Learning Theory COMPETENCE III Learning theories Behaviorism Cognitivism

Learning Theory COMPETENCE III

Learning theories Behaviorism Cognitivism Social Constructivism

Behaviorism Cognitive Constructivism Social Constructivism View of Knowledge is a repertoire Knowledge systems of knowledge of behavioral responses to cognitive structures are environmental stimuli. actively constructed by learners based on preexisting cognitive structures. Knowledge is constructed within social contexts through interactions with a knowledge community. View of learning Integration of students into a knowledge community. Collaborative assimilation and accommodation of new information. Passive absorption of a Active assimilation and predefined body of accommodation of new knowledge by the learner. information to existing Promoted by repetition cognitive structures. and positive Discovery by learners. reinforcement. View of Extrinsic, involving motivation positive and negative reinforcement. Intrinsic; learners set their own goals and motivate themselves to learn. Intrinsic and extrinsic. Learning goals and motives are determined both by learners and extrinsic rewards provided by the knowledge community. Implication Correct behavioral The teacher facilitates Collaborative learning is s for responses are transmitted learning by providing an facilitated and guided by the Teaching by the teacher and environment that promotes teacher. Group work. absorbed by the students. discovery and assimilation/accommodation.

Behaviorism The assumption has been that if teachers speak clearly and students are motivated, learning will occur. If students do not learn, the logic goes, it is because they are not paying attention or they do not care. These ideas were grounded in a theory of learning that focused on behavior. One behavior leads to another, behaviorallearning theorists argued, and so if teachers act in a certain way, students will likewise act in a certain way. Central to behaviorism was the idea of conditioning—that is, training the individual to respond to stimuli.

Behaviorism p Learning is defined by the outward expression of new behaviors p Focuses only on visible behaviors p A biological basis for learning p Learning is context-independent p Classical & Operant Conditioning n n Reflexes (Pavlov’s Dogs) https: //www. youtube. com/watch? v=hhqumfpxu z. I Feedback/Reinforcement (Skinner’s Pigeon Box)

Cognitivism Research suggests that learners—from a very young age—make sense of the world, actively creating meaning while reading texts, interacting with the environment, or talking with others. Even if students are quietly watching a teacher speak, they can be actively engaged in a process of comprehension, or “minds on” work, as many teachers describe it. As Bransford, Brown, and Cocking (2000) wrote, “It is now known that very young children are competent, active agents of their own conceptual

Cognitivism p Grew in response to Behaviorism p Knowledge is stored cognitively as symbols p Learning is the process of connecting symbols in a meaningful and memorable way p Studies focused on the mental processes that facilitate symbol connection

Cognitivism p Jean Piaget n p Genetic Epistemology p Assimilation and Accommodation p https: //www. youtube. com/watch? v=3 A 9 Sgb. AK 5 I Jerome Bruner Discovery Learning https: //www. youtube. com/watch? v=mz 2 f. OBcq. U HY n Learner as independent problem-solver

Social Constructivism According to Vygotsky (1978, 57), every function in the child’s cultural development appears twice: first, on the social level and, later on, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals. Vygotsky’s theory of social learning has been expanded upon by numerous later theorists and researchers.

Social Constructivism p Grew out of and in response to Cognitivism, framed around metacognition p Knowledge is actively constructed p Learning is… n A search for meaning by the learner n Contextualized n An inherently social activity n Dialogic and recursive n The responsibility of the learner p Lev Vygotsky n Social Learning p Zone of Proximal Development https: //www. youtube. com/watch? v=7 Im_Gr. Cgr. VA

Other Learning Theories p Multiple Intelligences p Brain Based Learning p Situated Learning (J. Lave) p Subsumption Theory (D. Ausubel) p Conditions of Learning (R. Gagne)

Multiple Intelligences (MI) p Grew out of Constructivism, framed around metacognition p H. Gardner (1983 to present) p All people are born with eight intelligences: p 1. Verbal-Linguistic 5. Musical 2. Visual-Spatial 6. Naturalist 3. Logical-Mathematical 7. Interpersonal 4. Kinesthetic 8. Intrapersonal Facilitates students to power their strengths and decisively target and develop their weaknesses

Brain-Based Learning (BBL) p Grew out of Neuroscience and Constructivism p D. Souza, N. Caine and G. Caine, E. Jensen (1980’s to present) 12 governing principles p 1. Brain is a parallel processor 7. Focused attention and peripheral perception 2. Whole body learning 8. Conscious and unconscious processes 3. A search for meaning 9. Several types of memory 4. Patterning 10. Embedded learning sticks 5. Emotions are critical 11. Challenge and threat 6. Processing of parts and wholes 12. Every brain is unique

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