Theories of Learning: Prof. Rushen Chahal
Theories of Learning: Prof. Rushen Chahal
Theories of Learning: Prof. Rushen Chahal
Broad Goals
1. Operationally define terms relevant to theories of learning. 2. Examine learning theories that are currently important.
2. the relatively permanent change in a persons knowledge or behavior due to experience (Mayer, 1982, p.
1040).
3.
an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience (Shuell, 1986, p. 412).
Learning Theory
Q: How do people learn? A: Nobody really knows. But there are 6 main theories:
Behaviorism Cognitivism Social Learning Theory Social Constructivism Multiple Intelligences Brain-Based Learning
Behaviorism
Confined to observable and measurable behavior Classical Conditioning - Pavlov Operant Conditioning - Skinner
Behaviorism
Classical Conditioning - Pavlov
A stimulus is presented in order to get a response: S R
Behaviorism
Classical Conditioning - Pavlov
US UR
CS
US
CR
Behaviorism
Operant Conditioning - Skinner The response is made first, then reinforcement follows.
Behaviorism
Learning is defined by the outward expression of new behaviors Focuses solely on observable behaviors A biological basis for learning Learning is context-independent Classical & Operant Conditioning
Reflexes (Pavlovs Dogs) Feedback/Reinforcement (Skinners Pigeon Box)
Critiques of Behaviorism
Does not account for processes taking place in the mind that cannot be observed Advocates for passive student learning in a teacher-centric environment
Learning Theory
Behaviorism Cognitive Learning Theory Social Learning Theory
Cognitivism
Grew in response to Behaviorism Knowledge is stored cognitively as symbols Learning is the process of connecting symbols in a meaningful & memorable way Studies focused on the mental processes that facilitate symbol connection
1. Bruner said anybody can learn anything at any age, provided it is stated in terms they can understand.
Advance Organizers: New material is presented in a systematic way, and is connected to existing cognitive structures in a meaningful way.
When learners have difficulty with new material, go back to the concrete anchors (Advance Organizers). Provide a Discovery approach, and theyll learn.
Critiques of Cognitivism
Like Behaviorism, knowledge itself is given and absolute Input Process Output model is mechanistic and deterministic Does not account enough for individuality
Learning Theory
Behaviorism Social Learning Theory Cognitive Learning Theory
SLT is the basis of the movement against violence in media & video games
1. How much power the model seems to have 2. How capable the model seems to be 3. How nurturing (caring) the model seems to be 4. How similar the learner perceives self and model 5. How many models the learner observes
1. Children want to be like the model 2. Children believe they are like the model 3. Children experience emotions like those the model is feeling. 4. Children act like the model.
Social Constructivism
Grew out of and in response to Cognitivism, framed around metacognition Knowledge is actively constructed Learning is
A search for meaning by the learner Contextualized An inherently social activity Dialogic and recursive The responsibility of the learner
Lev Vygotsky
Social Learning
Enables students to leverage their strengths and purposefully target and develop their weaknesses
1. Verbal-Linguistic 2. Visual-Spatial 3. Logical-Mathematical 4. Kinesthetic 5. Musical 6. Naturalist 7. Interpersonal 8. Intrapersonal
MI in the Classroom
Delivery of instruction via multiple mediums
Student-centered classroom Authentic Assessment Self-directed learning
Critiques of MI
Lack of quantifiable evidence that MI exist Lack of evidence that use of MI as a curricular and methodological approach has any discernable impact on learning Suggestive of a departure from core curricula and standards
Critiques of BBL
Research conducted by neuroscientists, not teachers & educational researchers Lack of understanding of the brain itself makes brain-based learning questionable Individual principles have been scientifically questioned
Humanist
All students are intrinsically motivated to self actualize or learn Learning is dependent upon meeting a hierarchy of needs (physiological, psychological and intellectual) Learning should be reinforced.
Sources:
facultyweb.anderson.edu/~jhaukerman/Learning%20Theory.ppt Matthew D. Laliberte www.nercomp.org/data/media/A%20Brief%20History%20of%20Learni ng%20Theory.ppt Michael A. Lorber, Ph.D. www.learningtechnologies.ac.uk/.../PROJECT/resources/Learning%20 Theory/Resources/learning%20theories.ppt
www.dcs.bbk.ac.uk/selene/reports/SeLeNe1.2.ppt