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385921227 Final Theories of Learning

The document discusses various theories of learning, including Behaviorism, Cognitivism, Social Learning Theory, Social Constructivism, and Multiple Intelligences, each with its own definitions, classroom applications, and critiques. It emphasizes that learning is a complex process influenced by interaction with the environment and individual experiences. The document also highlights the importance of understanding different learning styles and the role of motivation in the learning process.

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Vhal Valenzuela
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11 views

385921227 Final Theories of Learning

The document discusses various theories of learning, including Behaviorism, Cognitivism, Social Learning Theory, Social Constructivism, and Multiple Intelligences, each with its own definitions, classroom applications, and critiques. It emphasizes that learning is a complex process influenced by interaction with the environment and individual experiences. The document also highlights the importance of understanding different learning styles and the role of motivation in the learning process.

Uploaded by

Vhal Valenzuela
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Theories of learning

DISCUSSANT :

CHRIS B. VALENZUELA
Definitions: Learning is:
1. “a persisting change in human performance
or performance potential . . . (brought) about as a
result of the learner’s interaction with the
environment” (Driscoll, 1994, pp. 8-9).
2. “the relatively permanent change in a
person’s knowledge or behavior due to experience”
(Mayer, 1982, p. 1040).

3. “an enduring change in behavior, or in the


capacity to behave in a given fashion, which
results from practice or other forms of experience”
(Shuell, 1986, p. 412).
Learning Theory
Q: How do people learn?
A: Nobody really knows.
But there are 5 main theories:
Behaviorism

Cognitivism

Social Learning Theory

Social Constructivism

Multiple Intelligences
Behaviorism
 Learning is defined by the outward
expression of new behaviors
 Focuses solely on observable behaviors
 A biological basis for learning
 Classical & Operant Conditioning
 Reflexes (Pavlov’s Dogs)
 Feedback/Reinforcement (Skinner’s Pigeon Box)
Behaviorism in the Classroom
 Rewards and
punishments
 Responsibility for
student learning
rests squarely
with the teacher
 Lecture-based,
highly structured
Critiques of Behaviorism
 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
 Programmed instruction & teacher-proofing
Workplace examples
 Attendance point system
- The negative reinforcement is the
notification of accrued point esp. an
attendance infraction (disciplinary actions or
worst be the basis of termination)
- The positive reinforcement periodic
recognition of employees with perfect
attendance or zero points.
Workplace examples
 Continental Airlines
- Rewarding employees for what was really
important would drive important behavioral
changes. Some companies gives quarterly
bonuses for all employees based on
achieving targeted levels of performance .
Their ratings is based on quarterly
assessment based on lost baggage claims, on
time departures, and costumer complaints.
Workplace examples
 Time Clock/biometrics
- Their bases for the computation of their
salaries depends primarily on the data of
their biometrics record.
Cognitivism
 Grew in response to Behaviorism
 Knowledge is stored cognitively as symbols
 Learning is the process of connecting
symbols in a meaningful & memorable way
 Studies focused on the mental processes
that facilitate symbol connection
Cognitive Learning Theory
 Discovery Learning

1. Bruner said anybody can learn anything at


any age, provided it is stated in terms
they can understand.
Cognitive Learning Theory
 Discovery Learning

2. Powerful Concepts (not isolated facts)


a. Transfer to many different situations
b. Only possible through Discovery Learning
c. Confront the learner with problems and help
them find solutions. Do not present
sequenced materials.
Cognitivism in the Classroom
 Inquiry-oriented
projects
 Opportunities for the
testing of hypotheses
 Curiosity encouraged
 Staged scaffolding
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
 Little emphasis on affective characteristics
Social Learning Theory (SLT)
 Grew out of Cognitivism
 A. Bandura (1973)
 Learning takes place through observation
and sensorial experiences
 Imitation is the sincerest form of flattery
 SLT is the basis of the movement against
violence in media & video games
SLT in the Classroom
 Collaborative
learning and group
work
 Modeling responses
and expectations
 Opportunities to
observe experts in
action
Critiques of Social Learning
Theory
 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 not considered
important or connected to learning
Social Constructivism

 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 &
cooperative learning
Critiques of Social Constructivism
 Suggests that knowledge is neither given
nor absolute
 Often seen as less rigorous than traditional
approaches to instruction
 Does not fit well with traditional age
grouping and rigid terms/semesters
Multiple Intelligences (MI)
 H. Gardner (1983 to present)
 All people are born with eight intelligences:

1. Verbal-Linguistic 5. Musical
 Enables students to leverage their strengths and purposefully target and develop their weaknesses
2. Visual-Spatial 6. Naturalist
3. Logical-Mathematical 7. Interpersonal
4. Kinesthetic 8. Intrapersonal
MI in the Classroom
 Delivery of instruction
via multiple mediums
 Student-centered
classroom
 Authentic
Assessment
 Self-directed learning
Critiques of MI
 Lack of quantifiable evidence that MI exist
 Lack of evidence that use of MI as a
curricular and methodological approach has
any discernable impact on learning
 Suggestive of a departure from core
curricula and standards
Humanist
 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.
Thank you very
much for
listening… 

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