Learning Theory
Behaviorism
Social Constructivism
Social Learning Theory
Multiple Intelligences
Brain-Based Learning
Types
Operant Conditioning (Skinner)
Response -> Reinforcement
Classical Conditioning (Pavlov)
Stimulus -> Response
Behaviorism in Classroom
Rewards and punishments
Responsibility for student learning rests squarely with the teacher
Lecture-based, highly structured
Critiques
Does not account for processes taking place in the mind that cannot be observed
Advocates for passive student learning in a teacher-centric environment
One size fits all
Knowledge itself is given and absolute
Programmed instruction & teacher-proofing
Cognitivism
Types
Discovery Learning (Jerome Bruner)
Meaningful Verbal Learning (David Ausubel)
anybody can learn anything at any age, provided it is stated in terms they can understand
Powerful Concepts
Transfer to many different situations
Only possible through Discovery Learning
Confront the learner with problems and help them find solutions. Do not present sequenced materials.
When learners have difficulty with new material, go back to the concrete anchors (Advance Organizers). Provide a Discovery approach, and they’ll learn
New material is presented in a systematic way, and is connected to existing cognitive structures in a meaningful way
Cognitivism in the Classroom
Inquiry-oriented projects
Opportunities for the testing of hypotheses
Curiosity encouraged
Staged scaffolding
Critiques
knowledge itself is given and absolute
Input – Process – Output model is mechanistic and deterministic
Does not account enough for individuality
Little emphasis on affective characteristics
Learning From Models-
Albert Bandura
Attend to pertinent clues
Code for memory (store a visual image)
Retain in memory
Accurately reproduce the observed activity
Possess sufficient motivation to apply new learning
SLT in Classroom
Collaborative learning and group work
Modeling responses and expectations
Opportunities to observe experts in action
Critiques
Does not take into account individuality, context, and experience as mediating factors
Suggests students learn best as passive receivers of sensory stimuli, as opposed to being active learners
Emotions and motivation not considered important or connected to learning
Grew out of and in response to Cognitivism
Knowledge is activitely constructed
Lev Vygotsky
Learning is...
A search of meaning
Contextualized
An inherently social activity
Dialogic and recursive
The responsibility of the learner
Social learning
Zone of Proximal Development
In Classroom
Jornaling
Experiential activities
Personal focus
Collaborative & cooperative learning
Critiques
Knowledge is neither given nor absolute
Less rigorous than traditional approaches to instruction
Does not fit well with traditional age grouping and rigid terms/semesters
Grew out of Constructivism
H. Gardner : Eight Intelligences
Visual-Spatial
Logical-mathematical
Kinesthetic
Musical
Naturalist
Interpersonal
Intrapersonal
Verbal-Linguistic
In Classroom
Delivery of Instruction:
Student-centered classroom
Authentic Assessment
Self-directed learning
Critiques
Lack of quantifiable evidence to exist
Lack of evidence that MI as curricular and methodological approach has any discernable impact on learning
Suggestive of a departure from core curricula and standards
Grew out of Neuroscience & Constructivism
12 governing principles
Brain is a parallel processor
Whole body learning
A search for meaning
Patterning
Emotions are critical
Processing of parts and wholes
Focused attention & peripheral perception
Conscious & Unconscious processess
Several types of memory
Embedded learning sticks
Challenge & threat
Every brain is unique
In Classroom
Opportunities for group learning
Regular environmental changes
Multi-sensory environment
Opportunities for self-expression, making personal connections to content
Community-based learning
Critiques
Research conducted by neuroscientists
"brain-based" questionable as lack of understanding of brain
Individual principles scientifically questioned
Other Learning Theories
Andragogy
Flow
Situated Learning
Subsumption Theory
Conditions of Learning