Theories and styles of learning Neil Denby Objectives … To identify the teaching role as exemplified by the Standards To explain the relationship between.

Slides:



Advertisements
Similar presentations
Focus on Instructional Support
Advertisements

A Teaching and Learning Cycle:
Cognitivist ideas Cognitivism places the focus on mental processes such as thinking, memory, knowing, and problem-solving. Learning is about finding meaning,
5 orientations of learning
University of Huddersfield School of Education & Professional Development Adopting and adapting teaching and learning styles.
Subtitle: It’s important to know why we do the things we do!
Learning Theories By Maria Victoria Jauregui EDTC 3320.
Constructivism Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with.
Vygotsky in the Classroom (about 14 min) The 3rd Principal Principle: Learning Occurs Best in the “Zone” Zone of Proximal Development (ZPD) = gap btwn.
Amanda Raker, Becky Pokrandt, Erin Vollmer
Cognitive-developmental (Social constructivist)
P ROJECT T EAM A PPROACH Charles Newell George Paitich Leymon Sheik-Yusuf Keith Shellum Rebecca Wiedmeyer EDU 383 – April 16, 2013.
Instructional Methods How should we teach? Created by Wallace Hannum © 2010.
Lev Vygotsky’s Social Development Theory
How do we learn?. Behaviourism – changes in what pupils do [Video 1] Constructivism – changes in how students think.
Instructional Scaffolding. What does instructional scaffolding DO?? Helps ensure a student’s success Extends competence into new territory Can be taken.
Behaviorism-Cognitivism
Theories of Development Piaget and Vygotsky
The Learning Cycle (Constructivism and Lesson Design) Text Chapter 6 Course Packet pages
Vygotsky: Social Learning Theory
Teaching, learning and psychology. We’ll look at: The developmental milestones that children go through Recognition of difficulties and delay (learning.
Copyrightstefanakis2003, harvard university EFFECTIVE TEACHING & LEARNING : LATEST RESEARCH A Presentation for Program on Improving Quality in Educational.
Interstate New Teacher Assessment and Support Consortium (INTASC)
Focused Teaching Promoting Accelerated Learning. Questions to Guide our Thinking What is the Zone of Proximal Development? How does it help learners?
Theories of Learning Pavlov’s Classical Behaviorism: stimulus-response behavior leads to learning learning process consists of the formation of associations.
Learning Theory Applied to Teaching Frank T. Stritter The University of North Carolina at Chapel Hill.
Children’s Cognitive Development: Alternatives to Piaget
The Major Theories Behaviorist- Learning described as changes in the observable behavior of a learner made as a function of events in the environment.
Chapter 2: Cognitive Development:
Copyright 2006 Thomson Delmar Learning. All Rights Reserved. Caring for School-Age Children Chapter 5 Development in Middle Childhood: Cognitive.
Learning Theory Applied to Teaching Frank T. Stritter The University of North Carolina bat Chapel Hill.
+ REFLECTIVE COACHING APRIL 29, Goals for Today Check in on where everyone is in our self-guided learning and practice with reflective coaching.
Learning Theories, Instructional Theories, and Instructional Design Dania Bilal IS 551 Fall 2005.
Instructional software. Models for integrating technology in teaching Direct instructional approach Indirect instructional approach.
Learning, Cognition and Memory EDC 312 Dr. Diane Kern Session 3.
What is Psychology?. Definitions? Psychology is the scientific study of mind and behaviour.
Welcome to Advanced Ed. Psych. Introductions Syllabus Survey of your questions/needs CWC Overview of the Field.
Encompasses a broad, overall approach to instruction.
Learning Theory Dianne Peck A/General Manager, Student Learning Programs Division, OGSE.
Cognitive Learning Theories. Jean Piaget The theory of cognitive development, or the development stages theory, as described by Jean Piaget, was first.
Learning Theory Last Update Copyright Kenneth M. Chipps Ph.D
EDN:204– Learning Process 30th August, 2010 B.Ed II(S) Sci Topics: Cognitive views of Learning.
Week Two: Lecture 11th July 2011
Learning Theories. Constructivism Definition: By reflecting on our experiences, we construct our own understanding of the world we live in. Learning is.
MAET 2009 Year 2 Week 1 Day 3 Behaviorism. CognitivismSocioculturalism Learning Theorists Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner Koffka,
Adopting and adapting teaching and learning styles Neil Denby.
Educational Psychology Ch. 2 Cognitive Development and Language Ashleigh Dunn 03/19/2011.
Y Letson 2007 (Miell et al 2002) Social Constructivist Approach to Learning.
PS210 History of Psychology Unit 7 Nichola Cohen Ph.D.
HOW CHILDREN LEARN THE SOCIAL CONSTRUCTIVIST LEV VYGOTSKY.
Psychology of learning. How Do We Define the Learning Process? The 4 Factors That Form The Definition of Learning: 1) learning is inferred from a change.
Using Cognitive Development Psychology in the Classroom.
Teaching the Growing Child Assessment 1 Individual Presentation Nicole Cameron.
Constructivism Prepared by: Shuhudha Rizwan (2007)
THEORIES OF INSTRUCTION/LEARNING. LEV VYGOTSKY-Social Development The major theme of Vygotsky's theoretical framework is that social interaction plays.
LEARNING THEORIES Learning Theory: To be able to summarise three broad learning theories [*Task: Association Map] Learning: ‘a relatively permanent change.
CHAPTER 2 Cognitive development Identify the four factors that, according to Piaget, influence children’s thinking from early childhood to adulthood.
EDU70004 Teaching the Growing Child Assignment 1 Children's Cognitive and Moral Development Presentation by Sharyn Graham Student ID:
Learning Theories An overview. What’s a Theory, and Why Does it Matter?? Theories are ideas based on psychology, research, hard sciences, and/or evidence.
The Interpersonal Mode
Educational Orientations
What is Psychology?.
Piaget and Vygotsky.
Principles of learning and education
Teaching /Learning / ICT
Jeopardy! Game Copyright © by Sarah Wood
Cognitive theories The brain acts as an information processor where information is selected, coded, stored and retrieved. Learning is a meaning making.
Constructivism Constructivism — particularly in its "social" forms — suggests that the learner is much more actively involved in a joint enterprise with.
MAET 2009 Year 2 Week 1 Day 3 Behaviorism.
Presentation transcript:

