavior modification of students creating a desirable learning environment. Other teaching applicants look at providing learners cues for sounding out words during reading assignments. At the same time, using the conditioning operant for teaching must consider how this can produce student dependency on such cues thus, requiring weaning them from such learning techniques once the learner grasps the primary application for learning the new word.
The Dynamics of the Adolescent Learner
Subjectively, for this academic reflection on the course material, keeping the dynamics of the adolescent learner within its own context relates to the particular influence on changing personal beliefs about the adolescent learners’ particular peculiarities from observation, from previous understanding (although evidently incorrect), and dramatically changes the subjective approach to creating learning tasks for this group of learners. Steinberg (2007) explains how the developing brain of the adolescent learner (12-18 years of age) shows a reorganization of the regulatory system of their body. This in turn creates his/her vulnerability for potentially disjunctions in both the behavioral and cognitive systems because individuals physically mature according to individual timetables dependent on the control of “both common and independent biological processes (p. 70).”
Because of this combination of factors, adolescent learners’ opportunities as well as risks emerge connected to regulating behavior as independent from other biological aspects of human learning. Consequently, the connection to this fact looks at the latter stage of the adolescent maturation process as him/her experiencing “maturation of frontal lobes” facilitating his/her “regulatory competence (Steinberg, 2007, p. 70).” The implications of this dynamic look at better understanding the too often recognized maladaptive behavior patterns in development as both socially and academically affecting, both the cognitive and psychological restructure this learner experiences.
Further, according to Steinberg (2007), cognitive approaches among adolescents with socialization and learning interactions with others connected to the dynamics of hormonal physical aspects of their ongoing development, therefore, cause direct effects particularly on the prefrontal cortex but also, on other regions of the body as well. Decreases in neuroendocrine synaptic patterns in the prefrontal cortex create these physiological changes effecting cognition. Steinberg (2007) explains, "What we now have are interesting pieces of a complicated puzzle, but the pieces have yet to be fit together in a way that moves the field out of the realm of speculation and towards some measure of certainty (p. 79).” The pragmatic implications of understanding this subjectively as a teacher provides informed empirical applications connected to instructing adolescent learners.
Smetna (2007) explains how the research focus on the individual adjustments among the adolescent learning population connects contextually to how he/she constructs and interprets while making “meaning of social” venues they exist. The fact remains research theory, empirical study, and consequently available literature continues lacking. Smetana, Campione-Barr, and Metzger, (2006) look at how current existing "understanding of adolescent development would be enhanced by a renewed interest in studying longitudinal changes in intra-individual processes of development as adolescents assert choices, make decisions, and develop within different contexts and cultures (p, 275).” Importantly, from the subjective perspective aligned to professional applications as an educator, this knowledge adds to the responsibility dealing adequately with the increased diversity of demographics of classroom populations in the shrinking global community in the 21st century.
Conclusion
The reflection on the summary of the Ormrod (2008) textbook specific to Chapters 1 and 16, completion of the previous discourse succeeded providing examples of the evolution of the science of understanding, the development of the cognitive abilities of the human learning experience, and applying them to the teaching methods. As importantly, how the reflection process personally changed beliefs about human learning, self, and the process of teaching others. Pragmatically, as an educator professional understanding of the divergent aspects of human development connecting to human learning ability emerges a logical approach to the process gained from reflection on these topics selected in this scholastic exercise framed in Chapters 1 and 16 but not bound to the limitations of those topics.
The act of reflection, selection, organizing, and creating this dialogue itself proves an example of the benefits of this process. Subjectively, it remains an easy confession how exciting learning continues absorbing time, effort, and objective focus for specific and unknown outcomes connected to human learning. Again, the subjective application to the effort required in producing the dialogue of this academic exploration constituting the personal learning gleaned from this higher education course proves invaluable as well. Engaging in this exercise from a personal and subjective format (in reflection of the process) proves how liberating such a learning task unfolds when the limitations of trying to figure what is important to the instructor no longer drives the effort.
No matter the student population the future brings professionally, this learning task personally adds to the body of knowledge continually developing and provides another invaluable teaching tool as an educator professional applied to instructing all learners. This is part of the understanding of applying theory to practice in teaching others. In the teaching, there emerges subjective learning at every juncture and underscores much of the subjective learning derived from this completed academic exercise. In fact, this remains one of the most worthwhile learning tasks personally experienced in the development process of becoming a better professional educator.
References
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