This document discusses several theories of learning including constructivism, behaviorism, Piaget's theory of cognitive development, brain-based learning, learning styles theory, multiple intelligences theory, and observational learning. For each theory, the key principles are outlined and the impacts on curriculum, instruction, and assessment are described. Theories of teaching are also briefly introduced including formal, descriptive, and normative theories. Overall, the document provides an overview of major psychological and educational theories of the learning process.

1. Theories of Learning
ANEEZ. K
IST YEAR MSC.
NURSING
EMCH CON

2. Constructivism
By reflecting on our experiences, we construct
our own understanding of the world we live in.
Learning, therefore, is simply the process
of adjusting our mental models to
accommodate new experiences.

3. Guiding principles of
constructivism
Learning is a search for meaning
Meaning requires understanding wholes as well as
parts. And parts must be understood in the context of
wholes.

4. In order to teach well, we must understand the mental
models that students use to perceive the world and the
assumptions they make to support those models

5. The purpose of learning is for an individual to
construct his or her own meaning, not just memorize
the “right” answers and regurgitate someone else’s
meaning.

6. Impacts of Constructivism on
Learning
Curriculum–Constructivism calls for the elimination of
a standardized curriculum.

7. Instruction - Instructors tailor their teaching
strategies to student responses and encourage
students to analyse, interpret, and predict

8. Assessment–Constructivism calls for the elimination
of grades and standardized testing.

9. Behaviourism
Behaviourism is a theory of animal and human learning
that only focuses on objectively observable behaviours
and discounts mental activities.

10. Discussion
Classic conditioning
Pavlov’s observation that dogs salivate when they eat or
even see food.

11. UNCONDITIONED STIMULUS + CONDITIONED
STIMULUS = CONDITIONED REFLEX
FOOD + SOUND OF BELL = SALAIVA

12. Behavioural or operant conditioning:
B.F. Skinner used reinforcement techniques to teach
pigeons to dance and bowl a ball in a mini-alley.

13. Criticisms of behaviourism
Behaviourism does not account for all kinds of learning
Behaviourism does not explain some learning

14. Research has shown that animals adapt their
reinforced patterns to new information

15. Impacts of Behaviourism on
Learning
Its positive and negative reinforcement techniques can
be very effective–both in animals, and in treatments for
human disorders such as autism and antisocial
behaviour.

16. Piaget’s theory of learning
Swiss biologist and psychologist Jean Piaget (1896-
1980) is renowned for constructing a highly influential
model of child development and learning.

17. Based on the idea that the developing child builds
cognitive structures–in other words, mental “maps,”
schemes, or networked concepts for understanding and
responding to physical experiences within his or her

18. Discussion

19. Impacts of Piaget’s theory on
Learning
Curriculum–Educators must plan a developmentally
appropriate curriculum that enhances their students’
logical and conceptual growth.

20. Instruction–Teachers must emphasize the critical role
that experiences or interactions with the
environment–play in student learning.

21. Brain-based Learning
As long as the brain is not prohibited from fulfilling
its normal processes, learning will occur.

22. Principles of brain-based learning
The brain is a parallel processor
Learning engages the whole physiology
The search for meaning is innate

23. The brain processes wholes and parts simultaneously
Learning involves both focused attention and peripheral
perception

24. Learning involves both conscious and unconscious
processes
We understand best when facts are embedded in
natural, spatial memory

25. Learning is enhanced by challenge and inhibited by
threat
Each brain is unique

26. Instructional techniques
Orchestrated immersion
Relaxed alertness
Active processing

27. Impacts of brain-based learning on
Learning
Curriculum–Teachers must design learning around
student interests

28. Instruction– Teachers structure learning around real
problems, encouraging students to also learn in
outside the classroom and the school building.

29. Assessment–Since all students are learning, their
assessment should allow them tounderstand their
learning styles and preferences.

30. Learning Styles Theory
The educators should not ask, “Is this student smart?”
but rather “How is this student smart?”

31. Discussion
Concrete and abstract perceivers
Active and reflective processors

32. Impacts of Learning Styles
Theory on Learning
Curriculum–Educators must place emphasis on
intuition, feeling, sensing, and imagination, in addition
to the traditional skills of analysis, reason, and
sequential problem solving.

33. Instruction–Teachers should design their instruction
methods to connect with all four learning styles,
various combinations of experience, reflection,
conceptualization, and experimentation.

34. Assessment–Teachers should employ a variety of
assessment techniques, focusing on the development
“whole brain” capacity and each of the different
learning styles.

35. Multiple Intelligences
Developed by psychologist Howard Gardner
According to him at least seven ways that people have of
perceiving and understanding the world. Each ways are
called “intelligence”

36. Defines an “intelligence”
Is somewhat autonomous from other human capacities,
Has a core set of information-processing operations

37. Defines an “intelligence”
Has a distinct history in the stages of development we
each pass through.
Has plausible roots in evolutionary history

38. Impacts of Multiple
Intelligences on Learning
Curriculum - Gardner suggests a more balanced
curriculum that incorporates the arts, self- awareness,
communication, and physical education.

