1. Learning Theories
Week Five – Part 1

2. Agenda Check-in Discussion of Assignment 2 experience
Context and setting of learning
Categories of learning theories
Intelligences
Learning Styles
Models of Teaching

3. Info Lit Interviews Turn and talk about
One thing that was confirmed
One thing that was a surprise
An idea you had from the interview
How does this knowledge affect how you will teach information literacy?

4. The Context of Learning
People and their Lives
Social and Historical Influences
Current Conditions
Emerging Challenges and Opportunities
John Bransford

5. Where Does Learning Happen?
Where does our instruction fit?
The LIFE Center

6. Four Basic Philosophies
The Behaviorists
Based on observable changes in behavior
The Cognitivists
Based on the thought process behind the behavior
The Constructivists
Based on the belief that we all construct our perspective of the world and learning experiences. That is, we problem solve.
The Socioculturists
Based in the idea that learning is situated in the learning community and the sociocultural experience of the individual

7. Behaviorists Pavlov – Classic and Operant Conditioning
Thorndike – Active Learning & Trial and Error
Skinner – Practice stimulus response
Expose the student to the subject in gradual steps
Require that the learner make a response and receive immediate feedback
Arrange the difficulty of the questions so the response is always correct and hence a positive reinforcement
Information should be presented in small amounts so that responses can be reinforced ("shaping")
Belief that behavior can be modified

8. Behaviorist instruction
The task would be clearly defined.
Objectives would be set
The learning events would be listed in sequence of increased difficulty
You would constantly reinforce desired learning outcomes
Evaluation would include a checklist of skills
Instruction could be programmed to be the same for all situations.

9. Cognitivists Piaget’s 4 Stages Child development and learning
Sensorimotor (0-2)
Physical interaction
Objects out of sight don’t exist
Preoperational (2-7)
Needs concrete interaction
Not abstract thinkers
Concrete Operational (7-11)
Logical sequence to explain their experiences
Mathematic equations can be solved without objects
Formal Operations (11 and up)
Reasoning
Abstract insights
Child development and learning
Emphasis on the importance of play
Background biology and philosophy
Cognitive development enhanced by experiences

10. Cognitivist Instruction
Conduct a cognitive task analysis. Find out what they know
You would teach complex problems but you would have clear objectives
A series of learning events would be designed. Each stage the learners would be challenged to identify what they know and what they will need to know to solve the problem.
Evaluation is driven by how well the learner feels they have achieved
Instruction and material must be relevant to this group.

11. Constructivists
Vygotsky – Scaffolding and Zone of Proximal Development
Bruner – Learning is an active experience
Learner transforms information,
constructs hypotheses,
makes decisions,
Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences
Reflect on experiences
Problem-solving; open ended questions
Concepts must be presented
When the student is ready to learn
In a way that is accessible to the student or easy for the student to learn new material (fun)
To fill in the gaps
When it is relevant to them

12. Constructivists Instruction
Analyze the tools for learning and the environment
Objectives are determined in collaboration with the learner.
As with cognitivists, a series of learning events would be designed. At each stage the learners would be challenged to identify what they know and what they will need to know to solve the problem.
Evaluation is based on self assessment
All learning must be related to the learners own experiences

13. Socioculturists Vygotsky Leont’ev and Luria Latour Lave and Wenger
Social Development of the Mind
Leont’ev and Luria
Activity Theory or Cultural Historical Activity Theory (CHAT)
Latour
Actor-Network Theory
Lave and Wenger
Situated Learning
Legitimate peripheral practice
Master and apprentice
Moll and Moje
Funds of Knowledge
Third Space
Lee
Cultural Modeling
New Literacies
Lea and Street – Academic Literacies

14. Socioculturists Instruction
Know your students
Find ways to draw out their experiences
Let them give examples from their lives
Provide opportunities for apprenticeship
Acknowledge the power structure and real life tensions
Beware of privileging one kind of knowledge over another

15. Learning Styles Assumption: everyone can learn
Style partly based on heredity and upbringing
We perceive and process experiences and information in different ways
All styles need to be experienced, but
Individuals will work better in their own area
Personality or learning style? (example Myers-Briggs)
Many tests online. Look for “learning style inventory” and see what you find!

16. Erik Erickson

17. Erik Erickson

18. 3 Most Common Categories
Visual Learners
Auditory Learners
Kinesthetic (Tactile) Learners
Some add in “Reading/Writing Preference” Learners (See VARK model)

19. Kolb Model Converger Diverger Assimilator Accommodator
Characterized by abstract conceptualization and active experimentation. They are good at making practical applications of ideas and using deductive reasoning to solve problems
Diverger
Tend toward concrete experience and reflective observation. They are imaginative and are good at coming up with ideas and seeing things from different perspectives
Assimilator
Characterized by abstract conceptualization and reflective observation. They are capable of creating theoretical models by means of inductive reasoning
Accommodator
Use concrete experience and active experimentation. They are good at actively engaging with the world and actually doing things instead of merely reading about and studying them

20. McCarthy’s 4 Styles Type one: WHY? Type two: WHAT? Type three: HOW?
Needs to be relevant and personal to them.
Teacher needs to create a reason.
What do I know already?
How does this fit in with what I know already?
Enjoys brainstorming , listing, recording, charting, relating a past experience
Type two: WHAT?
Primarily interested in facts as they led to conceptual understanding.
Give them facts.
Look for gaps in their knowledge.
“What more do I need to know?”
Enjoys defining, explaining, classifying, comparing, reporting, advertising
Type three: HOW?
Interested in how things work.
Teachers need to let them try it.
Look for ways of applying what they already know
Enjoy demonstrating, interpreting, constructing, making models, mapping, collage, giving a talk
Type 4: WHAT IF?
Primarily interested in self discovery.
Let them teach it to themselves and others
Looks beyond what they have learnt or need to know
Enjoys predicting, improving, developing, inventing, judging, recommending, developing an action plan

21. Gardner’s Theory of Multiple Intelligences – “Human cognition in its fullest.”
Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information.
Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. It entails the ability to detect patterns, reason deductively and think logically.
Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements.
Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. It involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

22. Wrap-up
Way you design your program depends on the way you see your learners
No single best philosophy – brain research may confirm or change what we know!
Good teacher varies techniques and strategies
For example:
Active reflectors: learn by thinking
Vary assignment
Concrete / abstract: direct experience
Vary instruction

23. Class Discussion
What learning theories make the most sense to you based on your experiences as a learner and in giving instruction?
How has metacognition played a role in your own learning?
Is there a reading that really resonated with you? Why?
Please ask questions if anything in the reading or lectures are unclear to you.

24. Next up
Models of Teaching