Learning Theories…. Theoretical Landscapes and the Practices That Live There

I want to talk about learning. But not the lifeless, sterile, futile, quickly forgotten stuff that is crammed in to the mind of the poor helpless individual tied into his seat by ironclad bonds of conformity! I am talking about LEARNING - the insatiable curiosity that drives the adolescent boy to absorb everything he can see or hear or read about gasoline engines in order to improve the efficiency and speed of his 'cruiser'. I am talking about the student who says, "I am discovering, drawing in from the outside, and making that which is drawn in a real part of me." I am talking about any learning in which the experience of the learner progresses along this line: "No, no, that's not what I want"; "Wait! This is closer to what I am interested in, what I need"; "Ah, here it is! Now I'm grasping and comprehending what I need and what I want to know!" –Carl Rogers 1983

What’s theory?  Cohesion (fitting things together with other things)  Organizing principles (limited number of generalizations or rules explain numerous events)  Hypothesis-testing capacity (can be examined and judged)  Flexibility (can change as they are tested and reevaluated on basis of incremental evidence)

“To be theoretical is to be down to earth, utterly practical, and fully in touch with reality. Theory is the foundation on which all good classroom practice is built. Without it, what we do in the classroom— practice—is uninformed, random, inconsiderate, thoughtless, sometimes silly, and maybe even dangerous.” –Martha Ruddell

Simply Put Learning theories –Provide vocabulary and a conceptual framework for interpreting the examples of learning that we observe. –Suggest where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.

How many learning theories can you name? BEHAVIORISM Focuses only on the objectively observable aspects of learning. COGNITIVISM Look beyond behavior to explain brain-based learning. CONSTRUCTIVISM Views learning as a process in which the learner actively constructs or builds new ideas or concepts.

Behaviorist Theories 1. Learning is manifested by a change in behavior. 2. The environment shapes behavior. 3. The principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning.

Cognitive Theories 1. Memory system is an active organized processor of information 2. Prior knowledge plays an important role in learning. Cognitive theories look beyond behavior to explain brain-based learning. They consider how human memory works to promote learning.

Differences Between Behaviorism and Cognitivism  The major difference between cognitivists and behaviorists is the locus of control over the learning activity. The individual learner is more key to cognitivists. The environment is emphasized more by behaviorists.

Constructivist 1. A process in which the learner actively constructs or builds new ideas or concepts based upon current and past knowledge or experience. 2. Learning involves constructing one's own knowledge from one's own experiences. 3. Learning is a very personal endeavor, whereby internalized concepts, rules, and general principles may consequently be applied in a practical real-world context.

Social Constructivist 1. Knowledge is constructed when individuals engage socially in talk and activity about shared problems or tasks. 1. Also known as active learning, discovery learning, and knowledge building.

Getting to the WHY…  Think of a theory about learning that you believe in.  How does this theory drive your instruction?  Turn and share.  Does your teaching and theory align?  If so… how? If not, why?

Making the Connections  Writing Workshop –Community of writers –Writing Process –Author’s Chair  Guided Reading –Leveled Books –Teacher Supported Discussion  Accelerated Reader or Reading 360 –Leveled Books –Earn Points –Take tests

Learning Theories and Literacy How do all of these theories relate to learning literacy? How do these theories relate to our instructional practices?

y/Branches/Educational_Psychology/Educatio nal_Psychologists/ References