Learning theory


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Learning theory

  1. 1. ConstructivismModule 13Brian Schwentner (Group Leader)Tina DanielAmanda CornellBrittany WitheringtonVictoria RainsMichaela Avila
  2. 2. JeanPiaget Believed children are active learners andthat they do not need motivation to learn. Developed 4 cognitive stages 1. Sensorimotor - child learns through senses and motor actions. 2. Preoperational – child begins using symbols and images (pretend games). 3. Concrete Operational – at age 7, child develops logical. thought, understands other points of view, and learns facts. 4. Formal Operational – at age 12, child moves from concrete thinking to abstract thinking (form hypothesis; understand BW cause and effect).
  3. 3. Jean Piaget  As children go through 4 stages, they work cognitively towards equilibrium by utilizing…  Adaption – child’s cognitive understanding or development at any given time.  Assimilation – child assimilates new knowledge as they experience and learn new things.  Accommodation – the way a child fits information into their lives to change their knowledge base and and understand environment they are in. BWAdaption Assimilation Accommodation Equilibrium
  4. 4. JeromeBruner Learning is an active process. Ideas and concepts created from former knowledge. Learners must be actively engagedin the learning process.  One subject is learned many different ways with several activities. Teachers inspire students to discover. BW
  5. 5. Lev Vygotsky Social Cognition  Learning influenced primarily by social development.  Social environment can positively or negatively effect cognitive development. Zone of proximal development  Difference between problem-solving ability child has learned, and potential for achievement through collaboration with advanced peer or teacher.  Collaborative learning allows students to share different perspectives with others, and to collaboratively find a solution. Teachers should provide:  Scaffolding – teachers assess a child’s cognitive/social development and then designs learning plan. BW
  6. 6. John Dewey Believed learning should engage and expand experiences of the learners. Educational activities and strategies should combine concrete and practical relevance to a student’s life. Education was social process and should be an extension of society. Part of the progressive educationmovement in early 1900s  Educating whole child, physically, mentally, and socially. BW
  7. 7. Constructivism: Key Points Based on a type of learning in which the learner forms or constructs much of what he or she learns or comprehends. The learner is challenged to explore the learning environment and make decisions based on trial and error. The learner reflects, analyzes, interprets and questions. There is more than one viewpoint or way of completing tasks and discovering them encourages learners to form their own opinions and ideas when devising solutions to problems. Four leading theorists of constructivism: Piaget, Bruner, Vygotsky, and Dewey. VR
  8. 8. Learning Implications of the Student With technology:-Learning new technology or more advanced technologyby working from previous skills and knowledge of othertechnologies. Ex: learning how to use Google Docs aftermastering Microsoft Word or vice versa. Without technology:-Building on previous knowledge in order to understand anew concept.-Making modifications to old concepts based on newinformation. AC
  9. 9. Teacher Implications With Technology Without Technology Collaborative learning:  Critical Thinking skills should be students work together to targeted to help aid share their different comprehension. (Example: How perspectives with each can you teach this skill to other. (Example: Using someone else?) graphing calculators to help each other solve math  Student Directed: teachers serving as a guide for resources. problems.) (Example: Students can make their own lessons to carry out a Anchored instruction: using learned concept.) prior knowledge and information to help solve  Socratic Method: students learn particular problems. how to analyze problems, to (Example: Students can use think critically about their own the web to get new ideas point of view and the opinions of on how to solve problems.) others, as well as to articulate and defend their position. (Example: Why do you feel this way? Why do you think they feel that way?) MA
  10. 10. Constructivism: Why it Works in the Classroom I learn by forming and constructing, through my actions, my thoughts, and I comprehend this information by what and who I am surrounded by. Learning is an experience. Learning is an activity. Learning is inquiring. Learning is acquiring. Learning is discovery. Learning is influenced by social development. Learning is collaborating. Educate the Whole Self, physically, mentally and socially! Use of technology is fun, engaging, exciting, current, and informative. I can acquire new information from the internet, even from my own peer group, and I am able to collaborate with my classmates whether I am in, or outside of, the classroom. TD
  11. 11. Constructivism: Why it Works in the Classroom When we are working with apps to solve problems, I understand more when I work in a group. We brainstorm, and get results. I learn more when my classmates help me with the small stuff, otherwise I am wasting time and tend to get lost, and lose focus on what I am learning. Problem Based Learning (PBL), Hands-on activities, Cooperative Learning My previous knowledge is my Anchor (Anchored instruction) this helps me make the connection to new information. Having charts and posters in my classroom helps me make a connection to new material (scaffolding). I learn thoroughly and effectively when I work with others and/or when I work with an advanced peer or expert- Vygotsky’s Zone of Proximal Development (ZPD) TD
  12. 12. Works Cited "Educating South Carolina." : John Deweys "pedagogic Creed" Is worth Reviewing. Web. 17 Apr. 2012. <http:// educatingsouthcarolina.blogspot.com/2012/03/john- deweys- pedagogic-creed-is-worth.html>. "Jerome Bruner and His Inspiration." Ethos, Editorial Office, University of Illinois, Urbana-Champaign. Web. 17 Apr. 2012. <http://ethos.anthro.illinois.edu/JeromeBruner.htm>. "Lev Vygotsky @ Disambiguation.bravehost.com - A Bravenet.com Hosted Site." A Bravenet.com Hosted Site. Web. 17 Apr. 2012. <http://disambiguation.bravehost.com/ 3.html>. "Piaget." My Webspace Files. Web. 17 Apr. 2012. <http:// webspace.ship.edu/cgboer/piaget.html>. BW