Transcript Learning Theories

Learning Theories
Constructivism
Definition:
By reflecting on our experiences, we
construct our own understanding of the
world we live in. Learning is the process of
adjusting our mental models to
accommodate new experiences
Principles of Constructivism
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Learning is a search for meaning
Meaning requires understanding
“wholes” as well as “parts”.
In order to teach well, we must
understand the learners’ mental
models
Purpose of learning is for an
individual to construct his or her own
meaning.
Impact on Learning
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Instruction must be concerned with the
experiences and contexts that make the
learner willing and able to learn (readiness).
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Instruction must be structured so that it can be
easily grasped by the learner (spiral
organization).
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Instruction should be designed to facilitate
extrapolation and or fill in the gaps (going
beyond the information given).
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Self-evaluation is the principal method of
assessing progress or success. Bruner, J. (1973)
Behaviorism
Definition:
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Focuses on objectively observable
behaviors and discounts mental activities.
Learning is the acquisition of new
behavior.
2 kinds of conditioning:
Classic conditioning
Behavioral/operant conditioning
Impact on Learning
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Behaviorists feel that the curriculum
should be organized around clearly
stated learning outcomes.
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Positive and negative reinforcement
techniques can be very effective.
Vygotsky & Social Cognition
Definition
Culture is the prime determinant of
individual development. Therefore,
learning development is affected in
both large and small ways by the
culture where she or he is.
Principles
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Culture teaches learners what to think and
how to think.
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Zone of Proximal Development – the
difference between what the learner can
do on his/her own and what can be done
with help.
•
Scaffolding – the teacher continually
adjusts the level of help in response to
learner’s level of performance
Impact on Learning
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Curricula should emphasize interaction
between learner and learning tasks, and
also among learners (collaborative
learning)
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With appropriate help (scaffolding),
learners can perform tasks they are not
capable of performing on their own. It
instills the skills necessary for future
independent problem-solving.
Multiple Intelligences
There are 8 ways that people have of
perceiving and understanding the
world. Each is labeled an
“intelligence” – a set of skills which
enables the learner to resolve
problems.
Gardner, H. 1983
Multiple Intelligences
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Linguistic intelligence ("word smart“)
Logical-mathematical intelligence
("number/reasoning smart")
Spatial intelligence ("picture smart")
Bodily-Kinesthetic intelligence ("body
smart")
Musical intelligence ("music smart")
Interpersonal intelligence ("people smart")
Intrapersonal intelligence ("self smart")
Naturalist intelligence ("nature smart")
Impact on Learning
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Curriculum should be more balanced to
incorporate self-awareness, communication,
arts, etc.
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Provides eight different potential pathways to
facilitate better learning.
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Assessment takes into account the diversity of
intelligences, as well as self-assessment.
Communities of Practice
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Groups of people who engage in a process
of collective learning in a shared domain of
interest.
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Members engage in joint activities and
discussions, help each other, and share
information. They build relationships that
enable them to learn from each other.
Impact on Learning
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Structure learning opportunities that
embed knowledge in work practices
and social relations
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Create learning opportunities to solve
real problems
Social Learning
Learning is through
 observing and modeling the
behaviors,
 attitudes,
 and emotional reactions of others.
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Bandura, 1977
Processes in Social
Learning
Attention
 Retention
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Account for learning of teacher’s
behavior
Production
 Motivation
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Control the performance of the
behavior
Social-Cognitive Theory
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Individuals are proactively engaged in their
own development and can make things
happen by their actions.
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Individuals possess self-beliefs that enable
them to exercise a measure of control over
their thoughts, feelings, and actions
“What people think, believe, and feel affects
how they behave"
(Bandura, 1986)
Reciprocal Determinism
BEHAVIOR
PERSONAL
FACTORS
(Cognitive, affective &
biological events)
ENVIRONMENTAL
FACTORS
Self-efficacy
People’s judgments of their own ability
to deal with different situations is
central to their actions.
Arise from 4 sources:
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Performance attainments
Observations of other people
Verbal persuasion
Physiological states
Determines - effort
- persistence
- resilience
Impact on Learning
Teacher must:
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model behavior
set a clear goal of desired outcome
provide knowledge, skills & feedback
encourage collaborative learning
Learner must:
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observe and model behavior
reflect on the learning