Learning Theory
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Power Point on Behavioral and Social Learning Theory
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Learning Theory
- 1. Learning Theory Craig Parr Week Four
- 2. Learning Theory – Cognitive & Behavioral Adult Learning Theory Why Learn Theory? Cognitive Theory Defined Cognitive Theory Chosen Application Behavioral Theory Defined Behavioral Theory Chosen
- 3. Why Learn Theory? Understand the Reason to Learn Apply the Processes in Balance Greater Understanding Positive Outcome Retention
- 4. Cognitive Theory What is Cognitivism? Why Does The Theory Matter? Who Does the Theory Effect? When Can I Use Cognitive Theory? How Can I Use the Theory?
- 5. Social Learning Theory – Albert Bandura Modeling •Observation •Repetition Analysis - Storage •Remember •Processing Complete •Attempt •Completion
- 6. Inside Social Learning Theory • History • People Can Learn Through Observation • Modeling - Verbal Instruction - Symbolic Model • Mental States are Important to Learning • Intrinsic Reinforcement • Learning Does Not Necessarily Lead to a Change in Behavior • Attention – Retention – Reproduction – Motivation
- 7. Behavioral Theory Conditioning Observation Biological Reflexes Reinforcement Stimuli Shaped Reinforced Punishment – Positive / Negative
- 9. B.F Skinner Behavior Theory
- 10. Teaching by Theory's Teaching Based on Social Theory Teaching Based on Behavior Theory 1. Provide Immediate Feedback 2. Break Down Task into Steps 3. Repeat Direction 4. Simple to Complex 5. Positive Reinforcement 1. Attention 2. Retention 3. Production 4. Motivation
- 11. Impact on Mode of Delivery Traditional Classroom Behavioral or Social Online Social and Behavioral Hybrid Behavior or Social Asynchronous Self Directed Social
- 12. References Cherry, K. (2014), Social Learning Theory, How People Learn by Observation, Retrieved from http://psychology.about.com/od/developmentalpsychology/a/sociallearning.htm Halpern, D. F., Donaghey, B., Lamon, M., & Brewer, W. F. (2002). Learning Theory. Retrieved from http://www.encyclopedia.com/topic/Learning_Theory.aspx Culatta, R, (2015) Learning Theories, Operant Conditioning, retrieved from http://www.instructionaldesign.org/theories/operant-conditioning.html
Editor's Notes
- (Quote what she say’s in the cartoon) We wish it were as easy as she describes in the picture, we must teach based on understanding our student and the way he or she learns. This presentation describes learning theory and application of that theory. We will try to answer the question, “why do I need to understand theory to teach?” In this presentation we are going to focus on one cognitive and one behavioral theory as opposed to the numerous we could learn. We will discuss both and how they fit into today’s students. We will discuss the application of the theory and how to apply this to your classroom. My hope is you learn a little bit and refer to this slide share presentation or begin to read in depth regarding the practices. Understanding your student provides a successful experience for you both.
- Simply put, understanding the thought processes involved in communicating information to another person or group offers a greater result. “Theory provides an explanation of how learning occurs as well as being suggestive as to how such an explanation translates into practice,” (Merriam & Bierema, 2014, p. 25). The basis of this establishes a platform and outline to teach others based on sound methods. We need to understand how people learn and theory explains that process. By following the thoughts of others an instructor can apply the process in day-to-day activity. When you understand the way people think and how this applies to the teaching the learning becomes easier. Balancing the theories offers an instructor the ability to incorporate one or more theories while educating others. This balance offers the instructed a better understanding of the material. Knowing how people think allows you the ability to open is or her mind to grasp new information. That process of student understanding offers a positive outcome because he or she feels confident in understanding. That learning environment not only satisfies the needs of the student but also the teacher. The job revolves around providing a positive lifetime experience to people. This learning environment promotes retention of the material. Students who understand also remember the information. ”Learning can emphasize the cognitive as in gaining knowledge of something, ” (Merriam & Bierema, 2014, p. 25). We turn on the lightbulb and the power keeps the bulb lit.
- Cognitivism defines learning as a mental process. “The human mind is not simply a passive exchange-terminal system where the stimuli arrive and the appropriate response leaves. Rather, the thinking person interprets sensations and gives meaning to the events that impinge upon his consciousness,” (Merriam & Bierema, 2014, p. 32). The theory follows the understanding that people learn through observation, and the application of prior ability. “These theories are concerned with the influence of thinking about and remembering experiences or behavior,” (Halpern, D. F., Donaghey, B., Lamon, M., & Brewer, W. F. ,2002 p. 1). Why does theory matter, simply put understanding cognitive theory defines how we learn through our experiences. Understanding this helps us become better teachers. The ability to understand and connect with your student(s) in a manner that allows each to understand. Theory effects the methods we follow to teach in a manner the student follows and remains engaged in as he or she learns. Who and when you use the theories learned add based on the prior statement. The student's “get it.” You use this theory in your day to day lesson plans and most anytime you talk to someone about a subject. This helps you understand and reach a conclusion.
