Learning Theories Learning Styles and Differentiated Instruction Rhonda

Learning Theories, Learning Styles and Differentiated Instruction Rhonda Christensen University of North Texas

What is Learning? H Learning is a transfer of knowledge – Not necessarily directly from teacher to student H Multiple Theories of how we Learn – Behaviorist – Cognitivist

Variables Affecting Learning H Environmental Factors – Hunger, sleep, lighting, temperature H Psychological Factors – Emotions, self concept H Personal Filters – Individual’s beliefs, values, attitudes, cultural differences – Filters are present in both the sender and receiver

Learning as Communication Graphic from Allyn and Bacon 2005

Theories Supporting Computer Use in Education H H Behaviorist Theory Cognitive Theory

Behaviorism H H Expect any effective instructional activity, such as a computer-based tutorial, to change the student in some obvious and measurable way In education we use behavioral objectives

Behaviorism H Thorndike’s connectionism theory – learning is based on a series of associations or connections between new situation and previous situation – Provided the impetus to the programmed instruction movement

Behaviorism H Pavlov’s classical conditioning – Ring bell, feed dog, dog salivates because of food – Ring bell, remove food stimulus, dog salivates – Over time, the new stimulus (bell) will produce the response even if the original stimulus is removed

Behaviorism H B. F. Skinner’s operant conditioning – involves the use of reinforcement to promote desirable changes in behavior H Skinner’s contributions to educational practice and CBI – stating objectives in terms of desired outcomes – assessing learner prior to instruction – recording learners’ progress for feedback

Cognitive Theory H H H Moving from behaviorism to internal processes that occur during instruction Cognitive Theory concentrates on the conceptualization of students’ learning process Influential proponents - Jerome Bruner, Jean Piaget, Seymour Papert

Cognitive Theory H H Believe instruction must be based on a student’s existing state of mental organization, or schema Where behaviorists were more outcome based, cognitive theorists are more interested in the content of instruction

Cognitivist/Constructivist H Jean Piaget – A developmentalist in which learning occurs through assimilation and accommodation – Learning is in progressive stages – Theorized that children build cognitive structures during all developmental stages

Cognitive Guidelines for Designing or Evaluating CBI H H H Predisposition to learning Structure and form of knowledge (concrete vs. abstract) Sequencing of instructional material Form and pacing of reinforcement must be considered Discovery learning is an important technique (LOGO)

Learning Theories (differences) H H Cognitive theory provides educators with a missing piece of the puzzle - they look at learners Behaviorists look at outcome

Learning Theories (commonalities) H H All approaches advocate feedback All are interested in how experiences are sequenced

Learning Styles H Based on sensory preferences - the conditions under which we best learn – Auditory - Learn best by hearing – Visual - Learn best by seeing – Kinesthetic - Learn best by doing/touching H The instructional event should seek to match teaching style with learner style

Personality Types H H Myers-Briggs has developed a typology for personality types This is another piece of the puzzle for knowing your learners

Myers-Briggs Types Extrovert - outer world Introvert -inner world of persons of concepts Sensing - perceptions Intuitive - perceptions based on objects and solid facts based on personal meaning Thinking - decides Feeling - decides based on objectively analyzing facts based on subjective values and views Judging - lives in Perceiving - prefers planned, organized way, prefers control more flexible and spontaneous way of life

Measuring Intelligence H H H Intelligence Quotient - a quantitative measure of intelligence Stanford-Binet is most commonly used IQ test - measures verbal and mathematical ability. Gardner’s New View of Intelligence includes more thantwo types of intelligences.

Gardner’s Multiple Intelligences H According to Gardner, everyone possesses some degree of each of the intelligences but one or more dominates for each individual. – – – Linguistic Logical-mathematical Musical Spatial Bodily-Kinesthetic - Interpersonal - Intrapersonal - Naturalistic - Existential

Teaching Style H H H Every teacher has his/her own learning style, cognitive style, and dominant intelligence. Teaching style is a reflection of one’s learning style. Teachers must be aware of matching their teaching style to the learning style of their students.

Teaching and Learning H Teaching = a systematic, planned sequence of events – A process that communicates ideas/skills – Takes into account individual and environmental factors – Aware of learning theories & learner characteristics

Learning Differences H H H H Physical Psychological Style of Learning Processing of information Type of intelligence that is dominant Hemispheric Dominance Gender learning differences

Gender Learning Differences H H Boys learn better from abstract to specific (big picture to details). Girls learn better specific to abstract (incremental steps). Girls can go between hemispheres of their brains more quickly than males. Boys tend to have advantage in left hemisphere by being able to recall facts and rules and categorize.

The New Gender Gap H H Boys are scoring lower than girls on national writing tests (an avg of 24 points). By fourth grade, the average boy is developmentally two years behind the average girl in reading and writing. Boys make up 70% of special ed. Classes and are as much as four times as likely to be diagnosed with ADHD. College age - for every 100 young men earning a BA, 133 young women do.

Helping Boys Succeed H H H H Tap into visual spatial strengths Allow time for movement Use hands-on materials Incorporate technology Provide male role models Allow opportunities for completion Choose books that appeal to boys Create a supportive classroom environment From “The New Gender Gap” by D. Connell & B. Gunzelmann

Differentiated Instruction H H A simple yet often overlooked fact is that our students are not all the same. "If students can't learn the way we teach, we must teach them the way they learn” - Carol Ann Tomlinson (Webpage) H H Differentiated instruction is something teachers do every day in the classroom so that every student’s learning needs are met. Resources are available to help reach all students.

Differentiated Instruction H Curriculum should be differentiated in three areas: – Content: Multiple options for taking in information – Process: Multiple options for making sense of the ideas – Product: Multiple options for expressing what they know

Can Technology Enhance Learning? H H Computers, like any tool, can be used correctly or incorrectly. Teachers should attempt to maximize the positive effect computers can have and minimize potential negative influences. Technology should one of the components considered in a well-planned instructional event, selected to enhance instruction.

How Can Technology Help in the Teaching/Learning Process? H H A resource to facilitate learning Matches particular student’s learning style (sequential, organized, etc. ) Help the learner construct and test mental models in a safe environment Support the construction of new knowledge through social interaction

Recommended Resources H H “A Mind at a Time” by Mel Levine “Boys and Girls Learn Differently” by Michael Gurian “Brain-Based Strategies to Reach Every Learner” by J. Diane Connell “Why Gender Matters” by Leonard Sax

Online Resources H Brain Dominance (http: //brain. web-us. com/brain/LRBrain. html) Multiple Intelligences (http: //www. mitest. com/) H Multiple Intelligences and Technology H http: //www. casacanada. com/multech. html H Using Technology to Address Multiple Intelligences (http: //eduscapes. com/tap/topic 68. htm)