1. LEARNING THEORIES AND PROCESSES
(PART 3)
The humanistic approach and constructivist point of views on learning, and their application in the classroom

2. CONTENTS # What is Humanistic approach? # Objectives of T.H.A
# Principles of T.H.A
# Applications in the classroom
# Contributors to the growth of humanistic education
# Constructivists
# Constructivist point of view on learning
# What is constructivism?
# Constructivist theories
CONTENTS

3. DEFINITION
HUMANISM - a method of beliefs concerned with the needs of people and not with the religious ideas
APPROACH - a method of doing something or dealing with the problem
HUMANISTIC APPROACH –
A method of doing something that concerned with the needs of people

4. Objectives of T.H.A
The basic objectives of humanistic approach in education are to encourage students to :
Be self-directed and independent
Take responsibility for their learning
Be creative and interested in the arts
Be curious about the world around them

5. Principles of T.H.A There are 5 principles of Humanistic Approach in
education :
Self-direction
Wanting and knowing how to learn
Self –evaluation
The importance of feelings
Freedom from threat

6. SELF-DIRECTION # Students can choose what they want to learn
# The teachers should not interfere or determining
students’ decision
# Let the students to initiate the activity they want
and then ask teachers simply to provide information
and equipments for them to use in their activity.

7. Wanting & Knowing how to learn
# Learning how to learn is more important than
acquiring factual knowledge
# Teachers can play their role by helping the students
learn how to learn
# Should emphasize more on thinking process rather
than teaching determination

8. Self-evaluation # Humanistic educators believe that grading systems
are irrelevant
# The students will not achieve their personal
satisfaction
# According to Holt (1964),
“Comparisons and grades are seen as humiliating
the child”

9. The importance of feelings
# Humanistic educators believe that both feelings and
knowledge are important to the learning process
# As teachers, we should concern about our students’
feelings

10. Freedom from threat
# The learning can be easiest and meaningful if it takes
place in a non-threatening situation
# Non-threatening situation is when the students feel
unstressed and able to overcome their pressure

11. APPLICATION in the classroom Teacher as a facilitator
# teacher guides the activity which has been done by the students
(2) Enhance critical thinking
# the whole class will take part in the activity by having critical thinking process
# by practicing critical thinking system, we’ll produce students who are able to express their views and able to think deep beyond
(3) Establish privacy files
# privacy files so that the students will know their level
# can only be opened by the individual itself

12. (4) Fair learning
# teachers should apply a fair learning process which every student is given chance to show their ability and free to express their view
# everything being taught by us must be explain to all and not to particular person only
(5) Provide non-threatening environment
# instead of giving the task individuality, the teacher can set the task in group but evaluate individually

13. Contributors To the growth of Humanistic Education CARL ROGERS
5 learning theories  (i) Personal experience
(ii) Perfect self-esteem
(iii) The reality of self-esteem
(iv) Build one-self
(v) The choice of behaviour
that not against one’s belief
ABRAHAM MASLOW
 Hierarchy of human needs

14. CARL ROGERS There are 5 learning theories by Carl Rogers :
(1) Personal Experience
# Each individual has their own experience which depends on one’s surrounding
# One’s experience and thought can’t be perceived by others
(2) Perfect Self-Esteem
# Every person has desired to be successful and happy
# ‘Intrinsic motivation’ is important in order to encourage students to excel

15. (3) Realization of Self-Esteem
# as teachers, we must try to understand the students’ behaviour
# the best way to understand a person is through communication
(4) Self-development
# we know ourselves based on our experience, ability and strength
# if the experience that have been faced is negative, so his individual concept will be negative too
(5) The choice of behaviour that is not against one’s belief
# we should show behaviour that based on our belief

16. HIERARCHY OF HUMAN NEEDS
ABRAHAM MASLOW
To achieve / compete
To be with others
To feel secure and safe
Hunger / thirst

17. CONSTRUCTIVIST POINT OF VIEW
ON LEARNING
CONSTRUCTIVISM
WHAT IS
CONSTRUCTIVISM?
FORMS
THE
CONSTRUCTIVIST
CLASSROOM
THEORIES
COGNITIVE
SOCIAL
PIAGET’S
VYGOTSKY’S
APPLICATION

18. What is constructivism
What is constructivism? - a view of learning based on the belief that knowledge is not a thing that can be simply given by teacher. - knowledge is constructed by learners through an active, mental process of development - learners are the builders and the creators of meaning and knowledge.

