Learning Theories Power Point Presentation
- 1. Theories of Learning Image credit: Parish, Bunny. bp019.jpg. 1956. Pics4Learning. 12 Jan 2021
- 2. Intended Learning Outcomes • To consider implications for teaching and learning • To introduce and pose questions about major theories of learning • To recognise learning theories in action
- 4. Different perspectives on learning 1. A change in behaviour as a result of experience or frequent practice 2. To gain knowledge of, or skill in, something through study, teaching, instruction or experience 3. A process by which behaviour is changed, shaped and controlled 4. The individual process of constructing understanding based on experience from a wider range of sources 5. A cognitive process that enables us to store, retrieve, process and use information and develop skills Adapted from Pritchard (2018)
- 5. How do we understand learning? ‘Learning is a natural process. Yet, understanding how we learn is not so straightforward.’ (Wray, 2018, p66) • Theories of learning have developed from a range of perspectives: educational, social, cultural, psychological, neurological • Their purpose is to help us understand how children learn and therefore to help inform planning and teaching.
- 6. Theories of learning • Behaviourism • Cognitive Constructivism • Social Constructivism • Socio-Cultural Constructivism • Science of Learning
- 7. Behaviourism Key features: • Knowledge as a repertoire of behaviours, or behavioural capacities • Mind is a ‘black box’ • Child as an empty vessel (tabula rasa): knowledge transmitted to the child • Stimulus-response sequences • Positive and negative reinforcement • Repetition – ‘skill and drill’ • Key theorist: Skinner Source: Wray (2018) in core text In class: • Teacher as deliverer with expert skills and knowledge • Focus on observing new learning as new behaviours (skills) • Rote learning/regular practice • Modelling and imitation • Behaviour modification through praise
- 8. Cognitive Constructivism Key Features: • Children come to learning with ideas and experiences • Learning is through interaction with what is already known (own mental representation/ schema) and new experiences • Meanings can be accepted (assimilated), accommodated or rejected • Equilibrium/stability – so mental structures are resistant to change • What is in the learner’s mind matters – importance of elicitation • Key theorist: Piaget In class: • Learning planned to build on prior knowledge and experiences • Learners are active and self motivated - learning as play, discovery, testing out theories • Emphasis on practical activity, enquiry, problem-solving
- 9. Social constructivism Key Features: • Learning as a collaborative process • Children as co-constructors of learning • More knowledgeable other (MKO) • Zone of Proximal Development: MKO supports new learning beyond what is already understood • Social Creativity • Role of emotions in learning • Action and reflection • Learning context is crucial • Key theorist: Vygotsky In Class: • Teachers act as guides/ facilitators/scaffolders • Dialogic approach: talk and learning partners • Collaborative and cooperative learning and problem-solving • Peer assessment/oral feedback
- 10. Sociocultural constructivism Key Features: • Culture/society mediates learning - we cannot just focus on the individual but also the social world around them • Learning is influenced by your context: language, symbols and thinking • ‘Situated learning’ - learning is embedded within social events and interactions in a cultural setting • Key theorists: Bruner, Neil Mercer, Robin Alexander (dialogic teaching) In Class: • Empathy, respect and acknowledgement of children’s different cultural interpretations • Multilingual classrooms (EAL) • Awareness of the context of learning and how it can be seen from different cultural perspectives • World and global events give a macro lens for learning
- 11. Science of Learning Key Features: • Includes research findings from psychology and cognitive neuroscience • A relatively young, complex science that is still in its infancy • Uses a range of terminology e.g. ‘Learning Sciences’ and ‘educational neuroscience’ • Uses information from different kinds of neuroimaging (brain scans) alongside behavioural data • Learning is understood in terms of memory: ‘working memory’ and ‘long term memory’. In Class: • Awareness of prior knowledge to help learners to make connections • Reduce the load on children’s working memory by giving clear, concise instruction and minimise distractions • A variety of connected contexts to practice and develop skills and concepts helps information to be stored in long term memory • Recalling/retrieving information from memory helps it to be learned • Anxiety makes it difficult to process information and pay attention • Awareness that everyone is unique but can learn and make progress (the brain is ‘plastic’ and is changed by learning)
- 12. Reflecting on You as a Learner • What did you learn? • How did you learn? On your own or with others? • How did you know? • What did you find difficult? • How did you overcome any barriers? • What would your next steps be? Begin to think about what role learning plays in your role as a teacher.
- 13. Key Messages ● Learning theories are frameworks developed from a wide range of perspectives ● Five main theories to explore for your starting point: ○ Behaviourism ○ Cognitive Constructivism ○ Social Constructivism ○ Socio-cultural Constructivism ○ Science of Learning ● There are many connections between the theories ● Used by teachers to understand children’s learning and to plan for progress ● Exploring and recognising children’s learning is the focus for an assignment.
