Learning Theory

1. Learning Theory
Professional Enquiry
Primary 2020/21

2. This session and the reading enables students to:
 be aware that different learners learn in different ways
 be able to identify key issues related to a range of theories of
learning
 have an awareness of contemporary thinking about learning
 understand that an awareness of how children learn has
implications for teaching
 develop knowledge of basic psychology of: motivation; long
and short term memory; focus; learning; cognitive load,
spacing and interleaving; and group dynamics
 be aware of recent curriculum development and policies.

3. Standards particularly addressed in session
 5c Demonstrate an awareness of the physical, social and
intellectual development of children and know how to
adapt teaching to support pupils’ education
 3a Demonstrate a critical understanding of developments
in the subject and curriculum areas and promote the value
of scholarship
 4e Contribute to the design and provision of an engaging
curriculum

4. Introduction to the Curriculum
 DfE (2013) National Curriculum
 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_
data/file/425601/PRIMARY_national_curriculum.pdf
 Key stage 1 and 2
Compulsory National Curriculum subjects at primary school are:
 English
 design and technology
 geography
 art and design
 music
 physical education (PE), including swimming
 Computing
 maths
 science
 History
 Relationships and Health Education

5. Early Years Foundation Stage
 DfE (2017) Statutory guidance for the early years Foundation Stage
 https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_d
ata/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf
 Prime Areas
 Communication and Language
 Physical Development
 Personal, Social and Emotional Development
 4 Specific Areas
 Literacy
 Mathematics
 Understanding of the World
 Expressive Arts and Design

6. Think about schools you have been in/ the primary
school you went to…
 Did the school and class follow the National Curriculum
or did they have their own curriculum?

7. Learning
 Think about learning. What does learning mean to you? What have you learnt
about how children learn? Jot down your thoughts and experiences.
 During any experiences of school you have had, have teachers mentioned
learning? What have they said? Are there learning approaches being used in
classes you have seen or experienced as a child?

8. Different learners learn in different ways
Activity
Use the playdough you have made/lego/draw to create
something (object or otherwise) that represents learning.
YOU HAVE FIVE MINUTES.
https://www.youtube.com/watch?v=XAYhNHhxN0A
Have a look at the other creations. How do your colleagues
perceive learning? Surprises? Inspiration?!
Would anyone like to share and explain their creation? If so
can you put your name in the chat.

9. Reflections
 How did you approach the task?
 Did you simply not want to do it as you thought it
was impossible?
 Would you have preferred to have worked in a
group?
 When you are working in a group do you like to take
control?
 Do you like tasks that involve kinaesthetic action? Or
would you prefer to watch? Listen?

10. Theories of Learning
 Locke (1690)- Empty Vessel waiting to be filled
 John Locke, B.F.Skinner, John.B.Watson (behaviourists) V’s
Rosseau, Piaget, Chomsky, Spelke (Child Centred)
 With various methodologies, psychologists began to
assimilate data about the remarkable abilities young children
have rather than focusing on what they lack
 It became known that very young children are competent,
active agents of their own conceptual development
 In essence the mind of the young child had come to life
(Bruner, 1972; Vygotsky, 1978; Gardner, 1991)

11. Contemporary thinking about learning
Constructivism

12. Piaget

13. Learning theory
 https://www.youtube.com/watch?v=7AuhaJYqXQ4
Access and scan/read original work/texts by Piaget, Bruner and
Vygotsky to develop an awareness of learning theory. Other
seminal texts include:
 Donaldson, M. (1978) Children’s Minds
 Wood, D. (1997) How Children Think and Learn
Or later summarised texts such as:
 Kozulin, A et al (2003) Vygotsky’s Educational Theory in
Cultural Context (Learning in Doing: Social, cognitive and
Computational). Cambridge University Press.

14. Socio Constructivism
Vygotsky and Bruner
 Bruner (scaffolding) and Vygotsky (Zone of Proximal
Development – ZPD) were more ‘fluid’ models of
development and learning, not directly related to age (Piaget-
stages)
 Potential development - what might be achieved through
support
 Actual development – adult has an active role, observing,
analysing, supporting & appropriately intervening

15. Zone of Proximal Development

17. Activity
You were asked to read the extract from:
Powell, K. C., & Kalina, C. J. (2009). Cognitive and social
constructivism: Developing tools for an effective classroom.
Education, 130(2), 241-250.
Consider how ‘pedagogy’ (method and practice of teaching)
has been influenced by constructivism.
Share examples of where you have seen ‘constructivism’ in
practice in classrooms. How could you use constructivism to
aid your teaching and the children’s learning? Jot down your
ideas and if there is anyone that would like to share please
add it to the chat.

18. Theories of Motivation and impact on learning
 https://www.youtube.com/watch?v=TTXrV0_3UjY
 Carol Dweck: The Effect of Praise on Mindsets
 GROWTH MINDSET
 (very popular in schools!)
Reference :
Rattan, A.; Savani, K. ; Naidu, N. V. R. ; Dweck, C. S. (2012) Can
Everyone Become Highly Intelligent? Cultural Differences in
and Societal Consequences of Beliefs About the Universal
Potential for Intelligence. Journal of Personality and Social
Psychology, Vol.103(5), pp.787-803

19. Memory

20.  Memory and Learning Memory and learning are inseparable. The
importance of memory in learning can not be underestimated.
Learning is dependent on our experiences and involves us acquiring
new knowledge and skills. However remembering and retaining
what has been learned is vital if we are to use it again in the future.
 Different Types of Memory There are two different types of
memory:
 1. Working Memory : - is a fluid cognitive skill that refers to the
ability to store and manipulate information (verbal, visual and
spatial) in the mind for short periods. (such as remembering
telephone numbers, following directions and instructions, and
keeping track of shopping list items in the supermarket).
 2. Long-Term Memory :- involves remembering significant personal
events, storing skills that have been mastered and can be used
automatically (such as driving car, playing guitar) and also storing
facts, word meanings and general knowledge.

21. Links with behaviour management and children’s memory
 Children who are experiencing difficulties with their working
memories:
 are generally well-adjusted socially
 are reserved in group activities in the classroom, rarely volunteering
answers and sometimes not answering direct questions
 behave as though they have not paid attention, for example
forgetting part or all of instructions or messages, or not seeing tasks
through to completion
 frequently lose their place in complicated tasks that they may
eventually abandon
 forget the content of messages and instructions
 make poor academic progress during the school years, particularly
in the areas of reading and mathematics
 are considered by their teachers to have short attention spans and
are easily distracted

22.  What is working memory?
 https://www.youtube.com/watch?v=IQJlDEQ0Myo

23. Additional Reading/sources
Develop knowledge of basic psychology of: motivation; long and short term
memory; focus; learning; cognitive load, spacing and interleaving; and group
dynamics
References:
Ostroff, W (2012) Understanding How Young Children Learn: Bringing the
Science of Child Development to the Classroom. Virginia: ASCD
Cook, D. A (2016) Motivation to learn: an overview of contemporary theories.
Medical education, Vol.50(10), pp.997-1014
Marley C. and Carbboneau J (2014) Theoretical Perspectives and Empirical
Evidence Relevant to Classroom Instruction with Manipulatives. Educational
Psychology Review, 2014, Vol.26(1), p.1-7
Understanding Working Memory: A classroom guide
https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-
guide.pdf

24. Any Questions?