Transcript Learning Theory & Technology

Learning Theory & Technology
How learning theories apply in the classroom.
Skinner & Pavlov: Operant Conditioning
Learning is based on a positive or
negative consequence received by
the learner. Given a stimulus, like an
food, the subject will repeat the
behavior in order to receive the
reward again. Given a negative
stimulus, like an electric shock, the
subject will modify their behavior.
The idea of Behavior Modification
resulted from Skinner’s work.
Applying Operant Conditioning
Reinforcing stimulus such as gold stars for exceptional
performance or achieving a certain computer skill is
behavior shaping activity directly controlled by the
teacher. The embarrassment of not having a gold star
can serve that same purpose as an electrical shock.
Drill and Practice Software gives a student an
immediate response for each question or problem
answered correctly. This reinforcement is a skill
shaping activity.
Kohler: Insight
Kohler contributed the theory
of Insight. Insight came into
being when problem solving,
almost as an "ah-ha"
exclamation inside the brain.
Solutions to problems were the
result of a different pattern of
organizational skills and
processes.
Applying Kohler
The teacher gives the students clues in a puzzle format.
From the clues, the students will work together to
figure out the problem. They will then develop the "ahha" of connecting the facts together to reach new
dimensions of thought.
Software such as LOGO programming help students
understand how their programmed directions direct
their computer turtle. With each trial and error
attempt they utilize prior experiences to make their
turtle work correctly. They develop their “ah-ha” skills
in the programming process.
Miller: Information Processing Theory
Miller felt that we easily remember symbols,
number, letters in groups of 7, plus or minus two.
Our entire social system is now based on this
theory: our zip codes 9 (7+2), telephone systems 3 +
4 (7), etc. Chunking information helps students
learn information easier.
The difficulty is that this chunking starts in short
term memory, and unless additional and immediate
reinforcement takes place, it is volatile. That is
where the rest of the information processing theory
come into play: getting the chunks into long term
memory through encoding strategies of
maintenance (drill and practice) or elaborate
(developing links to prior information) rehearsal.
Applying Miller
The teacher could develop an exercise that will provide the
opportunity for the children to use elaborate rehearsal to learn a
new class topic. The maintenance rehearsal could be a song using the
facts they are learning using a familiar tune like the Twelve Days of
Christmas song. Through repetition, the children could easily learn
the new facts and encode it into their long term memory.
The teacher could develop a variety of computer activities that
would encourage students to rehearse and use newly learned
computer skills, such as importing a picture into a document. Using
their newly learned skill over and over and applying it to new
assignments will help encode the skill into their long term memory.
Bandura: Social-Cognitive Learning Theory
Bandura is well known for his theories about modeling, from
aggressive, dysfunctional families using role-modeling behavior to
their children through successive generations to his work on the
self-regulatory system and self-efficacy. Cognitive processes are
derived and dependent on the self-standards of each individual, no
matter how those standards were developed.
A student’s self perception will influence their performance,
determination, and what they are willing to tackle in the learning
arena. Interactive, collaborative projects help build self-efficacy
and introduce new patterns of behavior.
A teacher should serve as more than just a role model of how to do
things or how to respond to situations. They should also be
"cheerleaders" and set challenging goals with realistic, measurable
outcomes that make the students feel proud and successful.
Applying Bandura
Their learning will come from observing models: The
teacher will show students a completed multimedia project
so they can see an model of the multimedia project they will
be designing. The teacher will make sure the goals of the
project are challenging yet realistic.
Students can implement their own design ideas for their
multimedia project. Their motivational and emotional
processes will be reinforced positively through the
successful implementation and completion of their own
multimedia project. Thus promoting self-efficacy.
Dual-Coding Theory
Paivio’s theory proposed that
memory consists of two separate
but interrelated codes for processing
information – verbal and visual.
The interrelations and connections
of the two systems allow for dual
coding of information. Dual coding
promotes knowledge
comprehension and retention.
Verbal system specializes in
processing and storing linguistic
information (words, sentences, etc.)
Visual system specializes in
processing and storing image or
“picture-like” representations.
Applying Dual-Coding
Provide a visual Powerpoint Presentation to present
facts to students that include visual pictures along
with written text information
When giving students instructions on how to use a
particular software try to include snapshots from the
program to help students learn how to use the
software
When developing assignments for students try to
give them a visual picture as an example to explain
activities for students.
Gardner: Multiple Intelligences
According to Gardner, there are seven ways that a
person can learn: linguistic, logical /mathematical,
spatial, musical, bodily/kinesthetic, interpersonal, and
intrapersonal. In an ideal classroom setting, seven
centers would be developed to accommodate all the
learning intelligences of the students.
The non-traditional modes of presenting curriculum to
the students resulted in greater student independence
and self-responsibility, higher self-efficacy, and effective
cooperative skills. The role of teacher is redefined as
collaborator rather than dispenser of facts.
All children are given the opportunity to excel in the
multiple intelligences (listed above) which are their
strengths. They are also encouraged to develop a wellrounded approach to learning by tackling new areas of
intelligence in an interdisciplinary approach.
Applying Gardner
Multimedia projects can provide opportunities for all students to excel in their
own style of learning in any classroom. Here are a few examples:
The students who are linguistic will provide excellent written description of
facts for their multimedia report.
The bodily kinesthetic will do well at drawing graphics on the computer for
their multimedia project.
The musical learner can create or find songs to incorporate into their
multimedia project.
The interpersonal students can communicate and work cooperatively with
other students in his/her group to design their multimedia project.
Constructivism
Learners build personal
understanding of their own
knowledge and this constructive
process can be facilitated by
appropriate learning activities and a
good learning environment.
What a person knows is not
passively received, but actively
assembled by the learner.
Applying Constructivism
Students apply knowledge in authentic problem-solving tasks.
Students are scientists observing and collecting information for
their multimedia project.
Students engage in dialogue. Students work in groups to
collaborate and design their multimedia project.
Students engaged in their own learning. Each student has
his/her own part in the completion of the final project and take
personal responsibility for their work.
Students develop higher level critical thinking skills. Students will
use planning, assessment, and analysis skills while working on
their multimedia project.
Making it work in the classroom..
Take baby steps. Apply the learning theories that you can
easily implement first. Gradually add more strategies to
encourage and promote student learning as you grow as a
teacher.
Evaluate your classroom lesson when it’s fresh in your
mind. Write down notes about what worked, didn’t work,
things you’d like to add, delete, or change to your teaching
strategies. All teachers need to be lifelong learners along
with their students.