Theories and styles of learning Neil Denby

Objectives … To identify the teaching role as exemplified by the Standards To explain the relationship between teaching and learning To represent learning theory To consider and discuss theory and application To illustrate features of lessons

Key questions … What is the job of the teacher? How do children learn? How are both exemplified in the classroom? What should we look for in observations? How should we plan theories into lessons?

Piaget: Cognitive Development Theory Physical maturation leads to sequential development that includes cognitive development Learners thought to learn new concepts by assimilation, taking in and adapting new information to fit existing concepts, and by accommodation, modifying concepts in light of new information

Lev Vygotsky Social constructivism: Talk and social interaction are the key learning tools: ‘What a child can do today in co-operation, tomorrow he will be able to do on his own’ Scaffolding: Extending what learners can do by breaking the learning process down into easy steps Zone of Proximal Development (ZPD): Ensuring that a child works within the ZPD

Bruner The spiral curriculum The curriculum re-visits topics, allowing learners to address increasingly complex components of a topic

Learning … AspectBehaviourismCognitivist constructionism HumanismParticipatory/ Situation Theorists Pavlov, Watson, Tolman, Skinner Piaget, BrunerMaslow, RogersLave, Wertsch, Engestrom View of the learning process Leads to change in behaviour Internal mental process, including insight, information processing, memory, perception … A personal act to fulfil potential Interaction/observation in social contexts Movement from the periphery to the centre of a community of practice Locus of learning Stimuli in external environment Internal cognitive structure Affective and cognitive needs Learning is about the relationship between people and environment View of transfer Common elements across different contexts Over-arching general principles Changes in self- identity as a learner Transfer problematic Purpose in education Produce behavioural change in desired direction Develop capacity and skills to learn more effectively Become self- actualised … autonomous Full participation in communities of practice and engagement with resources Educator’s role Arrange environment to bring about desired response Structuring of content of learning activity Facilitates development of the whole person Works to establish communities of practice in which conversation and participation occur (Adapted from Wegerif, 2002: 9)

Behaviourism Focus on observable changes to behaviour One’s environment shapes behaviour Continuity and reinforcement Stimulus–Response (S–R) ‘Activity’ is important – not passive learning Frequent practise takes place in differing contexts … essential Reinforcement as a motivator (+ve) Clear objectives for pupils

Cognitive constructionism Consider patterns of behaviour … the whole, rather than the sum, of the component parts The act or process of knowing Instruction should be well organised Instruction should be clearly structured The way a task is displayed should make the problem clear to the learner Prior knowledge is important Feedback gives information to learners about their success or failure

Humanism Reject the notion of reductionism, preferring to treat people as a ‘whole’ High-quality personal involvement Self-initiation Pervasive – difference in behaviour, attitude … Learner evaluation … Essence is ‘meaning’ – meaning is involved with whole experience

Participatory situationist Learn from observing other people in a social setting People join communities of practitioners, observe and assimilate the required knowledge When people get together, particular pieces of information take on a relevance and are passed on Teachers work so that people can become participants Relation between knowledge and activity

Group task … Discuss the different learning styles: Which ones were you aware/unaware of? How, as teachers, can you accommodate differing learning theories in your lessons? Undertake an observation that focuses on styles of teaching and learning Report back to group

References … Franklin, S. (2006) ‘VAKing out learning styles: Why the notion of “learning styles” is unhelpful to teachers’, Education 3–13, 34(1): 81–7 Wegerif, R. (2002) Report 2: Literature Review in Thinking Skills, Technology and Learning, A Report for NESTA Futurelab (Milton Keynes: Open University)