This document provides an overview of various theories of learning, including behavioral, cognitive, social, and brain-based theories. It defines learning and discusses major theorists and concepts within each approach. Behaviorism focuses on observable behaviors and conditioning, while cognitivism examines mental processes. Social learning theory emphasizes observational learning. Constructivism views learning as an active, social process of constructing knowledge. Multiple intelligences theory proposes eight types of intelligence. Brain-based learning incorporates findings from neuroscience.
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
Understand contemporary issues affecting education policy and their impact on...IDM Campus
Cognition is defined as 'the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. ' At Cambridge Cognition we look at it as the mental processes relating to the input and storage of information and how that information is then used to guide your behavior
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
Understand contemporary issues affecting education policy and their impact on...IDM Campus
Cognition is defined as 'the mental action or process of acquiring knowledge and understanding through thought, experience, and the senses. ' At Cambridge Cognition we look at it as the mental processes relating to the input and storage of information and how that information is then used to guide your behavior
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
“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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
“a persisting change in human performance or performance potential . . . (brought) about as a result of the learner’s interaction with the environment”
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Antifertility, Toxicity studies as per OECD guidelines
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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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Digital Artifact 2 - Investigating Pavilion Designs
Theories of learning.ppt
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:
• Enables students to leverage their strengths and
purposefully target and develop their weaknesses
1. Verbal-Linguistic 5. Musical
2. Visual-Spatial 6. Naturalist
3. Logical-Mathematical 7. Interpersonal
4. Kinesthetic 8. Intrapersonal
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 self-
expression 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.
40. • facultyweb.anderson.edu/~jhaukerman/Learning%20Theory.ppt
• Matthew D. Laliberte
www.nercomp.org/data/media/A%20Brief%20History%20of%20L
earning%20Theory.ppt
• Michael A. Lorber, Ph.D.
www.learningtechnologies.ac.uk/.../PROJECT/resources/Learning
%20Theory/Resources/learning%20theories.ppt
• www.dcs.bbk.ac.uk/selene/reports/SeLeNe1.2.ppt
Sources: