Learning Theories

Week Five – Part 1

Agenda

Check-inDiscussion of Assignment 2 experienceContext and setting of learningCategories of learning theoriesIntelligencesLearning StylesModels of Teaching

Info Lit Interviews

Turn and talk aboutOne thing that was confirmedOne thing that was a surpriseAn idea you had from the interview

How does this knowledge affect how you will teach information literacy?

The Context of Learning

People and their Lives

Social and Historical Influences

Current Conditions

Emerging Challenges

and Opportunities

John Bransford

Where Does Learning Happen?

The LIFE Center

Where does our instruction fit?

Four Basic Philosophies

The BehavioristsBased on observable changes in behavior

The CognitivistsBased on the thought process behind the behavior

The ConstructivistsBased on the belief that we all construct our perspective of the world and learning experiences. That is, we problem solve.

The Socioculturists Based in the idea that learning is situated in the

learning community and the sociocultural experience of the individual

Behaviorists

Pavlov – Classic and Operant Conditioning Thorndike – Active Learning & Trial and Error Skinner – Practice stimulus response Expose the student to the subject in gradual steps Require that the learner make a response and receive

immediate feedback Arrange the difficulty of the questions so the response

is always correct and hence a positive reinforcement Information should be presented in small amounts so

that responses can be reinforced ("shaping") Belief that behavior can be modified

Behaviorist instruction

The task would be clearly defined. Objectives would be set The learning events would be listed in

sequence of increased difficulty You would constantly reinforce desired

learning outcomes Evaluation would include a checklist of skills Instruction could be programmed to be the

same for all situations.

Cognitivists

Piaget’s 4 Stages Sensorimotor (0-2)

Physical interaction Objects out of sight don’t exist

Preoperational (2-7) Needs concrete interaction Not abstract thinkers

Concrete Operational (7-11) Logical sequence to explain their experiences Mathematic equations can be solved without objects

Formal Operations (11 and up) Reasoning Abstract insights

Child development and learning Emphasis on the importance of play Background biology and philosophy Cognitive development enhanced by experiences

Cognitivist Instruction

Conduct a cognitive task analysis. Find out what they know

You would teach complex problems but you would have clear objectives

A series of learning events would be designed. Each stage the learners would be challenged to identify what they know and what they will need to know to solve the problem.

Evaluation is driven by how well the learner feels they have achieved

Instruction and material must be relevant to this group.

Constructivists Vygotsky – Scaffolding and Zone of Proximal

Development Bruner – Learning is an active experience

Learner transforms information, constructs hypotheses, makes decisions, Cognitive structure (i.e., schema, mental models) provides

meaning and organization to experiences Reflect on experiences Problem-solving; open ended questions

Concepts must be presented When the student is ready to learn In a way that is accessible to the student or easy for the

student to learn new material (fun) To fill in the gaps When it is relevant to them

Constructivists Instruction

Analyze the tools for learning and the environment Objectives are determined in collaboration with the

learner. As with cognitivists, a series of learning events would

be designed. At each stage the learners would be challenged to identify what they know and what they will need to know to solve the problem.

Evaluation is based on self assessment All learning must be related to the learners own

experiences

Socioculturists

Vygotsky Social Development of the Mind

Leont’ev and Luria Activity Theory or Cultural Historical Activity Theory (CHAT)

Latour Actor-Network Theory

Lave and Wenger Situated Learning

Legitimate peripheral practice Master and apprentice

Moll and Moje Funds of Knowledge Third Space

Lee Cultural Modeling

New Literacies Lea and Street – Academic Literacies

Socioculturists Instruction

Know your studentsFind ways to draw out their experiencesLet them give examples from their lives

Provide opportunities for apprenticeshipAcknowledge the power structure and

real life tensionsBeware of privileging one kind of

knowledge over another

Learning Styles

Assumption: everyone can learn Style partly based on heredity and upbringing We perceive and process experiences and

information in different ways All styles need to be experienced, but Individuals will work better in their own area Personality or learning style? (example Myers-

Briggs) Many tests online. Look for “learning style

inventory” and see what you find!

Erik Erickson

Erik Erickson

3 Most Common Categories

Visual LearnersAuditory LearnersKinesthetic (Tactile) Learners

Some add in “Reading/Writing Preference” Learners (See VARK model)

Kolb Model

Converger Characterized by abstract conceptualization and active experimentation. They

are good at making practical applications of ideas and using deductive reasoning to solve problems

Diverger Tend toward concrete experience and reflective observation. They are

imaginative and are good at coming up with ideas and seeing things from different perspectives

Assimilator Characterized by abstract conceptualization and reflective observation. They

are capable of creating theoretical models by means of inductive reasoning

Accommodator Use concrete experience and active experimentation. They are good at

actively engaging with the world and actually doing things instead of merely reading about and studying them

McCarthy’s 4 Styles

Type one: WHY? Needs to be relevant and personal to them. Teacher needs to create a reason. What do I know already? How does this fit in with what I know already? Enjoys brainstorming , listing, recording, charting, relating a past experience

Type two: WHAT? Primarily interested in facts as they led to conceptual understanding. Give them facts. Look for gaps in their knowledge. “What more do I need to know?” Enjoys defining, explaining, classifying, comparing, reporting, advertising

Type three: HOW? Interested in how things work. Teachers need to let them try it. Look for ways of applying what they already know Enjoy demonstrating, interpreting, constructing, making models, mapping, collage,

giving a talk

Type 4: WHAT IF? Primarily interested in self discovery. Let them teach it to themselves and others Looks beyond what they have learnt or need to know Enjoys predicting, improving, developing, inventing, judging, recommending,

developing an action plan

Gardner’s Theory of Multiple Intelligences – “Human cognition in its fullest.”

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. It entails the ability to detect patterns, reason deductively and think logically.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. It involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Wrap-up

Way you design your program depends on the way you see your learners

No single best philosophy – brain research may confirm or change what we know!

Good teacher varies techniques and strategies For example:

Active reflectors: learn by thinking Vary assignment

Concrete / abstract: direct experience Vary instruction

Class Discussion

What learning theories make the most sense to you based on your experiences as a learner and in giving instruction?

How has metacognition played a role in your own learning?

Is there a reading that really resonated with you? Why?

Please ask questions if anything in the reading or lectures are unclear to you.

Next up

Models of Teaching