DIFFERENT METHODS OF LEARNING EDUCATIONAL LEARNING THEORIES By
DIFFERENT METHODS OF LEARNING EDUCATIONAL LEARNING THEORIES By: Monica Parker
Two Different Learning Perspectives Objectivists/Direct Instruction Learning occurs when knowledge is transmitted to an individual and the individual can recall that information at a later time Constructivists/Discovery Based Learning occurs when knowledge is constructed through participation in certain activities
Formation of Theories DIRECT INSTRUCTION DISCOVERY BASED • Behaviorist theory • Information- processing theory • Cognitive- behaviorist learning theories • Systems approaches to instructional design • • Social activism theory Social cognitive theory Scaffolding theory Child development theory • Discovery learning and child development • Multiple intelligences theory
T C E R DI Behaviorist Theory Information source: B. F. Skinner Primary Conclusion: Desired results achieved through instruction that provides stimuli and reinforcement Basis: Three Components 1. Positive reinforcement- increase in desired behavior from a stimulus 2. Negative Reinforcement- increase in a desired due to avoiding a stimulus 3. Punishment – decrease in behavior due to undesirable consequence
T C E R DI Information- Processing Theory Information source: Atkinson and Shiffrin Primary Conclusion: Certain structures in the brain process information similar to that of a computer Basis: Three Tyes of Memories 1. Sensory registers – memorizes what a person senses 2. Short Term Memory- holds new information temporarily 3. Long Term Memory – holds information indefinitely and has unlimited capacity
DI T C RE Cognitive- Behaviorist Theory Information source: Robert Gagne Primary Conclusion: There are conditions to learning Basis: Nine events of Instruction 1. Gaining attention 2. Informing the learner of the objective 3. Stimulating recall of prerequisite learning 4. Presenting new material 5. Providing learning guidance 6. Eliciting performance 7. Providing feedback about correctness 8. Assessing performance 9. Enhancing retention and recall
T C E R I D Systems Approaches to Instructional Design Information source: Robert Gagne and Leslie Briggs Primary Conclusion: Instructional system for learning Basis: Three Steps 1. Defining tasks- stating goals and objectives 2. Developing tasks instruction– aligning assessments and instruction with goals and objectives 3. Gaining results- testing and revising material
Y R VE CO S DI Social activism theory Information source: John Dewey Primary Conclusion: Need for cooperative social learning Basis: Five requirements 1. Curriculum should arise from students interest 2. Curriculum topics should be integrated, rather than isolated 3. Education is growth, rather than an end itself 4. Education occurs through its connection with life, rather than participation in curriculum 5. Learning should be hands-on and experienced based, rather than abstract
Y R VE CO S DI Social cognitive theory Information source: Albert Bandura Primary Conclusion: Students learned through observation Basis: Motivation to learn Self- Efficacy- belief in ability to accomplish learning. This can be shaped by the people students interact with…teachers, classmates and others. These interactions ultimately affect whether or not a student learns.
Y R VE CO S DI Scaffolding Theory Information source: Lev Vygotsky Primary Conclusion: What children learn and how they think are derived directly from the culture around them Basis: Zones of Proximity Students learn by teacher provided tasks that students can complete with some assistance
Y R VE CO S DI Child Development Theory Information source: Jean Piaget Primary Conclusion: Children go through 4 stages of cognitive development Basis: 4 Stages 1. Sensorimotor stage (from birth to about 2 years) 2. Preoperational stage (from about age 2 to about age 7) 3. Concrete operational stage (from about age 7 to about age 11) 4. Formal operations stage (from about age 12 to about age 15)
Y R VE Discovery CO Learning & Child Development S DI Information source: Jerome Bruner Primary Conclusion: Children go through 3 stages of cognitive development Basis: 3 Stages 1. Enactive stage (from birth to about age 3) 2. Iconic stage (from about age 3 to about age 8) 3. Symbolic stage (from about age 8)
Y R VE CO S DI Multiple Intelligences Theory Information source: Howard Gardner Primary Conclusion: Various intelligences play a role in learning Basis: 8 Intelligencies 1. 2. 3. 4. 5. 6. 7. 8. Linguistic Musical Logical-mathematical Spatial Bodily-kinesthetic Intrapersonal Interpersonal Naturalist
Recommendations • Based on the presented information, our students can demonstrate from a combination of both the Directed and Discovery learning theories. As teachers we must explore new opportunities to help our students achieve greater success. Chose 1 direct theory and 1 discovery theory most closely related to your current teaching style and implement them into your instructional plans.
References Roblyer, M. D. . Integrating Educational Technology into Teaching (7 th Edition) Pearson. Kindle Edition.
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