2. Definitions: Learning is: 1.“a persisting change in human performance or performance potential... (brought) about as a result of the learner’s interaction with the environment” (Driscoll, 1994, pp. 8-9). 2.“the relatively permanent change in a person’s knowledge or behavior due to experience” (Mayer, 1982, p. 1040). 3. “an enduring change in behavior, or in the capacity to behave in a given fashion, which results from practice or other forms of experience” (Shuell, 1986, p. 412).

3. Learning Theory Q: How do people learn? A: Nobody really knows. But there are many theories: Behaviorism Cognitivism Social Learning Theories Humanism

4. Models of Teaching (Joyce, Weil, and Calhoun, 2015) Information- Processing Family Of Models Social Family Of Models Personal Family Of Models Behavioral Systems Family Of Models

5. Behavioral Systems Family of Models Behavioral Systems Family of Models apply the principles of behaviorism in the classroom to both academic content and student behavior. The belief is that learning is a measurable change in behavior. By manipulating (controlling) select variables we can elicit certain behaviors (decoding words, comparing ideas, performing math computations, using good social skills, etc.) that define learning. By reinforcing these behaviors (providing salient praise, grades, etc.,) the behaviors will become strengthened and endure. Names associated with this model are John Carroll and Benjamin Bloom (Mastery Learning,) Madeline Hunter (7 Step Lesson Plan), Ethna Reid (Exemplary Center For Reading Instruction.) Behavioral Systems Family of Models apply the principles of behaviorism in the classroom to both academic content and student behavior. The belief is that learning is a measurable change in behavior. By manipulating (controlling) select variables we can elicit certain behaviors (decoding words, comparing ideas, performing math computations, using good social skills, etc.) that define learning. By reinforcing these behaviors (providing salient praise, grades, etc.,) the behaviors will become strengthened and endure. Names associated with this model are John Carroll and Benjamin Bloom (Mastery Learning,) Madeline Hunter (7 Step Lesson Plan), Ethna Reid (Exemplary Center For Reading Instruction.)

6. Behavioral Systems Models The focus of the methods associated with this category is on observable skills and behaviors.

7. Behavioral Systems Models Two major models in this category are: Direct Instruction Highly structured, teacher- directed; maximization of student learning time Mastery Learning Given enough time and quality instruction, nearly all students can master any set of objectives

8. Behavioral Psychology The premise of Behavioral Psychology is that behavior is lawful and subject to variables in the environment. Behavioral Psychology is only concerned with measurable behavior, behavior that can be operationalized. Basic principles of Behavioral Psychology are as follows: Given a stimulus and an ensuing response, the response will more likely recur if reinforced and less likely to recur if punished. The premise of Behavioral Psychology is that behavior is lawful and subject to variables in the environment. Behavioral Psychology is only concerned with measurable behavior, behavior that can be operationalized. Basic principles of Behavioral Psychology are as follows: Given a stimulus and an ensuing response, the response will more likely recur if reinforced and less likely to recur if punished. REINFORCER = increased likelihood of recurring REINFORCER = increased likelihood of recurring STIMULUS RESPONSE PUNISHER = decreased likelihood of recurring In Behavioral Psychology we are not concerned with inner functions such as thought, feelings, or beliefs. In Behavioral Psychology we are not concerned with inner functions such as thought, feelings, or beliefs.

9. Behaviorism Learning is defined by the outward expression of new behaviors Focuses solely on observable behaviors A biological basis for learning Learning is context-independent Classical & Operant Conditioning Reflexes (Pavlov’s Dogs) Feedback/Reinforcement (Skinner’s Pigeon Box)

10. Behaviorism in the Classroom Rewards and punishments Responsibility for student learning rests squarely with the teacher Lecture-based, highly structured

11. Critiques of Behaviorism Does not account for processes taking place in the mind that cannot be observed Advocates for passive student learning in a teacher-centric environment One size fits all Knowledge itself is given and absolute Programmed instruction & teacher-proofing

12. Information Processing Family Of Models Models in this family draw from cognitive psychology. They focus on ways we can improve a person’s drive to make sense of the world including how they acquire information, organize data, frame problems, and generate solutions.

13. Cognitive Theories Of Psychology In Cognitive Psychology we are interested in how a person thinks, remembers and knows. Applications of this branch of psychology help individuals understand, remember, and make connections among ideas and thoughts.

