Transcript Learning Theories and Theorists

Learning Theories
and Theorists
Danielle. M Walsh
B. F. Skinner
• Skinner's learning theory
is based on "operant
conditioning," where a
person's behavior is
followed by a
consequence. The
consequence for the
action will determine
what the person or thing
will do in the future.
• Positive consequence =
more likely to repeat
• Negative consequence =
less likely to repeat
Howard Gardner
• Gardner is the leader in
cognitive research. His
learning theory addresses the
needs of the individual learner.
He believes that all learners
learn through eight multiple
intelligences. These multiple
intelligences include 1.Visualspatial, 2.Verbal-linguistic, 3.
Naturalistic, 4. MusicalRhythmic, 5. LogicalMathematical, 6. Intrapersonal,
7. Interpersonal, and 8. BodilyKinesthetic.
Gardner, H. (1983). Frames of Mind: The theory of multiple
intelligences. New York: BasicBooks. BasicBooks
Paperback, 1985. Tenth Anniversary Edition with new
introduction, New York: BasicBooks, 1993.
Jean Piaget
• Piaget's learning theory is
a constructivist theory of
learning and instruction.
This type of learning is
based on cognitive
development, that
intelligence is based on
how an organism adapts
to its environment.
Individuals attempt to
adapt by assimilation and
accommodation.
Jerome Bruner
• Bruner's learning theory
states that people learn
through an active process
in which learners
construct new ideas as a
result of their prior
knowledge. Students
commonly learn best by
doing activities
themselves. They learn
through discovery. His
theory is Constructivist.
Robert Gagne
• Gagne's learning theory
states that there are a
variety of learning types
and that each type of
learning requires
different types of
instruction. The five types
of learning include verbal
information, intellectual
skills, cognitive strategies,
motor skills and
attitudes.
Nine Events of Instruction
Gain attention:
e.g. present a good problem, a new situation,
use a multimedia advertisement, ask questions.
This helps to ground the lesson, and to
motivate
Describe the goal:
e.g. state what students will be able to
accomplish and how they will be able to use
the knowledge, give a demonstration if
appropriate.
Allows students to frame information, i.e.
treat it better.
Stimulate recall of prior
e.g. remind the student of prior knowledge
relevant to the current lesson (facts, rules,
procedures or skills). Show how knowledge is
connected, provide the student with a
framework that helps learning and
remembering. Tests can be included.
knowledge
Present the material to be learned
e.g. text, graphics, simulations, figures, pictures,
sound, etc. Chunk information (avoid memory
overload, recall information).
Nine Events of Instruction Cont’d.
Provide guidance for learning
e.g. presentation of content is different
from instructions on how to learn. Use of
different channel (e.g. side-boxes)
Elicit performance "practice"
let the learner do something with the
newly acquired behavior, practice skills or
apply knowledge.
Provide informative feedback ,
show correctness of the trainee's response,
analyze learner's behavior, maybe present a
good (step-by-step) solution of the
problem
Assess performance
Require more learner performance, and
give feedback, to reinforce learning.
Enhance retention and transfer :
e.g. inform the learner about similar
problem situations, provide additional
practice. Put the learner in a transfer
situation. Maybe let the learner review the
lesson.