This document provides an overview of several theories of learning, including:
- Behaviorism, which focuses on observable behaviors and conditioning principles. Key theorists discussed are Pavlov and Skinner.
- Cognitive learning theory, which examines internal mental processes. Key concepts are Bruner's discovery learning and Ausubel's meaningful verbal learning.
- Social learning theory, which emphasizes learning through observation and imitation. Bandura's research on modeling behavior is summarized.
- Social constructivism and multiple intelligences theory, which view knowledge as actively constructed based on social and individual contexts. Key figures discussed are Vygotsky, Gardner, and brain-based learning principles.
Topic: Comparison of All Theories of Learning
Student Name: Zarqa
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Theories of Learning
Student Name: Kanwal Shaikh
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Comparison of All Theories of Learning
Student Name: Zarqa
Class: M.Ed.
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Theories of Learning
Student Name: Kanwal Shaikh
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
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“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”
The 15 most influential learning theories in education (a complete summary)Paul Stevens-Fulbrook
A Complete summary of the 15 most influential learning theories in education. All theories explained in detail with classroom examples. The full article can be found at:
https://teacherofsci.com
https://teacherofsci.com/learning-theories-in-education/
In this chapter of Effective HR, Theories of Learning is explained. This chapter covers topics like understanding what learning is, the classification of learning capabilities and to understand the various theories of learning. This presentation on Effective HR is an initiative by Welingkar’s Distance Learning Division.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/SlideShareEffectHR
Join us on Facebook: http://www.facebook.com/welearnindia
Follow us on Twitter: https://twitter.com/WeLearnIndia
Read our latest blog at: http://welearnindia.wordpress.com
Subscribe to our Slideshare Channel: http://www.slideshare.net/welingkarDLP
“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”
Topic: Theories of Learning
Student Name: Ibadat
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
International Journal of Education (IJE)ijejournal
International Journal of Education (IJE) is a Quarterly peer-reviewed and refereed open access journal that publishes articles which contribute new results in all areas of Educatioan. The journal is devoted to the publication of high quality papers on theoretical and practical aspects of Educational research.
The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements, and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education.
New teachers helps you develop your own philosophy of teaching. It deals with philosophical and psychological approachs of conceptualizing learning; learning styles, 21st century goals,etc.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Ethnobotany and Ethnopharmacology:
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Theories of learning
Unit 4
Applied Linguistics
Fernando Rubio
University of Huelva, Spain
(Sources are in slide 40)
2. Broad Goals
1. Operationally define terms relevant to
theories of learning.
2. Examine learning theories that are
currently important.
3. Definitions: Learning is:
1. “a persisting change in human performance
or performance potential . . . (brought) about as a
result of the learner’s interaction with the
environment” (Driscoll, 1994, pp. 8-9).
2. “the relatively permanent change in a
person’s knowledge or behavior due to experience”
(Mayer, 1982, p. 1040).
3. “an enduring change in behavior, or in the
capacity to behave in a given fashion, which
results from practice or other forms of experience”
(Shuell, 1986, p. 412).
4. Learning Theory
Q: How do people learn?
A: Nobody really knows.
But there are 6 main theories:
Behaviorism
Cognitivism
Social Learning Theory
Social Constructivism
Multiple Intelligences
Brain-Based Learning
9. Behaviorism
Learning is defined by the outward
expression 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)
10. Behaviorism in the Classroom
Rewards and
punishments
Responsibility for
student learning
rests squarely
with the teacher
Lecture-based,
highly structured
11. Critiques of Behaviorism
Does not account for processes taking place
in the mind that cannot be observed
Advocates for passive student learning in a
teacher-centric environment
One size fits all
Knowledge itself is given and absolute
Programmed instruction & teacher-proofing
13. Cognitivism
Grew in response to Behaviorism
Knowledge is stored cognitively as symbols
Learning is the process of connecting
symbols in a meaningful & memorable way
Studies focused on the mental processes
that facilitate symbol connection
15. Cognitive Learning Theory
Discovery Learning
1. Bruner said anybody can learn anything at
any age, provided it is stated in terms
they can understand.
16. Cognitive Learning Theory
Discovery Learning
2. Powerful Concepts (not isolated facts)
a. Transfer to many different situations
b. Only possible through Discovery Learning
c. Confront the learner with problems and help
them find solutions. Do not present
sequenced materials.
17. Cognitive Learning Theory
Meaningful Verbal Learning
Advance Organizers:
New material is
presented in a
systematic way, and
is connected to
existing cognitive
structures in a
meaningful way.
18. Cognitive Learning Theory
Meaningful Verbal Learning
When learners have
difficulty with new
material, go back to
the concrete anchors
(Advance Organizers).
Provide a Discovery
approach, and they’ll
learn.
