Theories of learning C&I 393 Mathematics Methods I.
-
Upload
marilyn-howard -
Category
Documents
-
view
217 -
download
0
Transcript of Theories of learning C&I 393 Mathematics Methods I.
Learning TheoryQ: How do people learn?
A: Nobody really knows.
But here are a few theories:Behaviorism
Cognitivism
Sociocultural Theory
Social Constructivism
Multiple Intelligences
What is Learning? A process that brings together cognitive,
emotional, and environmental influences and experiences for acquiring, enhancing, or making changes in one's knowledge, skills, values, and world views (Illeris, 2004).
The way in which information is absorbed,
processed, and retained.
Ileris, K (April 2001). "Transformative Learning in the Perspective of a Comprehensive Learning Theory". Journal of Transformative Education (2): 79–89.
Behaviorism
Confined to observable and measurable behavior
Classical Conditioning - Pavlov
Operant Conditioning – Skinner
Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program
5
Assumptions of Behaviorism All species of animals learn in similar (equal
ways with the same guiding principles To understand learning processes, focus on
stimulus and responses Internal process should be excluded from
the study of learning. Learning is evidenced by a behavior
change
Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program
6
Assumptions of Behaviorism (cont.)
Organisms are blank slates at birth Learning is a result of environmental events
Behaviorism in the Classroom Rewards and
punishments
Responsibility for student learning rests squarely with the teacher
Lecture-based, highly structured
Paris, N.A. Kennesaw State University- M.Ed in Ad Ed program
12
Your turn! With a partner, list two examples of
operant conditioning that you have used or that you see regularly in your classroom or school.
Try to think of a “behavioral” example and an “instructional or academic” example.
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
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
Cognitive Learning Theory
Discovery Learning - Jerome Bruner
Meaningful Verbal Learning - David Ausubel
Cognitive Learning Theory Discovery Learning
1. Bruner said anybody can learn anything at any age, provided it is stated in terms they can understand.
Cognitive Learning Theory Discovery Learning
2. Powerful Concepts (not isolated facts)
a. Transfer to many different situationsb. Only possible through Discovery Learningc. Confront the learner with problems and help
them find solutions. Do not present sequenced materials.
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.
Meaningful Verbal Learning
Cognitive Learning Theory
When learners have difficulty with new
material, go back to the concrete anchors
(Advance Organizers). Provide a Discovery
approach, and they’ll learn.
Cognitivism in the Classroom Inquiry-oriented
projects
Opportunities for the testing of hypotheses
Curiosity encouraged
Staged scaffolding
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
What is Situative Cognition? Also known as Situated, Sociohistoric or
Sociocultural.
Learning is tied to the context or situation, students’ culture shapes their cognitive development
All learning is highly social, rather than individual.
A Little on Learning Two main elements of learning in
situated cognition:
1. All learning is social and happens within a community through participation.
2. Learning is tied to its situation or context.
…and more on Learning Collins (1988) defines situated learning as
“the notion of learning knowledge and skills in contexts that reflect the way the knowledge will be useful in real life”
Examples of situated learning: Brazilian street kids’ math when making sales
on the street
Transfer According to situated cognition,
knowledge does not transfer between tasks.
Teaching through abstraction is of little use since real learning occurs in authentic situations only Ex: New police academy grads being told by
experienced cops “now forget everything you learned”.
More on Transfer If learning is being able to participate in a
community of practice, the issue of transfer can be problematic. Does transfer apply to new practices within a
community (e.g. new math problems) or to practices outside the community (e.g. work) ?
Many resources and supports in one community don’t carry over to a different community.
Situative Cognition in Education Knowing how to participate in social
practices has a large role in schools. Classroom activities are often organized as
social groups and children participate in these groups with varying degrees of success.
Much of students’ identities are formed by the groups they participate in at school, e.g. sports, chess, journalism, A.P. classes ...
Situative Cognition in Education A push for “authentic learning” where
students learn content matter that is situated in a real world context (ex: Resnick article) Students are encouraged to think and work like
scientists, historians, mathematicians, etc. Authentic does not necessarily mean “real world”
but rather tasks that are “true” to the domain
Encouraging classrooms to create a community of learning that promotes inquiry and development of identities.
Critiques of Situative Cognition While the theory takes into account the
social, the individual tends to be ignored. Transfer is problematic since knowledge
doesn’t transfer between tasks. The theory can’t account for learning
through abstraction or generalization (most school learning)
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
Lev Vygotsky (1896 –1933)
A Russian psychologist, Vygotsky worked in the post-revolutionary Soviet Union to rebuild psychology alongMarxist lines. He worked to apply psychology to the problems confronting the new state, especially in the field of ed psych. Vygotsky’s writings were banned in the Soviet Union in 1936 and only became available in the west in the 1960’s at which point they became highly influential.
Vygotsky Continued
Cognitive development depends on interactions with people and tools.
Tools are real: pens, paper, computers; or symbols: language, math systems, signs
...and more Vygotsky Vygotsky developed the theory of the
Zone of proximal development (ZPD) The ZPD is the distance between where a
learner is at developmentally on their own and where a learner could be with the help of a more knowledgeable other.
A more knowledgeable other can be an adult or a peer, helping a learner in this way is to scaffold their learning.
Social Constructivism in the Classroom
Journaling
Experiential activities
Personal focus
Collaborative & cooperative learning
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
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
MI in the Classroom Delivery of
instruction via multiple mediums
Student-centered classroom
Authentic Assessment
Self-directed learning