THEORIES

OF
LEARNIN
G
MAIN
THEORIES
1. Behaviorism
2. Cognitivism
3. Social Learning
Theory
4. Social
Constructivism
5. Multiple
Intelligences
6. Brain-Based
Learning
BEHAVIORISM
BEHAVIORIS
M • It is confined to
observable and
measurable behavior.
• Learning is defined
by the outward
expression of new
behaviors and
context-independent.
• Focuses on
observable
behaviors.
BEHAVIORIS
OPERANT
M CLASSICAL
CONDITIONING (PAVLOV)
CONDITIONING
(SKINNER)

• A stimulus is • The response is

presented in order made first then
to get a reinforcement
response. follows.
• It is about • It is about
reflexes. feedback/reinforce
ment.
BEHAVIORISM IN
THE CLASSROOM
• Rewards and

Punishments
• Responsibility for student
learning rests squarely
with the teacher.
• Lecture-Based and Highly
Structured
CRITIQUES OF
BEHAVIORISM
• It does not account
for processes taking
place in the mind that
cannot be observed.
• Advocates for
passive student
learning in a teacher-
centric
environment.
• One size fits all.
• Knowledge itself is
given and absolute.
• There is programmed
instruction and
teacher-proofing.
COGNITIVISM
COGNITIVIS
M • Grew in response to
Behaviorism.
• Knowledge is stored
cognitively as
symbols.
• Learning is the
process of
connecting symbols
in a meaningful and
memorable way.
• Studies focused on
the mental processes
that facilitate symbol
connection.
COGNITIVE
LEARNING THEORIES
DISCOVERY MEANINGFUL VERBAL
LEARNING (BRUNER) LEARNING (AUSUBEL)
• Anybody can learn • Advance Organizers:
anything at any age, • New material is
provided it is stated in presented in a systematic
terms they can way and is connected to
understand. existing cognitive
structures in a
• Powerful Concepts (Not meaningful way.
Isolated Facts) • When learners have
• Transfer to many difficulty with new
different situations. material, go back to the
• Only possible through concrete anchors
Discovery Learning. (Advance Organizers).
• Confront the learner with
problems and help them • Provide a discovery
find solutions. Do not approach and they will
present sequenced learn.
materials.
COGNITIVISM IN
THE CLASSROOM
• Inquiry-Oriented Projects
• Provide opportunities for
the testing of hypotheses.
• Curiosity is encouraged.
• Stage Scaffholding
CRITIQUES OF
COGNITIVISM
• Like Behaviorism, knowledge itself is
given and absolute.
• Input – Process – Output model is
mechanistic and deterministic.
• It does not account enough for
individuality.
• It has little emphasis on affective
characteristics.
SOCIAL
LEARNIN
G
THEORY
SOCIAL LEARNING
THEORY
• Grew out of
Cognitivism.
• Learning takes place
through
observation and
sensorial
experiences.
• Imitation is the
sincerest form
of flattery.
• Social Learning
Theory is the basis
of the movement
against violence in
media and video
games.
SOCIAL LEARNING
THEORY
Learning from Models:
1. Attend to pertinent
clues.
2. Code for memory
(store a visual
image).
3. Retain in
memory.
4. Accurately
reproduce the
observed activity.
5. Possess sufficient
motivation to apply
new learning.
SOCIAL LEARNING
THEORY
Research indicates that the
following factors influence
the strength of learning
from models:
1. How much power the
model seems to have.
2. How capable the model
seems to be.
3. How nurturing/caring
the model seems to be.
4. How similar the learner
perceives self and
model.
5. How many models the
learner observes.
SOCIAL LEARNING
THEORY
Four interrelated
processes establish and
strengthen
identification with the
model:
1. Children want to be
like the model.
2. Children believe they
are like the model.
3. Children experience
emotions like those
the model is
feeling.
4. Children act like the
model.
SOCIAL LEARNING
THEORY
• Through identification, children come to
believe they have the same
characteristics as the model.
• When they identify with a nurturing and
competent model, children feel
pleased and proud.
• When they identify with an inadequate
model, children feel unhappy and
insecure.
SOCIAL
LEARNING
THEORY IN THE
CLASSROOM
• Collaborative
Learning
and Group
Work
• Modeling
Responses and
Expectations
• There are
opportunities to
observe
experts in
action.
CRITIQUES OF
SOCIAL LEARNING
THEORY
•It does not take into account individuality,
context and experience as mediating
factors.
• Suggests students learn best as passive
receivers of sensory stimuli, as
opposed to being active learners.
• Emotions and motivation are not
considered important or connected to
learning.
SOCIAL
CONSTRUCTIVIS
M
SOCIAL
CONSTRUCTIVIS
•MGrew out of and in
response to Cognitivism
and was framed around
Metacognition.
• Knowledge is actively
constructed.
• Learning is:
• A search for meaning by
the learner.
• Contextualized
• An Inherently Social Activity
• Dialogic and Recursive
• The Responsibility of the
Learner
SOCIAL
CONSTRUCTIVISM
IN THE CLASSROOM
• Journaling
• Experiential
Activities
• Personal
Focus
• Collaborative
and
Cooperative
Learning
CRITIQUES OF
SOCIAL
CONSTRUCTIVISM
• Suggests that knowledge is neither given
nor absolute.
• It is often seen as less rigorous than
traditional approaches to instruction.
• It does not fit well with traditional age
grouping and rigid terms/semesters.
MULTIPLE
INTELLIGENCE
S
MULTIPLE
INTELLIGENCE
S
• Grew out of Constructivism and was framed around
Metacognition.
• All people are born with 8 intelligences:
1. Verbal-Linguistic
2. Visual-Spatial
3. Logical-Mathematical
4. Kinesthetic
5. Musical
6. Naturalist
7. Interpresonal
8. Intrapersonal
• Enable students to leverage their strengths and
purposefully target and develop their weaknesses.
MULTIPLE
INTELLIGENCES IN
THE CLASSROOM
• Delivery of instruction via
multiple mediums.
• Student-Centered
Classroom
• Authentic Assessment
• Self-Directed Learning
CRITIQUES OF
MULTIPLE
INTELLIGENCES
• Lack of quantifiable evidence that MI
exist.
• Lack of evidence that use of MI as a
curricular and methodological approach
has any discernible impact on learning.
• Suggestive of a departure from core
curricula and standards.
BRAIN-
BASED
LEARNING
• Grew out of Neuroscience and Constructivism.
• 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 and Peripheral Perception
8. Conscious and Unconscious Processes
9. Several Types of Memory
10. Embedded Learning Sticks
11. Challenge and Threat
12. Every brain is unique.
BRAIN-BASED
LEARNING IN THE
CLASSROOM
• Opportunities for Group Learning
• Regular Environmental Changes
• Multi-Sensory Environment
• Opportunities for Self-Expression and
Making Personal Connections to Content
• Community-Based Learning
CRITIQUES OF
BRAIN- BASED
•LEARNING
Research conducted by
neuroscientists, not by
teachers and educational
researchers.
• Lack of understanding of
the brain itself makes
“brian-based” learning
questionable.
• Individual principles have
been scientifically
questioned.
HUMANIS
T
HUMANIS
T • All students are
intrinsically
motivated to self
actualize or learn.
• Learning is
dependent upon
meeting a
hierarchy of
needs
(physiological,
psychological
and intellectual).
• Learning should
be reinforced.
OTHER
LEARNIN
G
THEORIES
OTHER
S
• Andragogy (Knowles)
• Flow (Czikszentmihalyi)
• Situated Learning (Lave)
• Subsumption Theory (Ausubel)
• Conditions of Learning (Gagne)