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Theories20of20learning 090916163756-phpapp02

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Sanu Debnath
Sanu Debnath

This document provides an overview of several theories of learning, including behaviorism, constructivism, and social constructivism. It discusses key thinkers who contributed to these theories like Pavlov, Skinner, Piaget, Vygotsky, and Bruner. Some of the main points covered include: behaviorist views that learning is shaped by stimulus-response interactions and reinforcement; constructivist ideas that learners are active sense-makers who incorporate new knowledge into existing cognitive structures; Vygotsky's theory of the zone of proximal development and how learning is socially mediated; and implications for teaching like using varied contexts and a spiral curriculum to support cumulative learning.

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Theories of Learning An introduction to some of the theoretical . background to teaching and education Standards Q10 Q14 1
What is Learning? Need to adopt a definition e.g. learning is the gaining of new knowledge / skills. Teaching an attempt to facilitate learning 2
Learning is being taught -Transmission model Very popular view and underlies much of National Curriculum. Behaviourist view. Sees learner as an empty vessel (or tabula rasa clean slate). 3
Behaviourist theories of learning Pavlov, Watson, Skinner observable behaviour not thinking and emotion Stimulus response reinforcement repetition. Behaviour that is not reinforced is unlikely to be repeated http://uk.youtube.com/watch?v=I_ctJqjlr 4
Uses and Abuses of Behaviourism Programmed instruction But inflexible Does not describe the whole learning experience. Useful in lion taming! 5
Learning is about making sense. Constructivist The learner is not passive -constructs the sense and incorporates new knowledge into existing structure or adapts structure to accommodate new knowledge. http://uk.youtube.com/watch?v=F00R3pOX http://uk.youtube.com/watch? v=F00R3pOXzuk&feature=related 6
Constructivist Theories Not modern e.g. Socrates 470-399 BC method of leading the learner on by questioning. And Plutarch AD 45 The mind is not a vessel to be filled, but a vessel to be ignited. Active view. Active learning also implies active experience, use of materials and role of play. The importance of play even for trainees http://uk.youtube.com/watch? v=K7vna8raRdc&feature=related 7
Constructivist View Associated with ideas of conception and misconception. Learners need to be able to stand back and reflect / review to be able to make sense of experience role of meta cognition thinking about thinking. Learners need to take charge of their own learning. Teacher is more the guide on the side than the sage on the stage so the focus has to be on learning. 8
Jean Piaget Children do not think like adults. http://uk.youtube.com/watch? v=fcjPkPIwsog&feature=related Sensorimotor stage Preoperational stage Concrete operational stage Formal operational stage Now somewhat discreditedDevelopment leads learning v Learning leads to development 9
Examples from Piaget http://uk.youtube.com/watch? v=B65EJ6gMmA4&feature=related Conservation of volume which holds more water? http://www.youtube.com/watch? v=LpYQH_T2FWM&NR=1 10
Social constructivism Learning is socially mediated Learning is building knowledge as part of doing things with others Think of a time when someone has supported your learning. 11
Lev Vygotsky 1896 1934 but work published much later. ZPD Zone of Proximal Development "What a child can do with assistance today she will be able to do by herself tomorrow" (Vygotsky 1978:p87). 12
Jerome Bruner Spiral Curriculum-We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development. Make the knowledge ready for the child rather than waiting for the child to be ready for the knowledge 13
Scaffolding How we support children's growing understanding Enactive - knowing how Iconic Symbolic learning 14
Knowing is a process not a product To instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. J.Bruner.. 15
Learning by doing I hear and I forget I see and I remember I do and I understand Attributed to Confucius http://www.youtube.com/watch? v=BnbmLHgQWqQ&feature=related What are the implications for lesson planning? 16
Evidence from Neuroscience -Cognitive Development Statistical learning (learning correlations e.g. baby can recognise own feet) Learning by imitation (e.g. Baby sticking out tongue) Learning through analogy Causal learning (explanation based learning) Are all present in rudimentary form from soon after birth 17
Implications cumulative learning is crucial Need to encounter the learning in varied contexts multi-sensory approaches novice system that is very responsive to learning from errors followed by an expert system which is more entrenched in its learning motivation to learn and engagement of an emotional response 18
Memory Declaritive Memory memories that can be brought consciously and deliberately to mind (semantic and episodic memory) Implicit Memory knowledge that is usually indexed by changes in performance (for example riding a bicycle) 19
Do Teachers Help? Children (and adults) construct declarative memories, and therefore prior knowledge and personal interpretation affect what is remembered. Adapting our dialogue with young children leads to more organised and detailed learning and memory. 20
Metacognition Learning in classrooms can be enhanced by developing selfreflection and self regulation Recognising that you do not understand is prerequisite of asking for help 21
Implications From Goswami & Bryant Thinking, reasoning and understanding can be enhanced by imaginative or pretend play contexts. However, scaffolding by the teacher is required if these are to be effective. Individual differences in the ability to benefit from instruction (the zone of proximal development) and individual differences between children are large in the primary years, hence any class of children must be treated as individuals. 22
Report to Cambridge Primary Review Research Survey 2/1a: Children's Cognitive Development and Learning (Usha Goswami and Peter Bryant) Download from http://www.primaryreview.org.uk/Pub lications/Publicationshome.html 23

