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Theories of Learning (6 main theories about how we learn) - Coggle Diagram
Theories of Learning (6 main theories about how we learn)
Cognitivism
Knowledge is stored cognitively as symbols and learning is the process of connecting symbols in a meaningful way
Discovery Learning (Jerome Bruner)
one can learn anything at any age as long as stated in terms they can understand
powerful concepts
Meaningful Verbal Learning (David Ausubel)
means new materials are presented in a different way, and is connected to existing cognitive structures
Advance Organizers
in classroom
Opportunities for the testing of hypotheses
Curiosity encouraged
Inquiry-oriented projects
Staged scaffolding
Critiques
knowledge is given and absolute
input to process to output model is mechanistic and deterministic
does not account enough for individuality
little emphasis on affective characteristic
Social Learning Theory (Albert Bandura)
Learning takes place through observation and sensorial experiences. Imitation is the sincerest form of flattery.
in classroom
modelling response and expectation
collaborative learning and group works
opportunities to observe experts in action
Critiques
suggest students learn best as passive learner instead of active learner
emotion and motivation not important to learning
account individuality, context, and experience are not taken into account as mediating factors
Learning from Models
retain in memory
accurately reproduce the observed activity
code for memory
have enough motivation to apply new learning
attend to pertinent clues
factors influence strength of Learning from Models
how capable the model is
how caring the model seems to be
how much power model has
how similar leaner perceive self and model
how many models learner observe
Social Contructivism
in classroom
Experiential activities
Individual core interest
Journaling
Synergistic and helpful learning
Critiques
Regularly seen as less thorough than customary ways to deal with guidance
Doesn't fit well with customary age gathering and unbending terms/semesters
The information is neither given nor outright
Knowledge is actively constructed. Learning is a search for meaning by learner
Social Learning (Lev Vygotsky)
Zone of Proximal Development
Mulitiple Intelligences
All people are born with eight intelligence and students can leverage their strengths and weaknesses
musical
logical-mathematical
naturalist
kinesthetic
visual spatial
intrapersonal
verbal-linguistic
interpersonal
in classroom
student-centered classsroom
authentic assessment
information delivered through different mediums
self-directed learning
Critiques
lack of evidence that MI has big impact on learning
suggestive of a departure from core curricula and standards
lack of evidences that MI exist
Brain-based Learning
in classroom
multi-sensory environment
community-based learning
opportunities for self-expression and making personal connections to content
regular environmental changes
opportunities for group learning
12 governing principles
processing of parts and whole
focused attention and peripheral perception
emotion are critical
conscious and unconscious process
patterning
several types of memory
a search for meaning
embedded learning sticks
whole body learning
challenge and threat
brain as parallel processor
every brain is unique
Critiques
individual principle has been scientifically questioned
lack of understanding of the brain itself makes "brain-based learning" questionable
research not conducted by teachers or educational researchers but by neuroscientists
Neuroscientists (D. Souza, N. Caine,...)
Behaviorism
Operant Conditioning (B.F. Skinner)
Classical Conditioning (Ivan Pavlov)
Learning is defined by the outward expression of new behaviors
in classroom
lecture-based, highly structured
responsibility of student learning rest squarely with the teachers
rewards and punishments
Critiques
One size fits all
Knowledge itself is given and absolute
Advocates for passive student learning in a teacher-centric environment
Programmed instruction & teacher-proofing
Other Learning Theories
Situated Learning (J. Lave)
Subsumption Theory (D. Ausubel)
Flow (M. Czikszentmihalyi)
Conditions of Learning (R. Gagne)
Andragogy (M. Knowles)