140206 Theories of Learning En
-
Upload
mohamad-asrul -
Category
Documents
-
view
222 -
download
1
description
Transcript of 140206 Theories of Learning En
![Page 2: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/2.jpg)
Learning and knowing?
Do humans learn all that they know? How do we come to know things? Is all learning the same? Do we learn in different ways?
Facts – content: I know that….. Opinions – ideas: I think that….. Social position: this is my friend, this is my teacher. Emotions: I feel sad, I am angry. Self image: I am a good pupil, I am a naughty girl.
![Page 3: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/3.jpg)
What is learning?
The three central theories we will consider suggest learning is:
responding to external stimuli – behaviourism;
making meaning of experience for oneself – constructivism;
making meaning of experience through social negotiation – social constructivism;
![Page 4: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/4.jpg)
Behaviourism
the ‘empty vessel’; the ‘blank slate’; Burrhus Skinner (1904 – 1990) American
psychologist; focused on observable, quantifiable events
and behaviour, the effect of the outside world on individual behaviour;
not interested in hidden internal processes;
![Page 5: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/5.jpg)
Reinforcement
Skinner’s theory suggested: the response a learner receives from an action
can increase or decrease the likelihood of that action being repeated;
desirable action can be positively reinforced by reward;
undesirable action can be negatively reinforced by reprimand or punishment;
repetition of such patterns enables child to learn what behaviour is desirable and undesirable;
![Page 6: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/6.jpg)
Pavlov’s dogs
behaviourism is similar to Pavolv’s theory of operant conditioning;
it is a stimulus-response model; assumes learners modify their behaviour (the
stimulus) until they receive a positive response; repeated positive response will ensure the
behaviour is learnt; suggests that without positive reinforcement a
behaviour becomes extinct;
![Page 7: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/7.jpg)
Behaviourist teaching approaches repetition of desired responses (drilling, flash
cards,times tables chanting …) reward for desired behaviour (smiley faces,
praise, house points, merits …) punishments for undesirable behaviour
(missing playtime, loss of ‘golden time’, detention, warnings, sanctions …)
have been adopted for behaviour management programmes (‘catch them being good’)
![Page 8: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/8.jpg)
Constructivism
‘Making meaning’ the ‘lone scientist’; Jean Piaget (1896 – 1980) Swiss biologist observed his children’s cognitive
development and thinking; concluded that the human infant actively
seeks to make sense of the world; learning is a result of the child’s exploration
of and interaction with the environment;
![Page 9: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/9.jpg)
Mental structures schema
Through the exploration of the environment the child adapts his/her mental structures schema through three processes:
Assimilation New experiences are taken in (assimilated) and added to
an increasing store of memory and understanding Accommodation
A new experience does not ‘fit’ with existing understandings and some adjustment (accommodation) in understanding has to take place
Equilibrium The goal of every learner – a balance is achieved
(temporarily – until another challenge to that equilibrium comes along and more accommodation is needed)
![Page 10: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/10.jpg)
The active learner, the lone scientist learning is seen as an intrinsically motivated
(rather than motivated by external reward) the child is mentally active (not a passive
receiver) Piaget’s active learner has been described as
the ‘lone scientist’ exploring the world to make meaning for him/herself, regardless of social environment;
![Page 11: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/11.jpg)
The learning process
it has been claimed that Piaget’s work allowed theorists to consider cognitive development (learning) as a process;
‘Learning takes place and provides a foundation for future learning’ (Smidt 2006 p.21)
the learner is ACTIVE in this process; learning is not something that is done to the
learner, it is something they engage in themselves;
![Page 12: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/12.jpg)
Linear development
Piaget is also associated with the ‘stage theory’ of cognitive development This has been heavily critiqued but is still highly
influential in UK educational provision. he proposed every child had to pass through
4 stages of learning sequentially; these stages represent different (more
complex) ways of thinking and reasoning;
![Page 13: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/13.jpg)
Piaget’s stages
Sensory motor period: 0-2 years Physical interaction with the world
Pre-operational period: 2-7 years Exploration of the physical world and how it related to the
self (ego-centric understandings) Period of concrete operations: 7-11 years
Logical understandings of the world including reversibility, ordering, sorting, conservation and seriation
Period of formal operations: 11-12 upward Generation of hypotheses and ability to think abstractedly
and scientifically
![Page 14: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/14.jpg)
Constructivist teaching approaches Practical activity, direct experience Exploration and physical manipulation of
materials Focus on pupils making sense of what they
are doing/ thinking – explain what you think, tell us how you did it, write down your ideas
Starting from current understandings ‘I hear, I forget; I see, I remember; I do, I
understand’
![Page 15: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/15.jpg)
Social constructivism
‘Active participant’ ‘Negotiated meaning’ Lev Vygotsky (1896 – 1934) Russian
psychologist Learners actively make meaning and their
social world is fundamental to this process All cognitive functions originate in social
interaction and are then internalised on an individual level.
![Page 16: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/16.jpg)
The role of others Vygotsky believed the role of other people
(adults, siblings and other children) was essential for children's learning
The tools of a culture shape the thinking of the young child
Tools (cultural tools) Symbolic tools: e.g. language, art, music Objects: e.g. pens, phones, computers
It is through children's interaction with others and symbolic tools that children collaboratively construct knowledge and understanding
![Page 17: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/17.jpg)
Learning …
Is not just about things (how it works, scientific concepts)
Is also about being part of a community By using the symbolic tools with other people
children are part of their culture This includes beliefs, language, rules – how we
act in different situations, with different people
![Page 18: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/18.jpg)
Language and culture as tools for understanding All experience is mediated by the language
and culture of the group Knowledge is co-constructed by an individual
within the social frameworks of language and culture of the group.
