A Brief History of Learning Theory
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A Brief History of Learning Theory
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Learning as a Black Box
So what¶s happening inside the box?
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Behaviorism
Learning is defined by the outwardexpression 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)
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Behaviorism in the Classroom
Rewards andpunishments
Responsibility forstudent learningrests squarelywith the teacher
Lecture-based,highly structured
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Cognitivism
Grew in response to Behaviorism
Knowledge is stored cognitively as symbols
Learning is the process of connectingsymbols in a meaningful & memorable way
Studies focused on the mental processes
that facilitate symbol connection
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Cognitivism cont.
Jean Piaget
Genetic Epistemology
Assimilation and Accommodation
Jerome Bruner
Discovery Learning
Learner as independent problem-solver
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Cognitivism in the Classroom
Inquiry-orientedprojects
Opportunities for thetesting of hypotheses
Curiosity encouraged
Staged scaffolding
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Critiques of Cognitivism
Like Behaviorism, knowledge itself is givenand absolute
Input ± Process ± Output model ismechanistic and deterministic
Does not account enough for individuality
Little emphasis on affective characteristics
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Social Learning Theory ( SLT)
Grew out of Cognitivism
A. Bandura (1973)
Learning takes place through observationand sensorial experiences
Imitation is the sincerest form of flattery
SLT is the basis of the movement againstviolence in media & video games Bobo Doll Experiment
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SLT in the Classroom
Collaborativelearning and groupwork
Modeling responsesand expectations
Opportunities toobserve experts inaction
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Critiques of Social Learning Theory
Does not take into account individuality,context, and experience as mediatingfactors
Suggests students learn best as passivereceivers of sensory stimuli, as opposed tobeing active learners
Emotions and motivation not consideredimportant or connected to learning
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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
Social Learning Zone of Proximal Development
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Social Constructivism in the Classroom
Journaling
Experiential
activities Personal focus
Collaborative &
cooperative learning
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Critiques of Social Constructivism
Suggests that knowledge is neither givennor absolute
Often seen as less rigorous thantraditional approaches to instruction
Does not fit well with traditional agegrouping and rigid terms/semesters
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Multiple Intelligences ( MI)
Grew out of Constructivism, framed aroundmetacognition
H. Gardner (1983 to present)
All people are born with eight intelligences:
Enables students to leverage their strengths andpurposefully target and develop their weaknesses
1. Verbal-Linguistic 5. Musical
2. Visual-Spatial 6. Naturalist
3. Logical-Mathematical 7. Interpersonal4. Kinesthetic 8. Intrapersonal
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MI in the Classroom
Delivery of instruction viamultiple mediums
Student-centeredclassroom
Authentic
Assessment Self-directed
learning
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Critiques of MI
Lack of quantifiable evidence that MI exist
Lack of evidence that use of MI as a
curricular and methodological approachhas any discernable impact on learning
Development process is a time-sink
Suggestive of a departure from corecurricula and standards
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Brain-Based Learning (BBL)
Grew out of Neuroscience & Constructivism
D. Souza, N. Caine & G. Caine, E. Jensen(1980¶s to present)
12 governing principles
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 sticks5. Emotions are critical 11. Challenge & threat
6. Processing of parts and wholes 12. Every brain is unique
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BBL in the Classroom
Opportunities for grouplearning
Regular environmentalchanges
A multi-sensoryenvironment
Opportunities for self-expression and making
personal connections tocontent
Community-basedlearning
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Critiques of BBL
Research conducted by neuroscientists, notteachers & educational researchers
Lack of understanding of the brain itself makes ³brain-based´ learning questionable
Individual principles have beenscientifically questioned
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Other Learning Theories of Note
Andragogy (M. Knowles)
Flow (M. Czikszentmihalyi)
Situated Learning (J. Lave)
Subsumption Theory (D. Ausubel)
Conditions of Learning (R.
Gagne)