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How We Learn: A Concept Map of Learning Theories by: Nicolas Robitaille,…
How We Learn:
A Concept Map of Learning Theories
by: Nicolas Robitaille
Constructivism
Social
Constructivism
Influenced by
Vygotsky's
thinking and theories
Knowledge is directly connected to one's social environment
Learning occurs and is constrcuted through participation and social interaction/experiences
Collaboration and co-construction of knowledge are key factors in this theory
Vygotsky suggested the idea of the
Zone of Proximal Development (ZPD)
The ZPD suggests that learning needs to be matched to a learner's current level (not a one size fits all approach). Teachers who embrace the ZPD strive to determine a learners' actual development level (diagnostic assessment) and potential development with support/guidance.
Teachers use the process of
scaffolding
in order to put the ZPD into practice. Scaffolding represents the process of pushing the learner forward with small steps that are appropriate to their ZPD
Cognitive
Constructivism
Influenced by
Piaget's
thinking and theories
Cognitive Constructivism proposes that learners construct meaning as individuals- a shift from Behaviourism and Cognitivism thinking
Learners must experience and inquire in order to construct meaning
Teachers are seen as facilitators of learning engagements and not transmitters of knowledge and information
Piaget suggested that we move through
four distinct stages of developmen
t: sensorimotor (0-+/-2), preoperational (+/-2-7), concrete operational (7-11) & formal operational (11-adulthood). These stages represent loose timeframes of the cognitive abilities and learning potential of individuals
Piaget also suggested that cognitive development relies on three main processes: a
ssimilation, accommodation & equilibrium
Learners experience something and create their own
schema
Constructivism suggests that learning cannot be simply transferred to individuals through.
Learners, according to constructivists, must be active participants in the process of making meaning rather than passive recipients.
Constructionism
Pushing the ideas of constructivism further through theories by
Papert
Key tenants of this neo-constructivist theory are
project-based learning (PBL)
and
inquiry
Large emphasis on technology integration in learning
Student-Centered Learning
Gamification
Certain gamification methods employ constructivist design
Necessary to activate prior knowledge
Cognitivism
Social Cognitive Theory
Influenced by Bandura
Bandura suggests that human behaviour is shaped by behavioural, environmental and cognitive factors and an individuals interactions with them
The mind is compared to a computer with learners striving to process, store and retrieve information when needed
Memory and the ability to retain, sort and sequence information is key to this theory
Cognitive Information Processing (CIP)
This aspect of cognitivism sought to explain how memory was formed and worked
Memory is seen as having three distinct levels: sensory, short-term and long-term
In order to move information into long-term memory, individuals need to experience the stimuli, give it attention and rehearse/activate the information
Repetition is key and chunking information
Focused on what is going on in the mind.
Cognitive theorist felt that Behaviourism did not go far enough to account for human cognition.
Behaviourism
Behaviourism suggests that learning is a series of behaviours influenced, primarily by various stimuli.
Behaviours are learned from interactions with the environment.
Classical Conditioning
Influenced by
Pavlov
This type of conditioning involves an involuntary response by the learner to a certain stimulus
Pavlov's dog study is a prime example of this (salivation behaviour in response to a rung bell)
In the classroom, classical conditioning can be seen through aspects like routines and schedules and even the ringing of the school bell
Operant Conditioning
Influenced by
Skinner
Skinner used the process of shaping to teach series of behaviours/complex behaviours
Skinner's rat cage study is a prime example of this (rats learning to push the lever to receive more food)
Essentially learning, in this theory, is changing behaviours based on consequences (rewards/punishments)
In the classroom, operant conditioning can be seen through
positive and negative reinforcement
and
positive and negative punishment
along with the addition/removal of stimulus
Positive Reinforcement: adding stimulus to increase behaviour. Negative Reinforcement: remove negative stimulus to increase behaviour. Positive Punishment: adding negative stimulus to decrease behaviour. Negative Punishment: removing positive stimulus to decrease behavior
The ultimate goal of behaviourism is to shape learners behaviours through conditioning
Teacher-Centered Learning
Most often used today for
behaviour management
Gamification
Certain gamification methods employ behaviourist design
Neuroscience
Anatomy of the Brain
Different learning engagements/stimuli activate different regions of the brain
Memory and comprehension are associated with the hippocampus
Creation, analysis and decision-making are associated with the cerebral cortex
Effects of Learning on the Brain
Changes in response to stimuli-neuroplasticity
Produces new neurons- neurogenesis
Stimulating numerous neural connections in a learning engagement leads to better memory and optimal learning
Moderate stress can lead to optimal learning conditions. While high stress can lead to poor conditions.
Sleeps, exercise and proper nutrition all help to promote ideal learning conditions- not a myth
Many myths exist in the realm of neuroscience in relation to learning
Connections
the three main theories: behaviourism, cognitivism & constructivism are not in competition with one another
While there are certain fundamental differences, all of the theories can still inform good practice and learning design
Behaviuorism remains quite relevant to classroom management and teaching self-regulation, along with helping to develop learner traits (responsibility, initiative, etc.)
Developments in Neuroscience are extremely relevant as they can impact what is considered "good practice"
Constructivism has grown from ideas of Cognitivism- both consider the workings of the mind and how meaning is constructed and retained
Cognitivism is activated through reflective activities that require students to think about their own learning
Technology's Role
Technology is not a panacea for learning
Informed by learning theories and neuroscience, technology has the ability to support, heighten and deepen learning
Technology can be used in ways that embrace a range of learning theories
Reward elements on platforms like Class Dojo/Prodigy embrace elements of Behaviourism,
Elements of repetition and recall in programs like drill math games embrace some aspects of cognitivism
Video conferencing programs like Zoom allow for collaboration and co-construction of learning which embraces aspects of constructivism
Ultimately, meaningful and informed application of technology in learning engagements has the ability to push learning further than in non-tech environments