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Theories20of20learning 090916163756-phpapp02

  • 1. Theories of Learning An introduction to some of the theoretical . background to teaching and education Standards Q10 Q14 1
  • 2. What is Learning? Need to adopt a definition e.g. learning is the gaining of new knowledge / skills. Teaching an attempt to facilitate learning 2
  • 3. Learning is being taught -Transmission model Very popular view and underlies much of National Curriculum. Behaviourist view. Sees learner as an empty vessel (or tabula rasa clean slate). 3
  • 4. Behaviourist theories of learning Pavlov, Watson, Skinner observable behaviour not thinking and emotion Stimulus response reinforcement repetition. Behaviour that is not reinforced is unlikely to be repeated http://uk.youtube.com/watch?v=I_ctJqjlr 4
  • 5. Uses and Abuses of Behaviourism Programmed instruction But inflexible Does not describe the whole learning experience. Useful in lion taming! 5
  • 6. Learning is about making sense. Constructivist The learner is not passive -constructs the sense and incorporates new knowledge into existing structure or adapts structure to accommodate new knowledge. http://uk.youtube.com/watch?v=F00R3pOX http://uk.youtube.com/watch? v=F00R3pOXzuk&feature=related 6
  • 7. Constructivist Theories Not modern e.g. Socrates 470-399 BC method of leading the learner on by questioning. And Plutarch AD 45 The mind is not a vessel to be filled, but a vessel to be ignited. Active view. Active learning also implies active experience, use of materials and role of play. The importance of play even for trainees http://uk.youtube.com/watch? v=K7vna8raRdc&feature=related 7
  • 8. Constructivist View Associated with ideas of conception and misconception. Learners need to be able to stand back and reflect / review to be able to make sense of experience role of meta cognition thinking about thinking. Learners need to take charge of their own learning. Teacher is more the guide on the side than the sage on the stage so the focus has to be on learning. 8
  • 9. Jean Piaget Children do not think like adults. http://uk.youtube.com/watch? v=fcjPkPIwsog&feature=related Sensorimotor stage Preoperational stage Concrete operational stage Formal operational stage Now somewhat discreditedDevelopment leads learning v Learning leads to development 9
  • 10. Examples from Piaget http://uk.youtube.com/watch? v=B65EJ6gMmA4&feature=related Conservation of volume which holds more water? http://www.youtube.com/watch? v=LpYQH_T2FWM&NR=1 10
  • 11. Social constructivism Learning is socially mediated Learning is building knowledge as part of doing things with others Think of a time when someone has supported your learning. 11
  • 12. Lev Vygotsky 1896 1934 but work published much later. ZPD Zone of Proximal Development "What a child can do with assistance today she will be able to do by herself tomorrow" (Vygotsky 1978:p87). 12
  • 13. Jerome Bruner Spiral Curriculum-We begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development. Make the knowledge ready for the child rather than waiting for the child to be ready for the knowledge 13
  • 14. Scaffolding How we support children's growing understanding Enactive - knowing how Iconic Symbolic learning 14
  • 15. Knowing is a process not a product To instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. J.Bruner.. 15
  • 16. Learning by doing I hear and I forget I see and I remember I do and I understand Attributed to Confucius http://www.youtube.com/watch? v=BnbmLHgQWqQ&feature=related What are the implications for lesson planning? 16
  • 17. Evidence from Neuroscience -Cognitive Development Statistical learning (learning correlations e.g. baby can recognise own feet) Learning by imitation (e.g. Baby sticking out tongue) Learning through analogy Causal learning (explanation based learning) Are all present in rudimentary form from soon after birth 17
  • 18. Implications cumulative learning is crucial Need to encounter the learning in varied contexts multi-sensory approaches novice system that is very responsive to learning from errors followed by an expert system which is more entrenched in its learning motivation to learn and engagement of an emotional response 18
  • 19. Memory Declaritive Memory memories that can be brought consciously and deliberately to mind (semantic and episodic memory) Implicit Memory knowledge that is usually indexed by changes in performance (for example riding a bicycle) 19
  • 20. Do Teachers Help? Children (and adults) construct declarative memories, and therefore prior knowledge and personal interpretation affect what is remembered. Adapting our dialogue with young children leads to more organised and detailed learning and memory. 20
  • 21. Metacognition Learning in classrooms can be enhanced by developing selfreflection and self regulation Recognising that you do not understand is prerequisite of asking for help 21
  • 22. Implications From Goswami & Bryant Thinking, reasoning and understanding can be enhanced by imaginative or pretend play contexts. However, scaffolding by the teacher is required if these are to be effective. Individual differences in the ability to benefit from instruction (the zone of proximal development) and individual differences between children are large in the primary years, hence any class of children must be treated as individuals. 22
  • 23. Report to Cambridge Primary Review Research Survey 2/1a: Children's Cognitive Development and Learning (Usha Goswami and Peter Bryant) Download from http://www.primaryreview.org.uk/Pub lications/Publicationshome.html 23

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