![Page 19: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/19.jpg)
Experiencing twice
Vygotsky suggested that children gain the same knowledge on two levels First: the social level – by experiencing it with
others, maybe more experienced others Second: the psychological level – by making
mental maps of what has been understood Learning happens first through interaction
then through internalisation The child is a ‘collaborative learner’ (not a
‘lone scientist’)
![Page 20: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/20.jpg)
The ZPD
Vygotsky introduced the idea of the “zone of proximal development” (ZPD)
Child demonstrates alone what s/he has already mastered Knowledge and skill that the child has
Child can perform at a higher level when he/she is supported by a more capable peer or adult Knowledge and skill that the child has not yet
mastered
![Page 21: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/21.jpg)
The ZPD
Level of Potential DevelopmentKnowledge and understanding which the child may gain in the
future but is inaccessible from where they are now (level of actual development)
“Zone of Proximal Development”Knowledge and understanding which the child may grasp with the help of a more competent peer or adult – the child is on the edge of her capabilities and needs support [“scaffolding”]
Level of Actual DevelopmentKnowledge acquired and solid conceptual understanding – what the child can do alone and independently
![Page 22: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/22.jpg)
Scaffolding
Jerome Bruner (born 1915 American psychologist) ‘scaffolding’ - the social role of the adult in supporting a
child’s learning It is important for anyone helping a child learn to
work within this ZPD working below means the child learns nothing new working above means the work is inaccessible for the child
and beyond their current capabilities The educator ‘scaffolds’ the child’s performance
often by providing small steps of guidance the ‘scaffolding’ is removed once the child can perform
alone
![Page 23: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/23.jpg)
Social constructivist teaching approaches Collaborative learning methods, encouraging
talking together Talk with your partner and write your answer
together Teamwork skills development Discussion of ideas
tell us what your group did/ found out/ explored… Scaffolded learning opportunities maximised
interaction with teacher/other is central to learning process
![Page 24: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/24.jpg)
Does it matter?
The way teachers think about the learning process guides the way they teach…..Yes it matters!
Sometimes ‘what works’ is OK is the short term
Good professional practice involves reflecting on why it works, whether it works long term and what alternatives there may be
Such reflections will be influenced by understandings of what learning is and how children learn
![Page 25: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/25.jpg)
Children’s questions
What does thinking look like? What colour is thinking? Why is the moon tall in the water? Where does the sun go? What if I went shopping and I died? Who decides about the vicar? Why did the plane go into the tower?
![Page 26: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/26.jpg)
Learning – the biological process
100 billion neurons in the brain
The neuron is the functional unit of the brain
Neurons communicate using electrical signals and chemical messengers called neurotransmitters that either stimulate or inhibit the activity of a responding neuron
![Page 27: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/27.jpg)
A neuron or nerve cell
The neuron, or nerve cell, is the functional unit of the nervous system. The neuron has processors called dendrites that receive signals and an axon that transmits signals to another neuron.
![Page 28: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/28.jpg)
Neurons transmit information to other neurons
Neurons transmit information to other neurons. Information passes from the axon of one neuron to the dendrites of another across a microscopic gap. Information crosses the gap via hook-ups called synapses.
![Page 29: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/29.jpg)
What does the research tell us? John Bruer, educationalist, states:
neurosciences tell us “absolutely nothing” about early childhood
There are a number of ideas that some theorists and practitioners have latched onto
There is now a HUGE market for brain stimulation strategies due to ideas about: Synaptic growth Critical periods Enriched environments
![Page 30: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/30.jpg)
Impacts on classroom practice However, some ideas based on ‘brain
research’ have made their way into the classroom
These include: Left brain, right brain Brain gym Visual, auditory, kinaesthetic learning
![Page 31: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/31.jpg)
Left brain, right brain
Language – left hemisphere Graphic and emotional – right hemisphere Myth:
Pupils are either left – or right brain users Neuroscience suggests that it is dangerous to
suppose that language processing only occurs in the left hemisphere of all people
Humans are not either – or in their brain use!
![Page 32: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/32.jpg)
Brain Gym
Look at this website: http://www.learning-solutions.co.uk/braingym
2.php
Myth: ‘These movements can have a profound effect, developing the brain's neural pathways through movement, just as nature intended.’(from the above website)
There is no evidence to suggest that such classroom activities have any effect on the brain of young children
![Page 33: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/33.jpg)
VAK learners Learning styles Myth:
Everyone has a dominant learning style, either visual, auditory and kinaesthetic
Neuroscience tells us that our brains ‘interlink input modalities’
That is, information is taken in via pathways that are inter-linked, for example: Visual – auditory Visual - motor Motor – auditory Visual - taste
![Page 34: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/34.jpg)
To conclude…
Three central theories Behaviourism Constructivism Social constructivism
You will see aspects of all three theories in practice In the classroom you may see initiatives that claim
to be based on international practice or brain research too
Maintain a reflective approach…. Good luck!
![Page 35: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/35.jpg)
Further reading:
Follow up chapter: handout Wray D. (2006) Unit 2:2 ‘Looking at Learning’ from
Arthur, Grainger and Wray [Eds] Learning to Teach in the Primary School
Additional summary material: Smidt S. (2007) Chapters 1-3 The Developing
Child in the 21st Century. London: Routledge
![Page 36: 140206 Theories of Learning En](https://reader035.fdocuments.us/reader035/viewer/2022081515/563db7c6550346aa9a8dd549/html5/thumbnails/36.jpg)
References
Bruer J: ‘Neural connections: some you use, some you loose’ http://www.jsmf.org/about/j/neural_connections.htm
Blakemore S-J. & Frith U. (2005) The Learning Brain Oxford. Blackwell Chapter 2: ‘The Developing Brain’