1. Learning Theories An overview

2. What’s a Theory, and Why Does it Matter?? Theories are ideas based on psychology, research, hard sciences, and/or evidence of what works Theories are ideas based on psychology, research, hard sciences, and/or evidence of what works Theories of learning and development matter because they can help us… Theories of learning and development matter because they can help us… –Decide how to teach –Decide what to teach –Understand our students

3. What’s in a Theory? Theories of Instruction have: Theories of Instruction have: –Instruction (the events decided by the teacher) –Student Processing (students have to give of themselves in some capacity – through attention, perception, memory, rehearsals, etc.) –Outcomes (supplied by students)

4. Why are we studying theories that aren’t about music? Popular learning theories can be generalized to learning anything Popular learning theories can be generalized to learning anything Close attention to some theories may even help you better understand how you learn as an adult! Close attention to some theories may even help you better understand how you learn as an adult!

5. An Overview of Popular Theories TheoryTheoristDescription Behavioral J. Watson J. Watson B.F. Skinner B.F. Skinner A. Bandura A. Bandura Focus is on the role that learning in the environment plays in why people to act the way they do

6. An Overview of Popular Theories TheoryTheoristDescription Humanistic A. Maslow A. Maslow C. Rogers C. Rogers Focus is on maximizing human potential; main idea is that humans control their destinies and can shape their worlds

7. An Overview of Popular Theories TheoryTheoristDescription Cognitive J. Piaget J. Piaget J. Bruner* J. Bruner* H. Gardner* H. Gardner* Focus is on the importance of mental capabilities and problem solving skills that help people adapt

8. An Overview of Popular Theories TheoryTheoristDescription Sociocultural L. Vygotsky L. Vygotsky Focus is on the interaction of the individual and others in social settings; helps explain how we develop cultural meanings

9. Behavioral Theories Focuses on behavior, specifically how stimuli influence responses (what people do or say) Focuses on behavior, specifically how stimuli influence responses (what people do or say) Emphasizes two types of learning/conditioning: Emphasizes two types of learning/conditioning: –Classical –Operant

10. Classical Conditioning Based on Pavlov’s work with dogs Based on Pavlov’s work with dogs Establishes a new stimulus (bell) with an existing stimulus (appetite) to condition new types of behaviors Establishes a new stimulus (bell) with an existing stimulus (appetite) to condition new types of behaviors Is dependent on an existing reflex Is dependent on an existing reflex Not always applicable or useful in the classroom Not always applicable or useful in the classroom

11. Operant Conditioning Does not require an existing reflex, rather they are responses that “operate” (or act) on the environment to cause something to occur Does not require an existing reflex, rather they are responses that “operate” (or act) on the environment to cause something to occur Encourages behaviors that produce something desirable Encourages behaviors that produce something desirable

12. Reinforcement of Behaviors B.F. Skinner studied rewards & punishments, or how these events would strengthen the probability of a certain action to occur B.F. Skinner studied rewards & punishments, or how these events would strengthen the probability of a certain action to occur Behavior modification is done through rewards or punishments, but care must be taken not to reinforce an unwanted behavior Behavior modification is done through rewards or punishments, but care must be taken not to reinforce an unwanted behavior

13. Experiment using party hats instead of Pavlov’s bell…

14. J. Piaget – Stage Theory Developed from a realization that children do not think like adults Developed from a realization that children do not think like adults Stemmed from studying his own children and watching them try to solve problems Stemmed from studying his own children and watching them try to solve problems wanted to understand why children did not reason like adults wanted to understand why children did not reason like adults

15. Piaget’s Stages Stage Cognitive Capabilities Example Sensorimotor (birth – 2 yrs) Discovery of relationship between sensations and motor behavior Learn what is part of them, and what is part of the external world Preoperational (2 – 7 yrs) Development of the capacity to employ symbols; egocentrism still prominent Make connections between objects and words; still consider their own point of view to be the only one Concrete Operations (7 – 11 yrs) Beginning of rational thinking; gain ability to conserve (concentrate) on quantity Gain insight to logical thinking Formal Operations (11 yrs +) Ability to deal with abstractions Can think outside of existing reality to forge connections

16. Adaptation, Assimilation & Accommodation Said humans develop schemas (structures of how to deal with situations) Said humans develop schemas (structures of how to deal with situations) As we interact with our environment, we learn adaptation, in turn developing new schemas As we interact with our environment, we learn adaptation, in turn developing new schemas This process of taking new information and adapting existing information is called assimilation This process of taking new information and adapting existing information is called assimilation Accommodation occurs when people change to better match the world around them Accommodation occurs when people change to better match the world around them

17. J. Bruner - Constructivist Theory Learning is an active process Learning is an active process Learners construct new ideas based on their previous knowledge Learners construct new ideas based on their previous knowledge Teachers should allow learners to discover for themselves Teachers should allow learners to discover for themselves Spiral curriculum – students continually build upon what they know Spiral curriculum – students continually build upon what they know

18. Bruner’s Modes of Representation Enactive: discovering through actions Enactive: discovering through actions Iconic: discovering through images Iconic: discovering through images Symbolic: discovering through abstract ideas Symbolic: discovering through abstract ideas Reinforces that students must be ready to learn, teachers must structure concepts so they can be easily grasped, and instruction should allow students the opportunity to explore beyond what is given so they can “fill in the gaps” of knowledge Reinforces that students must be ready to learn, teachers must structure concepts so they can be easily grasped, and instruction should allow students the opportunity to explore beyond what is given so they can “fill in the gaps” of knowledge

19. Gardner’s Theory of Multiple Intelligences Based on deficits and strengths of each human Based on deficits and strengths of each human Grounded in neuroscience, anthropology, study of savants & prodigies Grounded in neuroscience, anthropology, study of savants & prodigies States everyone has 8 intelligences, in some capacity. We are all “at promise” in some areas, and “at risk” in others States everyone has 8 intelligences, in some capacity. We are all “at promise” in some areas, and “at risk” in others

20. Human Intelligences Visual/spatial Visual/spatial Bodily-Kinesthetic Bodily-Kinesthetic Musical Musical Interpersonal Interpersonal Intrapersonal Intrapersonal Linguistic Linguistic Logical-Mathematical Logical-Mathematical Naturalist Naturalist

21. Humanistic Theories Based on idea that humans have self- direction and freedom of choice Based on idea that humans have self- direction and freedom of choice Much newer concept than behavioral theories or Piaget’s cognitive theory Much newer concept than behavioral theories or Piaget’s cognitive theory

22. Maslow’s Hierarchy of Needs Maslow’s Hierarchy of Needs

23. Vygotsky’s Sociocultural Theory Development occurs during social activities Development occurs during social activities Interaction with others is important Interaction with others is important Social values become personal values Social values become personal values

24. Vygotsky’s Zone of Proximal Development

25. To Consider: Which theory do you find yourself most intrigued by? Why? Which theory do you find yourself most intrigued by? Why? In what musical setting have you witnessed operant conditioning in action? Did it achieve the desired outcome? In what musical setting have you witnessed operant conditioning in action? Did it achieve the desired outcome? When could thinking of the “Zone of Proximal Development” be beneficial to you on a personal or musical level? When could thinking of the “Zone of Proximal Development” be beneficial to you on a personal or musical level? As a music teacher, how could you use these theories to justify your music program? As a music teacher, how could you use these theories to justify your music program?