1. Learning Theories 101 Naomi Iuhasz-Velez Jennifer Langer-Osuna, PhD UM School of Education and Human Development Department of Teaching and Learning

2. An Introduction: Eight Loaves of Bread 10 minutes group activity 8 groups Purpose: to showcase different theories of learning Prepare to share your experience

3. Eight Loaves of Bread Three travelers are sitting around a fire, and are about to eat a meal. One of them has five small loaves of bread, the second has three small loaves of bread. The third has no food, but has eight coins. He offers to pay for some bread. They agree to share the eight loaves equally among the three travelers, and the third traveler will pay eight coins for his share of the eight loaves. All loaves were the same size. The second traveler (who had three loaves) suggests that he be paid three coins, and that the first traveler be paid five coins. The first traveler says that he should get more than five coins. Is he right? How should the money be divided up?

4. Eight Loaves of Bread SOLUTION: The first traveler should be paid more than five coins.

5. Eight Loaves of Bread SOLUTION: Each man ended up with 2 and 2/3 loaves (eight loaves split three ways).

6. Eight Loaves of Bread SOLUTION: So the second traveler (with three loaves) gave 1/3 loaf to the third traveler.

7. Eight Loaves of Bread SOLUTION: The first traveler gave 2 and 1/3 (or 7/3) loaves to the third traveler.

8. Eight Loaves of Bread SOLUTION: The first traveler gave seven times as much, and should get seven coins, with one coin going to the second traveler.

9. Theories of Learning: Behaviorism Groups 1 & 2 Concept: Learning is a change in behavior… mind is a black box Operates on the principle of “stimulus-response” All behavior caused by external stimuli (operant conditioning) Learning through memorization of facts using reinforcement, understanding does not come into the picture

10. Theories of Learning: Constructivism (Cognitivist) Groups 3 & 4 Concept: Learning is an active, constructed process All knowledge is constructed from the learner’s previous knowledge and experiences with physical environment The “black box” of the mind should be opened and understood Learning is an active, contextualized process of constructing knowledge, emphasis on sense-making

11. Theories of Learning: Socio-cultural Perspectives Groups 5 & 6 Concept: Learning occurs through social interaction… hence, groups Learners acquire higher order functions by interacting with each other The more knowledgeable other scaffolds the environment to facilitate learning Learning is fundamentally cultural, understanding is developed through continued social negotiation, through guided practice or peripheral participation and peer learning

12. Theories of Learning: Socio-cultural Perspectives Groups 7 & 8 Concept: Learning is the process of becoming a scientist You, becoming a professional scientist; your students, forming a scientific identity Inquiry is what scientists do Learning happens through participating in particular discourse communities; motivation to become a central participant is important and needs to be fostered Communities of Practice

13. So What Does This Mean for You as a TA? Your ROLE is to support your students’ construction of knowledge and of a positive scientific identity HOW? Facilitate discussion among students around central ideas, current dilemmas Draw on and utilize their personal experiences Different identities, histories, knowledge bases Identify and focus on understanding of the lesson’s core ideas, conceptual relationships, central problems You are the expert other – scaffold, guide, immerse your students in the world of science

14. So What Does This Mean for You as a TA? Your ROLE is to support a positive scientific identity in your students HOW? During your mandatory lecture days Find the middle ground between inquiry and lecture Identify the complex points that need to be understood as you plan your lessons Launch a conceptual question or dilemma around the main concepts to orchestrate a discussion Guide the discussion – pose open-ended questions, have students address and build on one another’s ideas Seek to introduce and sustain scientific discourse – e.g. argumentation Bring in your students’ diverse backgrounds, knowledge bases Foster systems thinking

15. Thank you! Questions or comments? Email me at n.iuhasz@umiami.edu