Transcript Principles of Learning for Classroom Teaching

Principles of Learning for
Classroom Teaching
William G. Huitt
Valdosta State University
Last revised: September 2006
Operant Conditioning
• Pay attention to observable behavior
• Identify desired outcomes
– Connect to beginning circumstances
– Perform task analysis and backwards
planning
• Feed what you want to grow
(reinforcement)
• Starve what you want to die (ignore;
extinction)
Information Processing
• Three processes
– Attention
– Repetition
– Elaboration
• Use it or lose it—even though information is
stored in long-term memory, retrieval unlikely to
occur without periodic processing
• Most likely to process and retrieve information in
same manner as it was encoded
Information Processing
•
Use Bloom’s taxonomy for designing
learning activities (Levels of elaboration)
1.
2.
3.
4.
5.
Knowledge
Comprehension
Application
Analysis
Synthesis & Evaluation
Constructivism
• Piaget
– Create disequilibrium (primary influence or
energy source for initial action)
– Expect qualitative changes in thinking and
knowing
– Provide hands-on experiences
– Systematically address movement from
concrete to formal operations
Constructivism
• Vygotsky
– Identify individual’s zone of proximal
development
– Provide mediation and scaffolding during
teaching/learning activities
– Social signs and symbols first processed
holistically and then personally modified
– Important to have correct worldview that is
presented to students
Humanistic Education
• Affect and valuing are as important as
knowledge and processing skills
• Attraction is key concept
• Subjective, personal viewpoint is important
in guiding one’s own learning
Social Cognition
• Reciprocal determination is basic principle
of relationships among influencing factors
• Self-efficacy (It can be done; I can do it)
best developed with successful experience
• Self-regulation
– Vision, mission, goals
– Action plans
– Commitment and perseverance
• Self-reflection and evaluation
Summary
• Each learning theory provides alternative
paradigm
– What variables should be considered?
– What data should be collected?
– How should data be interpreted?
• Each learning theory supported by empirical
findings
• Applied behavioral scientists must considered
principles from all theories
• Criteria for utilization of principles—What are
desired outcomes?