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Christina Pelletier Columbus State University
Learning Theories Christina Pelletier Columbus State University
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Directed Integration Models
Objectivist theories “Knowledge has a separate, real existence of its own outside the human mind” (Roblyer, 2016, pg. 35).
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Behaviorist Theory (Roblyer, M.D., 2016, pg. 37)
How people learn new things Human behavior can be shaped by contingencies of reinforcement: Positive, negative, and punishment (Roblyer, M.D., 2016, pg. 37)
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Information-Processing Theory
Memory and storage Three kinds of “stores”: Sensory registers Short-term memory Long-term memory
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Cognitive-Behaviorist Theory
Activities match each type of skill Events of Instruction: 1. Gaining attention 2. Informing learner of objective 3. Stimulating recall of prerequisite learning 4. Presenting new material Providing learning guidance 6. Eliciting performance 7. Providing feedback 8. Assessing performance 9. Enhancing retention and recall (Roblyer, M.D., 2016, pg. 39)
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System Approaches (Roblyer, M.D., 2016, pg. 40) Instructional system:
Stating goals and objectives Performing task analysis to decide learning conditions Aligning assessment and instructional strategies with goals and objectives Creating materials that deliver strategies Testing and revising materials before finalization (Roblyer, M.D., 2016, pg. 40)
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Constructivist Integration Models
Constructivist theories “Humans construct all knowledge in their minds by participating in certain experiences” (Roblyer, 2016, pg. 35).
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Social Activism Theory
Curriculum should reflect students’ interests Curriculum topics should integrate with one another Education is growth Education occurs when connected to life Learning should be hands-on and experience based (Roblyer, M.D., 2016, pg. 42)
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Social Cognitive Theory
Vicarious learning: Learning through observations Enactive learning: Learning through actions Students’ internal cognitive processes shape their actions Self-efficacy: Students’ belief in their abilities to accomplish the actions necessary to learn. Can be shaped by teachers. (Roblyer, M.D., 2016, pg. 43)
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Scaffolding Theory Children learn by building on what they know to what they need to know. Culture influences the way children learn and think. Children perceive things differently than adults. Zone of Proximal Development: Bridging the difference between two levels of cognitive functioning by supplying appropriate learning experiences. (Roblyer, M.D., 2016, pg. 44)
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Child Development Theory
Piaget’s stages of cognitive development: Sensorimotor (birth-2 years): Children explore through senses and motor activity. Preoperational (2-7 years): Children develop abilities to communicate through speech and engage in symbolic activities. Concrete operational (7-11 years): Children increase in abstract reasoning ability and ability to generalize from concrete experiences Formal operations (12-15 years): Children can form and test hypotheses, organize information, and reason scientifically. (Roblyer, M.D., 2016, pg. 45)
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Discovery Learning Theory
Bruner’s stages of cognitive development: Enactive stage (birth-3 years): Children describe and explain objects by showing and modeling. Iconic stage (3-8 years): Imagery is the way children remember and use information. Visual memory increases and decisions are made by perceptions. Symbolic stage (8+ years): Children use symbols to represent people, activities, and things. Children are able to think and talk about things in abstract terms. (Roblyer, M.D., 2016, pg. 46)
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Multiple Intelligences Theory
Eight types of intelligences: Linguistic- Uses language effectively Musical- Understands musical structure and composition Logical-mathematical- Reasons logically in math terms Spatial- Perceives the world in visual terms
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Multiple Intelligences Theory
Bodily-kinesthetic- Uses the body skillfully Intrapersonal- Introspective thinker Interpersonal- Relates well with others Naturalistic- Can discriminate among living things (Roblyer, M.D., 2016, pg. 47)
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Recommendations for Science Department
Provide hands on experiences through experiments and have the students demonstrate what they learned. (Cognitive-Behaviorist Theory) Use computer programs for virtual tours, simulations, online experiments, etc. (Information-Processing Theory)
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More Recommendations Incorporate types of intelligences to meet the students’ learning styles. (Multiple Intelligences Theory) As a department, each team member ensures students have learned the appropriate skills to move on to the next grade level. (Scaffolding Theory)
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References Roblyer, M.D. (2016). Integrating Educational Technology into Teaching (7th ed.). Upper Saddle River, NJ: Pearson Education
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