1. Things You Must Know About Learning Theory
Ronald C. Persin, Ed. D.
Florida Atlantic University
College of Education
Department of Teaching and Learning

2. Progressive Education
Practices to make schools more effective in democratic society
John Dewey - advocated "child-centered" and "social reconstructionist" approaches
Two essential elements:
Respect for diversity – an individual should be recognized for his or her own abilities, interests, and cultural identity
Development of critical, socially-engaged intelligence which enables individuals to understand and participate effectively in a democratic society
John Dewey (

3. Elements of Progressive Education
Behaviorism – Skinner and Watson
Cognitivism – Piaget and Bruner
Social Learning Theory - Bandura
Social Constructivism - Vygotsky
Multiple Intelligences - Gardner
Brain-Based Learning – Souza, Caine, Jensen

4. Behaviorism Focuses solely on observable behaviors
Learning is defined by the outward expression of new behaviors
Focuses solely on observable behaviors
Learning is context-independent
A biological basis for learning - you have it or you don’t…it’s a thing you inherit
Theorists: B. F. Skinner & John B. Watson
Biological basis for learning – you have it or you don’t…it’s a thing you inherit
(1904 – 1990) ( )

5. Behaviorism in the Classroom
Responsibility for student learning rests squarely with the teacher
Lecture-based, highly structured
Rewards and punishments

6. Critiques of Behaviorism
Does not account for processes taking place in the mind that cannot be observed
Passive student learning in a teacher-centric environment
Knowledge itself is
given and absolute
One size fits all

7. Cognitivism Grew in response to Behaviorism
Knowledge is stored cognitively as symbols
Grew in response to Behaviorism
Learning is the process of connecting symbols in a meaningful & memorable way
Studies focused on
the mental
processes that
facilitate symbol
connection
Grew in response to Behaviorism in an effort to better understand the mental processes behind learning

8. Cognitivism cont. Jean Piaget Jerome Bruner
Genetic Epistemology - how people
develop cognitively from birth
Assimilation and Accommodation
Jerome Bruner
Discovery Learning - Learner as
independent
problem-solver
Assimilation: The integration of new information into an existing symbol system
Accommodation: The adjustment of internal symbol systems to make space for new information that challenges the structure
( )
Jerome Bruner
( )

9. Cognitivism in the Classroom
Opportunities for the testing of hypotheses
Curiosity encouraged
Inquiry-oriented projects
Staged scaffolding
Staged scaffolding: not based on ability or experience…based on developmental stage (age most predominantly)

10. Critiques of Cognitivism
Like Behaviorism, knowledge itself is given and absolute
Input – Process – Output model is mechanistic and deterministic
Does not account
enough for
individuality
Does not account enough for individuality and differences in staged development
Little emphasis on affective characteristics, especially motivation

11. Social Learning Theory (SLT)
Learning occurs through observation and sensory experiences
Grew out of Cognitivism
Albert Bandura – observational learning
Imitation is the sincerest
form of flattery
SLT is the basis of the
movement against violence
in media & video games
Bobo Doll Experiment
Imitation: Individuals adopt the modeled behavior more readily and completely if the person they are observing is admired by the observer
We more readily model behavior if it results in outcomes we value or approve of
Albert Bandura
( )

12. SLT in the Classroom Collaborative earning and group work
Modeling responses
and expectations
Opportunities to
observe experts
in action

13. Critiques of Social Learning Theory
Suggests students learn best as passive receivers of sensory stimuli, as opposed to being active learners
Think of a laboratory environment, for instance. What’s more effective in your estimation…watching the faculty member conduct the lab, or you doing it yourself?
Emotions and motivation not considered
important or connected to learning

14. Social Constructivism
Knowledge is actively constructed
Lev Vygotsky
Social Learning
Zone of Proximal Development
Grew out of and in response to
Cognitivism, framed around
metacognition
Learning is…
A search for meaning by the learner
Contextualized
An inherently social activity
Dialogic and recursive
The responsibility of the learner
Knowledge is actively constructed by individuals in light of and in relation to our past experiences, the context of learning, personal motivation, and our beliefs/attitudes/prior knowledge
Think of the lab…instead of just watching it being done, the student acts as the active agent conducting the lab, with expert support leading them to the edge of their knowledge and beyond.
Dialogic: central focus is on written & spoken dialogue
Recursive: new learning is built upon prior learning…scaffolding
Lev Vygotsky
( )

15. Social Constructivism in the Classroom
Collaborative & cooperative learning
Journaling
Experiential activities
Personal focus

16. Critiques of Social Constructivism
Seen as less rigorous than traditional
approaches to instruction
May not fit well with
traditional age grouping
and rigid terms and
semesters
Suggests that knowledge
is neither given nor
absolute, but is rather an individual construct
Suggests that knowledge is neither given nor absolute, but is rather an individual construct
Does not fit well with traditional age grouping and rigid terms/semesters that do not provide a flexible timeframe for learning

17. Multiple Intelligences (MI)
Howard Gardner - All people are born with eight intelligences
1. Verbal-Linguistic
5. Musical
2. Visual-Spatial
6. Naturalist
3. Logical-Mathematical
7. Interpersonal
4. Kinesthetic
8. Intrapersonal
Grew out of Constructivism,
framed around knowing who
you are as a learner
(metacognition)
Enables students to
leverage their strengths and
purposefully target, then develop their weaknesses
Metacognition – simply put is learning about learning, but more realistically, it’s about kn owing who you are as a learner, and developing the capacity to leverage your strengths to your advantage while purposefully addressing your weaknesses
Howard Gardner
( )

18. MI in the Classroom Delivery of instruction via multiple mediums
Student-centered classroom
Authentic Assessment
Self-directed learning

19. Critiques of MI Development process is a time-sink
Suggestive of a departure from core curricula and standards
Lack of quantifiable evidence
that MI exist
Lack of evidence that use of
MI has any noticeable impact
on learning

20. Brain-Based Learning (BBL)
12 governing principles
1. Brain is a parallel processor
2. Whole body learning
3. A search for meaning
4. Patterning
5. Emotions are critical
6. Processing of parts and wholes
7. Focused attention & peripheral perception
8. Conscious & unconscious processes
9. Several types of memory
10. Embedded learning sticks
11. Challenge & threat
12. Every brain is unique
Grew out of Neuroscience & Constructivism
Dinesh Souza, Geoffrey & Renate Caine, Eric Jensen

21. BBL in the Classroom Opportunities for group learning
Regular environmental changes
A multi-sensory environment
Opportunities for self-expression and making personal connections to content
Community-based learning

22. Critiques of BBL
Research conducted by neuroscientists, not teachers & educational researchers
Lack of understanding of the brain itself makes “brain-based” learning questionable
You can’t make leaps
from neuroscience to
the classroom
Individual principles have been scientifically questioned (left/right brain laterality)

23. Other Learning Theories of Note
Andragogy (M. Knowles)
Information Processing (G. Miller)
Situated Learning (J. Lave)
Subsumption Theory (D. Ausubel)
Conditions of Learning (R. Gagne)
It's good practice to appreciate all the learning theories. They all add to our understanding of human learning, and our ability to instruct.