Learning Theories Christina De Cavalcanti Section 5552 Behaviorism
Learning Theories Christina De. Cavalcanti Section 5552
Behaviorism • Definition: § Cultural and sub-cultural conditioning shapes behavior. • Learning is conducted by: § conditioning, reinforcing (rewards, denials, punishment), desensitization, aversion therapy, modeling, imitation • Source: http: //www. the-shrink. info/Theory_Behaviorist. htm
Behaviorist Impact on Learning in the Classroom • Teaching based on • • learning basic skills and working up to more difficult ones. Individualized work Learn through lectures, reading, skills worksheets • Source: Summary of Behaviorism
Cognitivism • Definition: § A developing child builds cognitive structures for understanding and responding to physical experiences in his or her environment. - Piaget • Cognitive structures include: § Mental “maps” § schemas § networked concepts • Source: http: //www. funderstanding. com/piaget. cfm
Cognitive Impact on Learning in the Classroom • Educators must plan • • developmentally appropriate curriculum. Student interaction with the environment is very important. Group assignments • Source: http: //www. funderstanding. com/pia get. cfm
Constructivism • Definition: § By reflecting on our experiences, we construct our own understanding of the world we live in. • We each have mental models are our way • of making sense of the world Learning takes place by adjusting mental models to accommodate new experiences • Source: http: //www. horizonshelpr. org/contextual/learning. htm
Constructivist Impact on Learning in the Classroom • Calls for the Elimination of • • a standard curriculum. Want to focus instead on individual lesson plans that build on a students prior knowledge. Also believes in hands-on problem solving. • Source: �http: //www. horizonshelpr. org/cont extual/learning. htm
Comparing the Theories of Learning Behaviorist How people learn Use of technology in learning Cognitive Constructivist Through cultural By building and sub-cultural mental conditioning. structures such as schemas. Through the reflection of our experiences, and creating mental models of how to deal with situations Use of computers, and games designed to let students practice a specific skill. Use of a multitude of programs, levels and methods of technology to individualize a student’s experience. Programs that allow students to work in groups and in a variety of situations.
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