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LEARNING THEORY - Coggle Diagram

- - - - It is also based on the idea that knowledge is independent and on the exterior of the learner. In a behaviorist mind, the learner is a blank paper that should be provided with information to be learnt. There are many ways to use this theory in learning. Knowledge is a repertoire of behavioral responses to environmental stimuli.
    - - In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again. Positive indicates the application of a stimulus; Negative indicates the withholding of a stimulus. Learning is therefore defined as a change in behavior in the learner.
  - - - MULTIPLE CHOICE TESTS is one of the way to show the students to learn that even though we have different choices in life, it must have a one correct choice.
      - LECTURE is one of the learning ways in Behaviorism Learning Theory. It is an educational talk to an audience, especially students.
      - DRILL AND PRACTICE important to make sure learner knows that this way can change their behavior to a better learning condition.
  - - - IVAN PAVLOV is one of the Russian physiologists that contribute to Behavioral Learning Theory. He states that
        "Science demands from a man all his life. If you had
        two lives that would not be enough for you. Be passionate in your work and in your searching"
        
        One of his famous pieces of evidence about this learning theory was when he studied digestion in dogs and come out with the term classical conditioning.
        
        Dogs don't learn to salivate whenever they see food. This reflex is 'hard-wired' into the dog. In behaviorist terms, food is an unconditioned stimulus and salivation is an unconditioned response.
    - - B.F. SKINNER come out with operant conditioning. A method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an individual makes an association between a particular behavior and a consequence
  - - - These instructions or ways use in this theory can help students change their behavior to be a better student.
        Teachers need this kind of learning theory during teaching so they can understand student behaviors.
- - - - Cognitive theories focus on the conceptualization of students’ learning processes and address the issues of how information is received, organized, stored, and retrieved by the mind. Learning is concerned not so much with what learners do but with what they know and how they come to acquire it
  - - - Teachers must know how to communicate or transfer knowledge to the students in the most efficient, effective manner possible
    - - SIMPLIFICATION : knowledge can be analyzed, decomposed, and simplified into basic building blocks.
      - STANDARDIZATION : Knowledge transfer is expedited if irrelevant information is eliminated.
  - - - This Swiss Phycologist explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment.
        
        His contributions include a stage theory of child cognitive development, detailed observational studies of cognition in children.
        
        To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience.
    - - Vygotsky's approach to child development is a form of social constructivism, based on the idea that cognitive functions are the products of social interactions.
        
        Vygotsky believed everything is learned on two levels. First, through interaction with others, and then integrated into the individual’s mental structure.
        
        Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts.
- - - - We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):
      - There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.
  - - - Constructivists believe that the mind filters input from the world to produce its own unique reaIity
        
        Constructivists do not share with cognitivists and behaviorists the belief that knowledge is mind-independent and can be “mapped” onto a learner. Constructivists do not deny the existence of the real world but contend that what we know of the world stems from our own interpretations of our experiences.
        
        Learners do not transfer knowledge from the external world into their memories; rather they build personal interpretations of the world based on individual experiences and interactions
      - EXAMPLES OF CONSTRUCTIVE CLASSROOM
        
        Teachers have a dialogue with students, helping students construct their own knowledge (active learning).
        
        Teacher's role is interactive, rooted in negotiation.
        
        Student-centered.
        
        Students work primarily in groups (cooperative).
        
        Learning is interactive, building on what the student already knows.
  - - - Teachers have to show students how to construct knowledge, to promote collaboration with others, to show the multiple perspectives that can be brought to bear on a particular problem, and to arrive at self-chosen positions to which they can commit themselves while realizing the basis of other views with which they may disagree.
        
        Instruct the student on how to construct meaning, as well as how to effectively monitor, evaluate, and update those constructions
        
        align and design experiences for the learner so that authentic, relevant contexts can be experienced
  - - - ERNST VON GLASERFELD states that all knowledge is constructed rather than perceived through senses.
        Learners construct new knowledge on the foundations of their existing knowledge. However, radical constructivism states that the knowledge individuals create tells us nothing about reality, and only helps us to function in your environment. Thus, knowledge is invented not discovered.
    - - To encourage ownership and a voice in the learning process (student centered learning).
      - To embed learning in social experience (collaboration).
      - To embed learning in realistic contexts (authentic tasks).
      - To encourage the use of multiple modes of representation, (video, audio text, etc.)
      - To provide experience in and appreciation for multiple perspectives (evaluation of alternative solutions).
      - To encourage awareness of the knowledge construction process (reflection, metacognition).
      - To provide experience with the knowledge construction process (students determine how they will learn).