1. What events constitute learning and what events do not? As a learner yourself,  what are your ideas about learning?

According to Huitt (Huitt 2011) learning can be defined as the “relatively permanent change in an individual’s behavior or behavior potential (or capability) as a result of experience or practice”. This could be explained that learning is an event that takes place within a person after experiencing another event and this experience produces a relatively permanent change. To cite a simple example, a person experienced pain after burning self touching a hot pot, learn’s not to touch a pot again when it’s hot. In a classroom setting,  a learner learns through series of events such as reading, exercises, quizzes, exams, projects and so on that are given to students. Students who are interested in learning, pays attention more and others who are not interested, no matter how interesting the topic is, just don’t pay attention. This is an event that do not constitute learning at all.

 2.Look up the difference between maturation and learning and the role of maturation in learning.  Why should teachers be aware about the relationship between maturation and learning?  Cite personal experiences or observations where the learning processes are impaired when the teacher/s fail to value this relationship.

The difference between learning and maturation is that learning is brought about by experiences which are the external stimulus or environment initiated that produces change.

On the other hand, Maturation is the change brought about by biological growth and development.  It does not require an external stimuli as it is a normal occurrence/development within a person. For example, we cannot make an infant run simply because he has not acquired the appropriate maturity (http://www.preservearticles.com/2011082912266/what-is-the-relationship-between-maturity-and-learning.html).

Teacher’s should be aware about the relationship between Learning and Maturation as they closely influence each other yet they have their own distinction. As a teacher, you must know what level of maturity your students have to determine what appropriate materials, topics and how to deliver effective learning to your students. A teacher cannot expect a 3-4 year olds learn multiplication as their brain has not reach maturity for that level yet. However, they  enjoy learning using games, music and stories, etc.

Failing to recognize the value of this relationship(Learning and maturation), results to students being unproductive, learning ineffectively and confused. Resulting to the teacher asking self ” What did I do wrong?”

Citing a personnal experience. As a teacher, I have students who are in different age range in one class. I have 3 students in class aged 3 years old and most of my students are 5-6years old. Those who are older can draw, knows different shapes, knows alphabets and numbers. While the 3 year old kids, I could expect them crying, walking around during class, and they have even lesser attention span compare to 5-6 year olds. A teacher who understands the role of maturation in learning knows and expects this behavior to happen and will plan how to deal with this circumstances.

Sources:                                                                                                        1. Huitt, W. (2011). Why study educational psychology? Educational Psychology Interactive. Valdosta, GA: Valdosta State University. http://www.edpsycinteractive.org/topics/intro/whyedpsy.html 

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  1. Pingback: Learning Through Experience | My Everyday Psychology

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