14. Information Processing Models Three major models in this category are: Concept Attainment Categorizing information and concept formation Inquiry Training/ Inductive Thinking Causal reasoning, interpretation of data, and formation of principles and theories The influence of maturity on thinking and reasoning Intellectual Development

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

16. Cognitive Learning Theory  Discovery Learning - Jerome Bruner  Meaningful Verbal Learning - David Ausubel

17. Cognitivism in the Classroom Inquiry-oriented projects Opportunities for the testing of hypotheses Curiosity encouraged Staged scaffolding

18. Critiques of Cognitivism Like Behaviorism, knowledge itself is given and absolute Input – Process – Output model is mechanistic and deterministic Does not account enough for individuality Little emphasis on affective characteristics

19. Theories of Social Psychology Theories of social psychology help us understand interaction patterns among people. Large-group dynamics and small-group dynamics are two areas that are important.

20. Social Family of Models The Social Family of Models apply social psychological principles in the classroom. Teacher  Student and Student  Student Interaction patterns have implications for learning. The teacher structures interactions to maximize learning and other desired educational outcomes. We see applied social psychology in the classroom when we see true Cooperative Learning. Johnson and Johnson have contributed greatly to this field. The Social Family of Models apply social psychological principles in the classroom. Teacher  Student and Student  Student Interaction patterns have implications for learning. The teacher structures interactions to maximize learning and other desired educational outcomes. We see applied social psychology in the classroom when we see true Cooperative Learning. Johnson and Johnson have contributed greatly to this field.

21. Social Interaction Models The models associated with the social interaction family are focused on developing the concepts and skills needed to work in groups.

22. Social Interaction Models Two major models in this category are: Cooperative Learning Working in groups; based on the methods of Slavin and Johnson and Johnson Role playing Study and development of social behavior and values

23. Social Learning Theory (SLT) Grew out of Cognitivism A. Bandura (1973) Learning takes place through observation and sensorial experiences Imitation is the sincerest form of flattery SLT is the basis of the movement against violence in media & video games

24. SLT in the Classroom Collaborative learning and group work Modeling responses and expectations Opportunities to observe experts in action

25. Critiques of Social Learning Theory Does not take into account individuality, context, and experience as mediating factors Suggests students learn best as passive receivers of sensory stimuli, as opposed to being active learners Emotions and motivation not considered important or connected to learning

26. Social Constructivism Grew out of and in response to Cognitivism, framed around metacognition Knowledge is actively constructed Learning is… A search for meaning by the learner Contextualized An inherently social activity Dialogic and recursive The responsibility of the learner Lev Vygotsky Social Learning Zone of Proximal Development

27. Social Constructivism in the Classroom Journaling Experiential activities Personal focus Collaborative & cooperative learning

28. Critiques of Social Constructivism Suggests that knowledge is neither given nor absolute Often seen as less rigorous than traditional approaches to instruction Does not fit well with traditional age grouping and rigid terms/semesters

29. Humanistic Psychology Humanistic Psychology is concerned with fostering the ability of each person to find and express their maximum potential as human beings. It emphasizes consciousness, human dignity, and the capacity to direct our own destinies. Humanistic Psychology is concerned with fostering the ability of each person to find and express their maximum potential as human beings. It emphasizes consciousness, human dignity, and the capacity to direct our own destinies.

30. Humanist All students are intrinsically motivated to self actualize or learn Learning is dependent upon meeting a hierarchy of needs (physiological, psychological and intellectual) Learning should be reinforced.

31. The Personal Family of Models Models from the Personal Family draw on principles from Humanistic Psychology. They focus on the individual and emphasize the self. Helping the student feel good about herself and empowering the student to maximize her potential and have power over her own life are important focuses. Models from the Personal Family draw on principles from Humanistic Psychology. They focus on the individual and emphasize the self. Helping the student feel good about herself and empowering the student to maximize her potential and have power over her own life are important focuses.

32. Personal Development Models Three major models in this category are: Facilitative teaching Affective orientation; based on methods of Carl Rogers Increasing Personal Awarenes s Focus is on developing an awareness and fulfillment of individual potential Focus on the development and application of creativity Synectics

33. Personal Development Models The focus of these models is on those outcomes held in high regard by humanistic educators: high self-concept and self-esteem; positive self-direction and independence; creativity and curiosity; the development of affect and emotions.