19. Cognitivism in the Classroom
Inquiry-oriented
projects
Opportunities for the
testing of hypotheses
Curiosity encouraged
Staged scaffolding
20. Critiques of Cognitivism
Like Behaviorism, knowledge itself is given
and absolute
Input – Process – Output model is
mechanistic and deterministic
Does not account enough for individuality
Little emphasis on affective characteristics
22. Social Learning Theory (SLT)
Grew out of Cognitivism
A. Bandura (1973)
Learning takes place through observation
and sensorial experiences
Imitation is the sincerest form of flattery
SLT is the basis of the movement against
violence in media & video games
23. Social Learning Theory
Learning From Models Albert Bandura
1. Attend to pertinent clues
2. Code for memory (store a visual
image)
3. Retain in memory
4. Accurately reproduce the observed
activity
5. Possess sufficient motivation to apply
new learning
24. Social Learning Theory
Research indicates that the following factors
influence the strength of learning from models:
1. How much power the model seems to have
2. How capable the model seems to be
3. How nurturing (caring) the model seems to be
4. How similar the learner perceives self and
model
5. How many models the learner observes
25. Social Learning Theory
Four interrelated processes establish and
strengthen identification with the model:
1. Children want to be like the model
2. Children believe they are like the
model
3. Children experience emotions like
those the model is feeling.
4. Children act like the model.
26. Social Learning Theory
Through identification, children come to
believe they have the same
characteristics as the model.
When they identify with a nurturant and
competent model, children feel pleased and
proud.
When they identify with an inadequate model,
children feel unhappy and insecure.
27. SLT in the Classroom
Collaborative
learning and group
work
Modeling responses
and expectations
Opportunities to
observe experts in
action
28. Critiques of Social Learning
Theory
Does not take into account individuality,
context, and experience as mediating
factors
Suggests students learn best as passive
receivers of sensory stimuli, as opposed to
being active learners
Emotions and motivation not considered
important or connected to learning
29. 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
Lev Vygotsky
Social Learning
Zone of Proximal Development
30. Social Constructivism in the
Classroom
Journaling
Experiential activities
Personal focus
Collaborative &
cooperative learning
31. Critiques of Social Constructivism
Suggests that knowledge is neither given
nor absolute
Often seen as less rigorous than traditional
approaches to instruction
Does not fit well with traditional age
grouping and rigid terms/semesters
32. Multiple Intelligences (MI)
Grew out of Constructivism, framed around
metacognition
H. Gardner (1983 to present)
All people are born with eight intelligences:
1. Verbal-Linguistic
2. Visual-Spatial
6. Naturalist
3. Logical-Mathematical
5. Musical
7. Interpersonal
4. Kinesthetic
8. Intrapersonal
Enables students to leverage their strengths and
purposefully target and develop their weaknesses
33. MI in the Classroom
Delivery of
instruction via
multiple mediums
Student-centered
classroom
Authentic
Assessment
Self-directed
learning
34. Critiques of MI
Lack of quantifiable evidence that MI exist
Lack of evidence that use of MI as a
curricular and methodological approach has
any discernable impact on learning
Suggestive of a departure from core
curricula and standards
35. 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 sticks
5. Emotions are critical
11. Challenge & threat
6. Processing of parts and wholes
12. Every brain is unique
36. BBL in the Classroom
Opportunities for group
learning
Regular environmental
changes
A multi-sensory
environment
Opportunities for selfexpression and making
personal connections to
content
Community-based
learning
37. Critiques of BBL
Research conducted by neuroscientists, not
teachers & educational researchers
Lack of understanding of the brain itself
makes “brain-based” learning questionable
Individual principles have been scientifically
questioned
38. Other Learning Theories of Note
Andragogy (M. Knowles)
Flow (M. Czikszentmihalyi)
Situated Learning (J. Lave)
Subsumption Theory (D. Ausubel)
Conditions of Learning (R. Gagne)
39. Humanist
All students are intrinsically motivated to
self actualize or learn
Learning is dependent upon meeting a
hierarchy of needs (physiological,
psychological and intellectual)
Learning should be reinforced.
First Order Classical Conditioning:
S = Stimulus(bell)
US = Unconditioned Stimulus (food)
UR = Unconditioned Response (saliva)
CS = Conditioned Stimulus (bell)
CR = Conditioned Reponse (saliva)
Biological basis for learning – you have it or you don’t…it’s a thing you inherit
Grew in response to Behaviorism in an effort to better understand the mental processes behind learning
An example of a powerful concept is addition. Instead of drilling facts
1 + 1 = 2
1 + 2 = 3
into people’s heads, teach them the CONCEPT of addition.
New material is related to something they already know!
.
Staged scaffolding: not based on ability or experience…based on developmental stage (age most predominantly)
Does not account enough for individuality and differences in staged development
Little emphasis on affective characteristics, especially motivation
Imitation: Individuals adopt the modeled behavior more readily and completely if the person they are observing is admired by the observer
We more readily model behavior if it results in outcomes we value or approve of
Think of a laboratory environment, for instance. What’s more effective in your estimation…watching the faculty member conduct the lab, or you doing it yourself?
Knowledge is actively constructed by individuals in light of and in relation to our past experiences, the context of learning, personal motivation, and our beliefs/attitudes/prior knowledge
Think of the lab…instead of just watching it being done, the student acts as the active agent conducting the lab, with expert support leading them to the edge of their knowledge and beyond.
Dialogic: central focus is on written & spoken dialogue
Recursive: new learning is built upon prior learning…scaffolding
Suggests that knowledge is neither given nor absolute, but is rather an individual construct
Does not fit well with traditional age grouping and rigid terms/semesters that do not provide a flexible timeframe for learning
Metacognition – simply put is learning about learning, but more realistically, it’s about kn owing who you are as a learner, and developing the capacity to leverage your strengths to your advantage while purposefully addressing your weaknesses
Individual principles have been scientifically questioned (left/right brain laterality)