1. Learning Theory
By: Nashae Lumpkin

2. Perspectives on effective instruction
Directed Instruction
Teachers should convey information to the students through teacher-organized activities.
Objectivism: a belief system in behaviorist learning theory.
Inquiry-based Learning
Students are to generate their own knowledge through experience.
Teachers only serve as facilitators.
Constructivism: evolved from cognitive learning theory.

3. Directed integration models
Behaviorist theories
Information-processing theories
Cognitive-behaviorist learning theory
Systems approaches to instructional design

4. Directed integration models (cont.)
Behaviorist Theories
B.F. Skinner
Instruction must provide the right stimuli and reinforcement to get students to make the desired behavioral responses, or learned skills.
Behaviors are controlled by the consequences of actions.
Positive reinforcement.
Negative reinforcement
Punishment

5. Directed integration models (cont.)
Information-Processing Theory
Based on a model of memory and storage proposed by Atkinson and Shiffrin.
Sensory registers: the part of the memory that receives all the information a person senses.
Short-term memory: working memory; part of the memory where new information is held temporarily until it is lost or moved into long-term memory.
Long-term memory: part of memory with unlimited capacity and can hold information indefinitely.

6. Directed integration models (cont.)
Cognitive-Behaviorist Theory
Robert Gagné
A renowned educational psychologist who translated principles from behaviorist and information-processing theories into practical strategies for educators.
Events of instruction
Types of learning
Learning hierarchies
Set of guidelines that teachers could use and follow to arrange optimal “conditions of learning.”

7. Directed integration models (cont.)
Systems approaches to instructional design
Stating goals and objectives
Doing a task analysis to decide on learning conditions
Aligning assessment and instruction strategies with goals and objectives
Creating materials that deliver strategies
Testing and revising materials before finalizing them

8. Constructivist integration models
Social Activism Theory
John Dewey
Curriculum should arise from students interest
Curriculum topics should be integrated
Education is growth
Education occurs through its connection with life
Learning should be hands-on and experienced based

9. Constructivist integration models (cont.)
Social Cognitive Theory
Albert Bandura
Most powerful way students learned was through observing the behaviors modeled by those around them.
Students beliefs and judgments as social beings that determined whether or not their actions changed.
Scaffolding Theories
Lev Semenovich Vygotsky
How children learn and think stems from the culture around them.
Building on what they know to what they need to know, with the help of adults.

10. Constructivist integration models (cont.)
Child Development Theory
Jean Piaget
Early ages of development in children and the role of environment in these stages.
Sensorimotor stage: Birth to 2 years
Preoperational stage: Age 2-7 years
Concrete operational stage: Age 7-11 years
Formal operations stage: Age years

11. Constructivist integration models (cont.)
Discovery Learning
Jerome Bruner
Children go through various stages of intellectual development.
Simulations, problem-solving environments, and exploring Internet sites for relevant information
Enactive stage: Birth – 3 years
Iconic stage: Age 3-8 years
Symbolic stage: Age 8 and up

12. Constructivist integration models (cont.)
Multiple Intelligences Theory
Howard Gardner
The only theory that attempts to define the role of intelligence in learning.
Eight different and independent kinds of intelligence.
Has less impact on curriculum.
Group work on multimedia products, assigning students group roles based on their type of intelligence.

13. recommendations
Directed instruction should be used at the beginning of a lesson.
Inquiry-based learning should be used to check for what the student has learned.
If a student needs more assistance than the teacher should do what is needed to get that student that help until they are at the inquiry-based learning level.
Adjust to each students individual needs.

14. references
Roblyer, M. D. (2013). Integrating Educational Technology into Teaching (7th ed.). Boston: Pearson.