- Social learning theory states people learn through past experiences and watching others perform tasks. “Information-processing theories developed from the cognitive perspective and involve the processes of coding, storing, and retrieving information about the environment,” (Halpern, D. F., Donaghey, B., Lamon, M., & Brewer, W. F. ,2002 p. 1). A basic explanation follows the three steps above, first modeling, In this area a person observes another performing a task. The individual analyzes the information through a one time or repetitious observation. The next step involves bringing the data into the mind and analyzing how to complete the task. The person may incorporate this process with other like processes in the brain. The next step involves attempting or completing the task. While the basics appear to be simple the process involves a great deal of complexity. “Organisms are seen as active participants in the information-processing model. They do not experience the environment passively or simply absorb information, but instead they seek out certain information, and then manipulate, modify, and store it for later use,” (Halpern, D. F., Donaghey, B., Lamon, M., & Brewer, W. F. ,2002 p. 1).
- Albert Bandura began his investigation of social learning theory in 1952 at the University of Ohio. At this time he began to investigate how people learn and grow through social interaction and association. He began to merge both behavioral and cognitive theory to form the final theory of modeling. He understood that people learn through observation. If you do not agree just say a bad word in front of a 2 or 3 year old child. We learn through observation. First we can watch others perform a task and then imitate that task. We can listen to someone explain how to perform a task analyze what was stated then complete the task. Finally a symbolic model. Easily explained we watch a character's displayed actions. Each of the methods follows a theory based on proven activity. Did your parents teach swear words to children. In most cases no, but as individuals we picked up that action somewhere. More than likely observation. The next important step to learning by this method is a person’s mental state. This as stated by Bandura, “intrinsic reinforcement as a form of internal reward, such as pride, satisfaction, and a sense of accomplishment,” (Cherry, 2014, p. 1). In this a person must possess the mental state to learn the processes. If the end result does not satisfy a need the odds are a person will not learn. Next the task does not lead to a change. In this step Bandera stated that an individual does not necessarily change. As an example a person starts a position, this is the same position held at another company. During training for the job the person does not pay attention because after all he or she already knows the job. The difference when not listening you ask? You created a void where you fail because this company does the task differently. Retention involves your ability to store what you learn. The same situation above has you wander off during a training process. You come back and cannot pull up the knowledge to complete the task so you must ask again. Reproduction involves the ability to perform the task. Can a person complete the task or does he or she need more practice. Motivation involves the person’s mental state. Does he or she want to become successful at completing a task or do they just watch and fail to find the internal motivation to complete the processes.
- A behavioral learning theory follows a belief that behavior is learned from the environment or people in an individual's life, the media, or society. Simply put just like Pavlov’s dog, conditioning a person to learn occurs as a result of a specific practice or action. If a child knew they would be fed after watching a sibling ask for a cookie, that child would also ask. The child became conditioned “to ask” due to environment. The child incorporates this permanently into his or her mind. As defined above by the dog three steps occur during this process. The stimulus or in the case above the bell ringing creates the action. In essence the existence of the stimuli begins the process. Then the learner is shaped by a reinforcement positive or negative and finally the punishment or positive reinforcement.
- Behaviorism occurs through both a positive or negative stimuli. This can be a positive reaction that leads to a behaviorism, a negative stimuli creates a withdrawal. Behavior is the result of that positive or negative action.
- Skinner developed a philosophy of science that he called radical behaviorism, and founded a school of experimental research psychology—the experimental analysis of behavior. He imagined the application of his ideas to the design of a human community in his utopian novel Walden Two, and his analysis of human behavior culminated in his work Verbal Behavior. He was a pioneer of modern behaviorism along with John Watson and Ivan Pavlov, (Wikipedia, 2015). In his theory he described this as a theory not for teaching but conditioning. He understood this process to become a schedule to elicit a specific behavior from a person. While he felt this was a theory of every day life by examining the process, this can be applied to a classroom. The Operant Condition has been applied to daily life, and the classroom. Positive reinforcement offers an alternative to teach others new behaviors. If you watch the Big Bang Theory this is the process that Sheldon used with Penny. Each time she would perform an action he wanted he gave her a piece of cholcolate.
- When teaching both follow certain steps. As you move through the instruction provide rapid feedback to the student. When you assign tasks break them down easy to hard to allow the student to hit points of accomplishment, little goals. Repeat instructions when necessary so the student understands the problem. Celebrate each accomplishment to encourage them to continue working. Positive reinforcement offers positive results in behavior. Skinner understood that positive behavior reinforcement changes behavior. People learn through observation, so the more the student see’s the better he or she understands. The student learns to model behavior and actions.
- The mode of delivery also effects each theory. A traditional classroom setting allows a greater impact on the behavioral learner as each requires a step by step follow up to insure he or she obtains the correct amount of support. The social learner can exist in a classroom but function becomes reduced. The online environment provides the social learner a strong place to grow and learn. As we see at University of Phoenix’s online classes the adult social learner thrives. The ability to work as and when needed provides an open classroom setting. Hybrid classrooms offer a setting with technology and an instructor so both fit in this model. The behavioral needs the reinforcement of the instructor or group leader. The inclusion of technology and an open learning environment provides a setting for the social learner to thrive. Asynchronous self directed classrooms do not offer the behavioral student sufficient support to grow and learn. This setting requires a disciplined student with self direction and motivation. The reduction of support creates a confusing place for this learner. On the other side the social leaner incorporates learning experiences into this classroom and focuses on completing tasks in a student centered method. The methods in this classroom offer students more freedom.