19. CONSTRUCTIVISM is important…..
- as the educational curricula are changing
TRANSACTIONAL
CURRICULUM
TRANSMISSION
CURRICULUM
Students are actively involve - to reach new information
Traditional curriculum - students are passively listen, acquire facts

20. CONSTRUCTIVIST THEORIES
Students do not simply memorise or take on other’s conceptions of reality – students create their own meaning and understanding.
Learning as the result of mental construction; fitting new information + present information = construct own understanding
Learning affected by the context and beliefs and attitudes of the leaner – is encouraged to invent own solutions, hypotheses, and try out ideas.

21. CONSTRUCTIVISM VYGOTSKY PIAGET
Learning occurs by an active construction of meaning, rather than by passive recipience.
Personal construct- which propose about the look at around the world through patterns which we create.
Students make sense of the new information
Students create their own ways of seeing the world in which they live

22. COGNITIVE CONSTRUCTIVISM & SOCIAL CONSTRUCTIVISM
i) COGNITIVE CONSTRUCTIVISM:
It is based on Piaget’s work
Focus on individual, internal constructions of knowledge
Emphasizes on individual’s search for meaning as they interact with the environment
E.g: the learner’s background knowledge, where more knowledge provided by parents, thus - better understanding for learners.

23. ii) SOCIAL CONSTRUCTIVISM
It is influenced by Vygotsky’s work
It suggests that knowledge is 1st constructed in a social context
Emphasizes the process of sharing individual perspectives; collaborative elaboration – learners constructed understanding wouldn’t be alone
Emphasizes on teacher’s role – in encouraging collaborative work among students
Social interaction – students-teacher, students-students – both will gain benefits

24. CONSTRUCTIVIST CLASSROOM
STUDENT-CENTERED
More focus on students learning than a teachers teaching
LEARNERS
TEACHERS
Active, independent learners
Researchers/ supporters only
Focus on speaking and listening

25. Provide students with experiences Interactive nature
LEARNERS
STUDENT-CENTERED
TEACHERS
Provide students with experiences
Interactive nature
In a central position
Sharing responsibility among teachers and students
Are perceived as meaning-maker
Promotes communication
Demonstrate mutual respect
Creates flexibility
Active/meaningful learning

26. The Teachers should: Listening to students’ ideas and encouraging them
Encouraging students to actively participate in doing, discussing and creating
Providing more than one source of information so students can see different perspectives and have many inputs
Encouraging students to compare and contrast ideas
Including writing, so that students can think through their ideas

27. APPLICATION IN THE CLASSROOM
1) Inquiry and Problem-based Learning
Problem launches students’ inquiry
The problem presented – has ‘yes’ or ‘no’ answer.
2) Group Work and Cooperation in learning
Several students working together
All members in group must be cooperative
Evolving constructivist perspectives on learning

28. 3) Making Cooperatives Learning Work
5 elements that define true cooperative learning group (David & Johnson, 1999) :
i) face-t-face interaction
ii) positive interdependence
iii) individual accountability
iv) collaborative skills
v) Group processing
e.g.: Jigsaw – an early format for cooperative learning that emphasizes high interdependence

29. 4) Dialogue and Instructional Conversations
instructional conversations because they are designed to promote learning but it includes conversations not lectures
Teacher’s goal – to keep everyone cognitively engaged in a substantive discussion