1. Learning Theories

2. Constructivism Definition: By reflecting on our experiences, we construct our own understanding of the world we live in. Learning is the process of adjusting our mental models to accommodate new experiences

3. Principles of Constructivism 1. Learning is a search for meaning 2. Meaning requires understanding “wholes” as well as “parts”. 3. In order to teach well, we must understand the learners’ mental models 4. Purpose of learning is for an individual to construct his or her own meaning.

4. Impact on Learning Instruction must be concerned with the experiences and contexts that make the learner willing and able to learn (readiness). Instruction must be structured so that it can be easily grasped by the learner (spiral organization). Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given). Self-evaluation is the principal method of assessing progress or success. Bruner, J. (1973)

5. Behaviorism Definition: Focuses on objectively observable behaviors and discounts mental activities. Learning is the acquisition of new behavior. 2 kinds of conditioning: 1. Classic conditioning 2. Behavioral/operant conditioning

6. Impact on Learning Behaviorists feel that the curriculum should be organized around clearly stated learning outcomes. Positive and negative reinforcement techniques can be very effective.

7. Vygotsky & Social Cognition Definition Culture is the prime determinant of individual development. Therefore, learning development is affected in both large and small ways by the culture where she or he is.

8. Principles Culture teaches learners what to think and how to think. Zone of Proximal Development – the difference between what the learner can do on his/her own and what can be done with help. Scaffolding – the teacher continually adjusts the level of help in response to learner’s level of performance

9. Impact on Learning Curricula should emphasize interaction between learner and learning tasks, and also among learners (collaborative learning) With appropriate help (scaffolding), learners can perform tasks they are not capable of performing on their own. It instills the skills necessary for future independent problem-solving.

10. Multiple Intelligences There are 8 ways that people have of perceiving and understanding the world. Each is labeled an “intelligence” – a set of skills which enables the learner to resolve problems. Gardner, H. 1983

11. Multiple Intelligences 1. Linguistic intelligence ("word smart“) 2. Logical-mathematical intelligence ("number/reasoning smart") 3. Spatial intelligence ("picture smart") 4. Bodily-Kinesthetic intelligence ("body smart") 5. Musical intelligence ("music smart") 6. Interpersonal intelligence ("people smart") 7. Intrapersonal intelligence ("self smart") 8. Naturalist intelligence ("nature smart")

12. Impact on Learning Curriculum should be more balanced to incorporate self-awareness, communication, arts, etc. Provides eight different potential pathways to facilitate better learning. Assessment takes into account the diversity of intelligences, as well as self-assessment.

13. Communities of Practice Groups of people who engage in a process of collective learning in a shared domain of interest. Members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other.

14. Impact on Learning Structure learning opportunities that embed knowledge in work practices and social relations Create learning opportunities to solve real problems

15. Social Learning Learning is through observing and modeling the behaviors, attitudes, and emotional reactions of others. Bandura, 1977

16. Processes in Social Learning Attention Retention Account for learning of teacher’s behavior Production Motivation Control the performance of the behavior

17. Social-Cognitive Theory Individuals are proactively engaged in their own development and can make things happen by their actions. Individuals possess self-beliefs that enable them to exercise a measure of control over their thoughts, feelings, and actions “What people think, believe, and feel affects how they behave" (Bandura, 1986)

18. Reciprocal Determinism BEHAVIOR PERSONAL FACTORS ( Cognitive, affective & biological events) ENVIRONMENTAL FACTORS

19. Self-efficacy People’s judgments of their own ability to deal with different situations is central to their actions. Arise from 4 sources: Performance attainments Observations of other people Verbal persuasion Physiological states Determines - effort - persistence - resilience

20. Impact on Learning Teacher must: model behavior set a clear goal of desired outcome provide knowledge, skills & feedback encourage collaborative learning Learner must: observe and model behavior reflect on the learning