Learning Theories and Theorists Danielle. M Walsh

B. F. Skinner Skinner's learning theory is based on "operant conditioning," where a person's behavior is followed by a consequence. The consequence for the action will determine what the person or thing will do in the future. Positive consequence = more likely to repeat Negative consequence = less likely to repeat

Howard Gardner Gardner is the leader in cognitive research. His learning theory addresses the needs of the individual learner. He believes that all learners learn through eight multiple intelligences. These multiple intelligences include 1. Visual- spatial, 2. Verbal-linguistic, 3. Naturalistic, 4. Musical- Rhythmic, 5. Logical- Mathematical, 6. Intrapersonal, 7. Interpersonal, and 8. Bodily- Kinesthetic.

Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: BasicBooks. BasicBooks Paperback, Tenth Anniversary Edition with new introduction, New York: BasicBooks, 1993.

Jean Piaget Piaget's learning theory is a constructivist theory of learning and instruction. This type of learning is based on cognitive development, that intelligence is based on how an organism adapts to its environment. Individuals attempt to adapt by assimilation and accommodation.

Jerome Bruner Bruner's learning theory states that people learn through an active process in which learners construct new ideas as a result of their prior knowledge. Students commonly learn best by doing activities themselves. They learn through discovery. His theory is Constructivist.

Robert Gagne Gagne's learning theory states that there are a variety of learning types and that each type of learning requires different types of instruction. The five types of learning include verbal information, intellectual skills, cognitive strategies, motor skills and attitudes.

Nine Events of Instruction EventsEvents EventsEvents Gain attention: e.g. present a good problem, a new situation, use a multimedia advertisement, ask questions. This helps to ground the lesson, and to motivate Describe the goal: e.g. state what students will be able to accomplish and how they will be able to use the knowledge, give a demonstration if appropriate. Allows students to frame information, i.e. treat it better. Stimulate recall of prior knowledge e.g. remind the student of prior knowledge relevant to the current lesson (facts, rules, procedures or skills). Show how knowledge is connected, provide the student with a framework that helps learning and remembering. Tests can be included. Present the material to be learned e.g. text, graphics, simulations, figures, pictures, sound, etc. Chunk information (avoid memory overload, recall information).

Nine Events of Instruction Cont’d. Provide guidance for learninge.g. presentation of content is different from instructions on how to learn. Use of different channel (e.g. side-boxes) Elicit performance "practice"let the learner do something with the newly acquired behavior, practice skills or apply knowledge. Provide informative feedback,show correctness of the trainee's response, analyze learner's behavior, maybe present a good (step-by-step) solution of the problem Assess performanceRequire more learner performance, and give feedback, to reinforce learning. Enhance retention and transfer :e.g. inform the learner about similar problem situations, provide additional practice. Put the learner in a transfer situation. Maybe let the learner review the lesson.