- 14. References • Unit 2.2 Wray D. (2018) ‘Looking at Learning’ in Cremin, T. and Burnett, C. Learning to Teach in the Primary School (4th Ed) London: Sage • Pritchard, A. (2018) Ways of Learning: Learning Theories for the classroom. London: Routledge.
Editor's Notes
- #1: Image credit: Parish, Bunny. bp019.jpg. 1956. Pics4Learning. 12 Jan 2021 free use for teachers and students for educational purposes.
- #3: So, we think learning, and understanding/recognising it is important, but…. What is it? Do we all think the same? Is there a single definition? Reflect and add any thoughts to the slide. Tutor to summarise responses - could ask trainee teachers to show their agreement with a statement by ‘raising their hand’.
- #4: Tutor to present different perspectives of learning: Emphasis on distinction between behaviour, knowledge, skills and understanding, and individual experience vs shared experience or instruction. Ask BSTs to reflect: Should these be considered differently? What is challenging their thinking? Question whether we are assuming that learning is attributed to individual pupils. Could these ideas refer to the learning of groups - in school or in wider society?
- #5: Beginning of Wray 2018 chapter "Learning is a natural process. Yet, understanding how we learn is not so straightforward." Often in assignments, students view the theories as ways we learn and teaching in different situations, rather than being possible explanations as how the learning is occurring. We need to emphasise that the theories are meant to help us understand the learning taking place. Wray goes on to ask "... does it matter how we define it? Will that actually make a difference to our teaching?" What do we think?
- #6: Remember when using these ideas in written reflection on your experiences in schools, they are not about criticising other teachers or teaching practices– focus on the children and their learning and the implications for your own practice. Different lenses to understand learning: presenting 5 key theories; frameworks that have been developed over a number of years by key theorists to help explain and recognise learning - theories, not fact.
- #7: 15 min task: Allocate one learning theory to each of the 5 ‘rooms’ you set up. Ask the students/trainee teachers to work together to plan a 3 minute interview but only one needs to take on the role of the interviewer. They can return to the main room at any time to ask any questions they may have. 15 min sharing: Allow 3 minutes per performance. Reassure trainees//students that this is not a test that they have remembered/learnt everything about the learning theory but a way to start engaging with the different ideas.
- #8: Copies of links Behaviourism: https://youtu.be/bq5g8u0qx5c (3 mins) Cognitive constructivism: https://www.youtube.com/watch?v=lvxraaGYWuc (4 mins) Social constructivism: https://www.youtube.com/watch?v=NcznYMK6r_8 (4 mins) Sociocultural constructivism: Robin Alexander’s Dialogic Teaching (6 mins focus on first 4 mins) Science of Learning: https://www.youtube.com/watch?v=ilbf10mHcv4 (6 mins)
- #9: For expert group or tutor reference
- #10: For expert group or tutor reference
- #11: For expert group or tutor reference
- #12: For expert group or tutor reference
- #13: For expert group or tutor reference
- #14: Prompt trainee teachers/students to consider their own new learning from a task on the course or precourse task. In the chat box ask, ‘does anyone have any examples of learning that could be explained from a behaviourist standpoint?’ For example, rote learning of times tables (ask for each of the learning theories): Behaviourism, cognitive constructivism (e.g. taking an online course in photography to build on what I already know), social constructivism (e.g. learning a song as part of a choir), sociocultural constructivism (e.g. learning Spanish in Peru), science of learning (e.g. reading about a new topic, explaining it and teaching it to someone else or learning in a calm environment where information was broken down into chunks) Precourse Task: Begin to explore and investigate learning. A key thread of your PGCE year will be considering how learning and progress can be maximised so that as a teacher you inspire and enable children to reach their full potential. To start this process, it would be helpful for you to begin to consider yourself as a learner. Before you start your PGCE, take time to learn a new skill or new game. Consider what prior learning or experience helped you to be successful. Notice what you find hard about the task and how you overcame that difficulty. How challenging did you find the task? How did you improve overtime? How did you feel at different points? Did you learn on your own or with friends or family? There is no need to write up this task; but do come prepared to share your experiences in your Professional Studies seminars.
- #15: To save seeing repeated misunderstandings in assignments is it advisable that we all make sure they know that Vygotsky died in the 1930s, that Piaget (died 1980 so was writing long after Vygotsky) is more than age and stage (the most critiqued aspect of his theory) and did not say that social aspects weren't important; Bruner is the go-to theorist for scaffolding, too.