Learning Theory Applied to Teaching

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Learning Theory Applied to Teaching

• Frank T. Stritter
• The University of North Carolina
• at Chapel Hill

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Goals for Today

• State names of the five theories
• Describe each theory briefly
• Think about the role of theory

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What is learning?

• Learning is a persisting change in an
  individuals understanding, performance or
  potential brought about by meaningful
  interaction with his/her environment.

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What is Learning?
Unconscious Incompetence
Conscious Incompetence
Unconscious Competence
Conscious Competenceb
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What is a theory?

• Principle that guides
• Specifies instructors activities which
  bring about learning

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Learning Theories

• Behavioral
• Cognitive
• Constructivist
• Humanistic
• Developmental

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Behavioral

• B. F. Skinner
• Change in observable behavior
• Objectives written by instructor
• Instructor provides stimulus, asks for response
  and reinforces
• Learner in third person

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Instructional Strategies

• Provide specific objectives
• Expect learners to move at own pace
• Provide information, ask for response
• Present material in small steps
• Assess learner frequently
• Provide immediate feedback which is
  both positive and corrective
• Revise instruction based on data

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Cognitive

• Bruner, Ausubel, Gagne
• Learning is meaningful connection to and
  organization of memory
• Objectives are general
• Instructor arranges conditions and helps learner
  develop structure
• Learner in third person

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Instructional Strategies

• Assess learners prerequisite skills
• Use advance organizers
• Provide structure, examples, images
• Connect new concepts to previous
• Ask learner to form own questions
• Ask What if..? questions
• Be as concerned with thought process as with the
  right answer

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Constructivist

• Albert Bandura
• Learning is a mutual understanding developed by
  participating in a learning community
• Objectives developed together
• Instructor sets example and reacts
• Learner in first person

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Instructional Strategies

• Base learning on practical experience
• Ask learners for their hypotheses
• Model performance, problem solving
• Help learners generate links
• Facilitate discussions
• Emphasize cooperation, collaboration
• Assess learning in context

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Humanistic

• Rogers, Knowles
• Learning is satisfying ones own needs
• Objectives developed by learner
• Instructor reacts to learners needs
• Learner in first person

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Instructional Strategies

• Develop learning contract with learner
• Help learners make choices
• Incorporate learners prior experience
• Ask learners to present to each other
• Guide discussions
• Ask learner to evaluate own learning
• Serve as consultant

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Developmental

• Jean Piaget
• Learning is maturation
• Learning occurs in stages
• Objectives based on norms
• Diagnose stage and react
• Learner changes from third to first

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Instructional Strategies

• Determine learners stage
• Keep growth chart
• Emphasize discovery of principles
• Help learner accept responsibility
• Change teaching style
• Directing to facilitating to consulting

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Points of AgreementBetween Theories

• Goals are important
• Simple to complex
• Learner must be active
• Reinforcement
• Group support
• Attitude toward learning and context

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My Advice

• Systematic design - B
• How learning occurs - Cog
• Interactions with others - Con
• Adjusting instruction - D
• Self-determination - H