Things You Must Know About Learning Theory Ronald C. Persin, Ed. D. Florida Atlantic University College of Education Department of Teaching and Learning

Progressive Education Practices to make schools more effective in democratic society John Dewey - advocated "child-centered" and "social reconstructionist" approaches Two essential elements: Respect for diversity – an individual should be recognized for his or her own abilities, interests, and cultural identity Development of critical, socially-engaged intelligence which enables individuals to understand and participate effectively in a democratic society John Dewey (1859-1952

Elements of Progressive Education Behaviorism – Skinner and Watson Cognitivism – Piaget and Bruner Social Learning Theory - Bandura Social Constructivism - Vygotsky Multiple Intelligences - Gardner Brain-Based Learning – Souza, Caine, Jensen

Behaviorism Focuses solely on observable behaviors Learning is defined by the outward expression of new behaviors Focuses solely on observable behaviors Learning is context-independent A biological basis for learning - you have it or you don’t…it’s a thing you inherit Theorists: B. F. Skinner & John B. Watson Biological basis for learning – you have it or you don’t…it’s a thing you inherit (1904 – 1990) (1878-1958)

Behaviorism in the Classroom Responsibility for student learning rests squarely with the teacher Lecture-based, highly structured Rewards and punishments

Critiques of Behaviorism Does not account for processes taking place in the mind that cannot be observed Passive student learning in a teacher-centric environment Knowledge itself is given and absolute One size fits all

Cognitivism Grew in response to Behaviorism Knowledge is stored cognitively as symbols Grew in response to Behaviorism Learning is the process of connecting symbols in a meaningful & memorable way Studies focused on the mental processes that facilitate symbol connection Grew in response to Behaviorism in an effort to better understand the mental processes behind learning

Cognitivism cont. Jean Piaget Jerome Bruner Genetic Epistemology - how people develop cognitively from birth Assimilation and Accommodation Jerome Bruner Discovery Learning - Learner as independent problem-solver Assimilation: The integration of new information into an existing symbol system Accommodation: The adjustment of internal symbol systems to make space for new information that challenges the structure (1896-1980) Jerome Bruner (1915- )

Cognitivism in the Classroom Opportunities for the testing of hypotheses Curiosity encouraged Inquiry-oriented projects Staged scaffolding Staged scaffolding: not based on ability or experience…based on developmental stage (age most predominantly)

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 Does not account enough for individuality and differences in staged development Little emphasis on affective characteristics, especially motivation

Social Learning Theory (SLT) Learning occurs through observation and sensory experiences Grew out of Cognitivism Albert Bandura – observational learning Imitation is the sincerest form of flattery SLT is the basis of the movement against violence in media & video games Bobo Doll Experiment Imitation: Individuals adopt the modeled behavior more readily and completely if the person they are observing is admired by the observer We more readily model behavior if it results in outcomes we value or approve of Albert Bandura (1925- )

SLT in the Classroom Collaborative earning and group work Modeling responses and expectations Opportunities to observe experts in action

Critiques of Social Learning Theory Suggests students learn best as passive receivers of sensory stimuli, as opposed to being active learners Think of a laboratory environment, for instance. What’s more effective in your estimation…watching the faculty member conduct the lab, or you doing it yourself? Emotions and motivation not considered important or connected to learning

Social Constructivism Knowledge is actively constructed Lev Vygotsky Social Learning Zone of Proximal Development Grew out of and in response to Cognitivism, framed around metacognition Learning is… A search for meaning by the learner Contextualized An inherently social activity Dialogic and recursive The responsibility of the learner Knowledge is actively constructed by individuals in light of and in relation to our past experiences, the context of learning, personal motivation, and our beliefs/attitudes/prior knowledge Think of the lab…instead of just watching it being done, the student acts as the active agent conducting the lab, with expert support leading them to the edge of their knowledge and beyond. Dialogic: central focus is on written & spoken dialogue Recursive: new learning is built upon prior learning…scaffolding Lev Vygotsky (1896-1934)

Social Constructivism in the Classroom Collaborative & cooperative learning Journaling Experiential activities Personal focus

Critiques of Social Constructivism Seen as less rigorous than traditional approaches to instruction May not fit well with traditional age grouping and rigid terms and semesters Suggests that knowledge is neither given nor absolute, but is rather an individual construct Suggests that knowledge is neither given nor absolute, but is rather an individual construct Does not fit well with traditional age grouping and rigid terms/semesters that do not provide a flexible timeframe for learning

Multiple Intelligences (MI) Howard Gardner - All people are born with eight intelligences 1. Verbal-Linguistic 5. Musical 2. Visual-Spatial 6. Naturalist 3. Logical-Mathematical 7. Interpersonal 4. Kinesthetic 8. Intrapersonal Grew out of Constructivism, framed around knowing who you are as a learner (metacognition) Enables students to leverage their strengths and purposefully target, then develop their weaknesses Metacognition – simply put is learning about learning, but more realistically, it’s about kn owing who you are as a learner, and developing the capacity to leverage your strengths to your advantage while purposefully addressing your weaknesses Howard Gardner (1943- )

MI in the Classroom Delivery of instruction via multiple mediums Student-centered classroom Authentic Assessment Self-directed learning

Critiques of MI Development process is a time-sink Suggestive of a departure from core curricula and standards Lack of quantifiable evidence that MI exist Lack of evidence that use of MI has any noticeable impact on learning

Brain-Based Learning (BBL) 12 governing principles 1. Brain is a parallel processor 2. Whole body learning 3. A search for meaning 4. Patterning 5. Emotions are critical 6. Processing of parts and wholes 7. Focused attention & peripheral perception 8. Conscious & unconscious processes 9. Several types of memory 10. Embedded learning sticks 11. Challenge & threat 12. Every brain is unique Grew out of Neuroscience & Constructivism Dinesh Souza, Geoffrey & Renate Caine, Eric Jensen

BBL in the Classroom Opportunities for group learning Regular environmental changes A multi-sensory environment Opportunities for self-expression and making personal connections to content Community-based learning

Critiques of BBL Research conducted by neuroscientists, not teachers & educational researchers Lack of understanding of the brain itself makes “brain-based” learning questionable You can’t make leaps from neuroscience to the classroom Individual principles have been scientifically questioned (left/right brain laterality)

Other Learning Theories of Note Andragogy (M. Knowles) Information Processing (G. Miller) Situated Learning (J. Lave) Subsumption Theory (D. Ausubel) Conditions of Learning (R. Gagne) It's good practice to appreciate all the learning theories. They all add to our understanding of human learning, and our ability to instruct.