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2.Theories of Learning for master of philosophy of education
- 1. Theories of Learning Broad Goals Operationally define terms relevant to theories of learning. Examine learning theories that are currently important 1
- 2. Definitions: Learning is: a persisting chance in human performance or performance potential (brought) about as a result of the learners interaction with the environment (Driscoll, 1994, pp.8-9). the relatively permanent change in a persons knowledge or behaviour due to experience (Mayer, 1982, p.1040). an endurign change in behaviour, or in the capacity to behave in a given fashion, which results from practice or other forms of experience (Shuell, 1986, p.412) 2
- 3. Learning Theory Kind of Learning Theories Behaviorism Cognitivism Social Learning Theory Social Constructivism Multiple Intelligences Brain-Based Learning 3
- 4. Behaviourism Confined to observable and measurable behaviour Classical conditioning Pavlov 4 A Stimulus is presented in order to get a response S R
- 5. Behaviourism Classical conditioning Pavlov 5 S US UR CS US CR
- 6. Behaviourism Operant conditioning Skinner The response is made first, then reinforcement follows. 6
- 7. Behaviourism Operant conditioning Skinner The response is made first, then reinforcement follows. 7
- 8. Cognitivism Grew in responses to Bheaviourism 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 8
- 9. Cognitive Learning Theory Discovery Learning Jerome Bruner Meaningful Verbal Learning David Ausubel 9
- 10. Learning Theory Behaviourism Social Learning Theory Cognitive Learning Theory 10
- 11. 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. 11
- 12. Social Learning Theory Learning From Models Albert Bandura 1. Attend to pertinent clues 2. Code for memory (Store a visual image) 3. Retain in memory 4. Accurately reproduce the observed activity 5. Possess sufficient motivation to apply new learning. 12
- 13. Social Learning Theory Research indicates that the following factors influence the strength of learning from models: 1. How much power the model seems to have 2. How capable the model seems to be 3. How nurturing (caring) the model seems to be 4. How similar the learner perceives self and model 5. How many models the learner observes 13
- 14. SLT in the Classroom Collaboration Learning and group work Modeling responses and expectations Opportunities to observe experts in action 14
- 15. 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 15
- 16. 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 Vygotosky Social learbning Zone of Proximal Development 16
- 17. Social Constructivism in the Classroom Journaling Experiential activities Personal focus Collaborative & cooperative learning 17
- 18. Multiple Intelligence (MI) Grew out of constructivism, framed around metagocnition H. Gardner (1983 to present) All people are born with eight intelligence: Enables students to leverage their strengths and purposefully target and develop their weaknesses 18 1. Verbal Linguistic 5. Musical 2. Visual Spatial 6. Naturalist 3. Logical Mathematical 7. Interpersonal 4. Kinesthetic 8. Intrapersonal
- 19. Brain-Based Learning (BBL) Grew out of Neuroscience & constructivism D. Souza, N. caine & G. Caine, E. Jensen 91980s to present) 12 governing principles 19 1. Brain is a parallel processor 7. Focused attention & Peripheral perception 2. Whole body learning 8. Conscious & Unconscious processes 3. A search for meaning 9. Several types of memory 4. Patterning 10. Embedded learning sticks 5. Emotions are critical 11. Challenge & Threat 6. Processing of parts and wholes 12. Every brain is unique