39. Instruction–Gardner advocates instructional
methods that appeal to all the intelligences,
role playing, musical performance, cooperative
learning, reflection, visualization, storytelling, and

40. Assessment–This theory calls for assessment
methods that take into account the diversity of
intelligences

41. Right Brain vs. Left Brain
This theory of the structure and functions of the mind
suggests that the two different sides of the brain control
two different “modes” of thinking.

42. Left Brain Right Brain
Logical Random
Intuitive Sequential
Holistic Rational
Synthesizing Analytical
Subjective Objective
Looks at wholes Looks at parts

44. Impacts of Right-Brain vs. Left-
Brain on Learning
Curriculum–In order to be more “whole-brained” in
their orientation, schools need to give equal weight to
the arts, creativity, and the skills of imagination and
synthesis.

45. Instruction–To foster a more whole-brained
scholastic experience, teachers should use instruction
techniques that connect with both sides of the brain.

46. Assessment–For a more accurate whole-brained
evaluation of student learning, educators must
new forms of assessment that honour right-brained
talent and skill.

47. Control Theory
This theory of motivation proposed by William Glasser
The control theory states that behaviour is inspired by
what a person wants most at any given time: survival,
love, power, freedom, or any other basic human need.

48. Glasser attests that all living creatures “control” their
behaviour to maximize their need satisfaction.

49. Impacts of Control Theory on
Learning
Curriculum–Teachers must negotiate both content and
method with students. Students’ basic needs literally
help shape how and what they are taught.

50. Instruction–Teachers rely on cooperative, active
learning techniques that enhance the power of the
learners.

51. Assessment–Instructors only give “good grades”–
those that certify quality work–to satisfy students’
for power.

52. Observational Learning
Observational learning, also called social learning
theory, occurs when an observer’s behaviour changes
after viewing the behaviour of a model.

53. Learning by observation
processes
Attention
Retention
Production
Motivation

54. Impacts of Observational
Learning on Learning
Curriculum– Students must get a chance to observe and
model the behaviour that leads to a positive
reinforcement.

55. Instruction– Educators must encourage collaborative
learning, since much of learning happens within
important social and environmental contexts.

56. Assessment– Educators must provide the incentive
and the supportive environment for the behaviour to
happen.

57. Vygotsky and Social Cognition
The social cognition-learning model asserts that culture
is the prime determinant of individual development.

58. Discussion
Culture makes two sorts of contributions to a child’s
intellectual development
First: Through culture children acquire knowledge

59. Second: The surrounding culture provides a child
with the processes or means of their thinking -
Vygotskians call the tools of intellectual adaptation

60. Impacts of Social Cognition on
Learning
Curriculum–Since children learn much through
interaction, curricula should be designed to emphasize
interaction between learners and learning tasks.

61. Instruction–With appropriate adult help, children
can often perform tasks that they are incapable of
completing on their own.

62. Assessment–Assessment methods must take into
account the zone of proximal development.

63. Theories of Teaching
Need for a theory of teaching
It explains the relationship between teaching and
learning and identifies common factors.

64. Gives the knowledge about the assumptions of teaching
activities which provide guideline for organizing
teaching
The instructional designs can be developed

65. It provides the scientific basis for planning, organizing,
leading and evaluation the teaching.
The classroom teaching problems may be studied
scientifically

66. The pupil-teachers can develop teaching skills and
competency
Teaching objectives may be successfully achieved

67. Types of teaching theories
Formal theory (philosophical theory) of teaching
Descriptive theory of teaching
Normative theory of teaching

68. Formal Theory of teaching
(Philosophical Theory) of teaching
Meutic Theory of Teaching
The communication Theory of Teaching
The Moulding Theory of Teaching,
The mutual Inquiry Theory of teaching

69. Descriptive Theory of Teaching
Instruction theory of teaching and
Prescriptive theory of teaching

70. Normative Theory of teaching
The cognitive theory of teaching
Theory of teacher-behaviour
Psychological theory of teaching
The general theory of teaching

71. References
Sharma. S.K. “Technological foundation of education”,
page no. 120-134
Mangal. S.K. “Advanced Educational Psychology”,
Nature and theories of learning. PHI learning Private
Limited. Pg.235 – 236.
RA Sharma, Theories Of Teaching, technological
foundation of education, surya publication, page
no.197-213

72.  SS Chauhan, advanced educational psychology, seventh edition, vikas publications
 Edward L. Thorndike. Educational Psychology: The Psychology of learning. New
York: Columbia university Press; 2010
 Michael J. Prince, Richard M. Felder. Inductive Teaching and Learning Methods:
Definitions, Comparisons, and Research Bases. Journal of Engineering Education
2006; 95(2): 123-138.
 Kaylor SK, Strickland HP. Unfolding Case Studies as a Formative Teaching
Methodology for Novice Nursing Students. The Journal of Nursing Education 2015;
12(10): 12-14