1. Theories of learning
Psychology

2. Main Theories Behaviorism Cognitivism Social Learning Theory
Social Constructivism
Multiple Intelligences
Brain-Based Learning

3. behaviorism

4. behaviorism It is confined to observable and measurable behavior.
Learning is defined by the outward expression of new behaviors and context-independent.
Biological basis for learning.
Focuses on observable behaviors.

5. behaviorism A stimulus is presented in order to get a response.
Classical Conditioning (pavlov)
Operant conditioning (Skinner)
A stimulus is presented in order to get a response.
It is about reflexes.
The response is made first then reinforcement follows.
It is about feedback/reinforce ment.

6. Behaviorism in the classroom
Rewards and Punishments
Responsibility for student learning rests squarely with the teacher.
Lecture-Based and Highly Structured

7. Critiques of behaviorism
It 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.
There is programmed instruction and teacher-proofing.

8. cognitivism

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

10. Cognitive learning theories
Discovery learning (Bruner)
Meaningful verbal learning (ausubel)
Anybody can learn anything at any age, provided it is stated in terms they can understand.
Powerful Concepts (Not Isolated Facts)
Transfer to many different situations.
Only possible through Discovery Learning.
Confront the learner with problems and help them find solutions. Do not present sequenced materials.
Advance Organizers:
New material is presented in a systematic way and is connected to existing cognitive structures in a meaningful way.
When learners have difficulty with new material, go back to the concrete anchors (Advance Organizers).
Provide a discovery approach and they will learn.

11. Cognitivism in the classroom
Inquiry-Oriented Projects
Provide opportunities for the testing of hypotheses.
Curiosity is encouraged.
Stage Scaffholding

12. Critiques of cognitivism
Like Behaviorism, knowledge itself is given and absolute.
Input – Process – Output model is mechanistic and deterministic.
It does not account enough for individuality.
It has little emphasis on affective characteristics.

13. Social learning theory

14. Social learning theory
Grew out of Cognitivism.
Learning takes place through observation and sensorial experiences.
Imitation is the sincerest form of flattery.
Social Learning Theory is the basis of the movement against violence in media and video games.

15. Social learning theory
Learning from Models:
Attend to pertinent clues.
Code for memory (store a visual image).
Retain in memory.
Accurately reproduce the observed activity.
Possess sufficient motivation to apply new learning.

16. Social learning theory
Research indicates that the following factors influence the strength of learning from models:
How much power the model seems to have.
How capable the model seems to be.
How nurturing/caring the model seems to be.
How similar the learner perceives self and model.
How many models the learner observes.

17. Social learning theory
Four interrelated processes establish and strengthen identification with the model:
Children want to be like the model.
Children believe they are like the model.
Children experience emotions like those the model is feeling.
Children act like the model.

18. Social learning theory
Through identification, children come to believe they have the same characteristics as the model.
When they identify with a nurturing and competent model, children feel pleased and proud.
When they identify with an inadequate model, children feel unhappy and insecure.

19. Social learning theory in the classroom
Collaborative Learning and Group Work
Modeling Responses and Expectations
There are opportunities to observe experts in action.

20. Critiques of social learning theory
It 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 are not considered important or connected to learning.

21. Social constructivism

22. Social constructivism
Grew out of and in response to Cognitivism and was 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

23. Social constructivism in the classroom
Journaling
Experiential Activities
Personal Focus
Collaborative and Cooperative Learning

24. Critiques of Social constructivism
Suggests that knowledge is neither given nor absolute.
It is often seen as less rigorous than traditional approaches to instruction.
It does not fit well with traditional age grouping and rigid terms/semesters.

25. Multiple intelligences

26. Multiple intelligences
Grew out of Constructivism and was framed around Metacognition.
All people are born with 8 intelligences:
Verbal-Linguistic
Visual-Spatial
Logical-Mathematical
Kinesthetic
Musical
Naturalist
Interpresonal
Intrapersonal
Enable students to leverage their strengths and purposefully target and develop their weaknesses.

27. Multiple intelligences in the classroom
Delivery of instruction via multiple mediums.
Student-Centered Classroom
Authentic Assessment
Self-Directed Learning

28. Critiques of Multiple intelligences
Lack of quantifiable evidence that MI exist.
Lack of evidence that use of MI as a curricular and methodological approach has any discernible impact on learning.
Suggestive of a departure from core curricula and standards.

29. Brain-based learning Grew out of Neuroscience and Constructivism.
12 governing principles:
Brain is a parallel processor.
Whole Body Learning
A search for meaning.
Patterning
Emotions are critical.
Processing of Parts and Wholes
Focused Attention and Peripheral Perception
Conscious and Unconscious Processes
Several Types of Memory
Embedded Learning Sticks
Challenge and Threat
Every brain is unique.

30. Brain-based learning in the classroom
Opportunities for Group Learning
Regular Environmental Changes
Multi-Sensory Environment
Opportunities for Self-Expression and Making Personal Connections to Content
Community-Based Learning

31. Critiques of brain-based learning
Research conducted by neuroscientists, not by teachers and educational researchers.
Lack of understanding of the brain itself makes “brian-based” learning questionable.
Individual principles have been scientifically questioned.

32. humanist

33. 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.

34. Other learning theories of note

35. others Andragogy (Knowles) Flow (Czikszentmihalyi)
Situated Learning (Lave)
Subsumption Theory (Ausubel)
Conditions of Learning (Gagne)