Learning Theories

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Learning Theories
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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

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Principles of Constructivism

1. Learning is a search for meaning
2. Meaning requires understanding wholes as well
   as parts.
3. In order to teach well, we must understand the
   learners mental models
4. Purpose of learning is for an individual to
   construct his or her own meaning.

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Impact on Learning

• Instruction must be concerned with the
  experiences and contexts that make the learner
  willing and able to learn (readiness).
• Instruction must be structured so that it can be
  easily grasped by the learner (spiral
  organization).
• Instruction should be designed to facilitate
  extrapolation and or fill in the gaps (going
  beyond the information given).
• Self-evaluation is the principal method of
  assessing progress or success. Bruner, J. (1973)

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Behaviorism

• Definition
• 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

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Impact on Learning

• Behaviorists feel that the curriculum should be
  organized around clearly stated learning
  outcomes.
• Positive and negative reinforcement techniques
  can be very effective.

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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.

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Principles

• Culture teaches learners what to think and how to
  think.
• 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 learners level of
  performance

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Impact on Learning

• Curricula should emphasize interaction between
  learner and learning tasks, and also among
  learners (collaborative learning)
• 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.

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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

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Multiple Intelligences

1. Linguistic intelligence ("word smart)
2. Logical-mathematical intelligence
   ("number/reasoning smart")
3. Spatial intelligence ("picture smart")
4. Bodily-Kinesthetic intelligence ("body smart")
5. Musical intelligence ("music smart")
6. Interpersonal intelligence ("people smart")
7. Intrapersonal intelligence ("self smart")
8. Naturalist intelligence ("nature smart")

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Impact on Learning

• Curriculum should be more balanced to incorporate
  self-awareness, communication, arts, etc.
• Provides eight different potential pathways to
  facilitate better learning.
• Assessment takes into account the diversity of
  intelligences, as well as self-assessment.

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Communities of Practice

• Groups of people who engage in a process of
  collective learning in a shared domain of
  interest.
• Members engage in joint activities and
  discussions, help each other, and share
  information. They build relationships that enable
  them to learn from each other.

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Impact on Learning

• Structure learning opportunities that embed
  knowledge in work practices and social relations
• Create learning opportunities to solve real
  problems

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Social Learning

• Learning is through
• observing and modeling the behaviors,
• attitudes,
• and emotional reactions of others.
• Bandura, 1977

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Processes in Social Learning

• Attention
• Retention
• Account for learning of teachers behavior
• Production
• Motivation
• Control the performance of the behavior

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Social-Cognitive Theory

• Individuals are proactively engaged in their own
  development and can make things happen by their
  actions.
• 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)

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Reciprocal Determinism
BEHAVIOR
PERSONAL FACTORS (Cognitive, affective
biological events)
ENVIRONMENTAL FACTORS
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Self-efficacy

• Peoples judgments of their own ability to deal
  with different situations is central to their
  actions.
• Arise from 4 sources
• Performance attainments
• Observations of other people
• Verbal persuasion
• Physiological states
• Determines - effort
• - persistence
• - resilience

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Impact on Learning

• Teacher must
• model behavior
• set a clear goal of desired outcome
• provide knowledge, skills feedback
• encourage collaborative learning
• Learner must
• observe and model behavior
• reflect on the learning