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Learning Theories Concept Map (Pragmatism (Theorist: John Dewey, View of…
Learning Theories Concept Map
Maslow's Hierarchy of Needs
Theorist:
Abraham Maslow
View of Learning
Learning comes through self-actualization. "Good" behavior will naturally be rewarded and "bad" behavior will naturally be punished.
When basic needs are met, people can focus on higher levels of thinking.
View of Knowledge:
Knowledge if found through self-actualization
Theory Informs Instruction:
This theory works well with a self-directed learning model. Students are allowed to follow their own paths and discover their needs through self-actualization. But their basic needs must first be met in order for them to achieve a higher level of thinking.
Pragmatism
Theorist:
John Dewey
View of Knowledge:
A return to common sense thinking.
View of Learning:
Learning belongs to everyone.
There is no right or wrong way to do things. What works for one process may not work for another.
Learning should be tailored to the specific situation.
Theory Informs Instruction:
Democratize the classroom. Allow for space for students to find their own path and way of learning.
Bloom's Taxonomy
Theorist:
Benjamin Bloom
View of Knowledge:
Knowledge builds upon itself towards mastery.
View of Learning:
Students are working towards mastery.
In order to master a concept, students must first be introduced and then have the concept reinforced.
Theory Informs Instruction:
Course and program learning objectives must be measurable and should build towards mastery.
Androgogy
Theorist:
Malcolm Sheperd Knowles
View of Knowledge:
Pedagogy for adult learners.
Learners initiate their own path towards gaining knowledge.
View of Learning
:
Adult learners tend to be intrinsically motivated.
Learning should be more self-directed
Adults bring a rich and varied experience into the learning space
Learning should be focused on competencies.
Learning should be a problem centered approach.
Theory Informs Instruction:
Use a self-directed learning approach. Build upon the students experience and expertise. Each activity and assessment should align with the course objectives and have a clear purpose.