Learning Theories What*Why*WHY not Senthuran Paramasamy

Behaviourist Theories Classical Conditioning (Pavlov) Theory: Classical conditioning is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. Works well: when there is a reward i.e when the teacher offer candy for correct answer. May also work with students have low motivation. Will not work: Long term retention will not work. This will make the students to become dependent of rewards . GOMS Model (Card, Moran, and Newell) Operant Conditioning (Skinner) Social Learning Theory(Bandura)

Cognitivist Theories Assimilation Theory (Ausubel) Attribution Theory (Weiner) Cognitive Load Theory (Sweller) Cognitive Theory of Multimedia Learning ( Mayer) Theory: A cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information. Will Work :Cognitive Theory of Multimedia Learning works well to use a tablet to write and talk at the same time. Students have the ability to learn through each approach, but they only have a certain capacity with each approach. Will not work: Cognitive Theory of Multimedia Learning doesn’t work when you are trying to do a worksheet while watching a movie. The students become overwhelmed and don’t fully understand what they movie is because you are focused on the sheet.  Component Display Theory (unknown) Elaboration Theory (Reigeluth) Gestalt Psychology (Tolman) Mental Models (Laird) Schema Theory (unknown) Stage Theory of Cognitive Development (Piaget)

Motivational and Humanist Theories ARCS Model of Motivational Design (Keller) Theory: According to John Keller’s ARCS Model of Motivational Design, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction (ARCS). Will work: Teaching probabilities since it relates to students’ prior knowledge. Will not work: Concepts that students cannot relate or the students think it is not important e.g logarithms Emotional Intelligence (Goleman) Experiential Learning (Kolb) Maslow's Hierarchy of Needs (Maslow) Self-Determination Theory (Deci and Ryan)

Constructivist, Social, and Situational Theories Cognitive Apprenticeship (Collins) Communities of Practice (Lave and Wenger) Discovery Learning (Bruner) Theory: Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves. Will work: Cognitive Apprenticeship works well when with grouped assignments, presentations and scaffolding. Will not work: Cognitive Apprenticeship does not work when you are learning the basics. When you need to teach the students the basics of a concept, you will need to use another theory. Social Development Theory (Vygtosky) Problem-Based Learning (unknown) Situated Learning (Lave)

Design Theories ADDIE Model of Instructional Design ( unknown) ARCS Model of Motivational Design (Keller) Elaboration Theory ( Reigeluth) Theory: Elaboration theory is an instructional design theory that argues that content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated. Will work:  Elaboration Theory is useful for math in general. The foundational knowledge is essential for students to have a proper understanding. Once they have the basics understood, than you can elaborate on the concept and move into harder problems. Will not work:  Elaboration Theory does not work when there is nothing to elaborate on- i.e for the basics.