LearnTheoryHistory LearnTheoryHistory.ppt
- 1. A (Very) Brief History of Learning Theory Matthew D. Laliberte Worcester Polytechnic Institute NERCOMP SIG 01.19.05
- 2. Learning as a Black Box INPUTS OUTCOMES INPUTS OUTCOMES Learning So what’s happening inside the box?
- 3. A Superficial Review Behaviorism Cognitivism Social Learning Theory Social Constructivism Multiple Intelligences Brain-Based Learning
- 4. Behaviorism Learning is defined by the outward expression of new behaviors Focuses solely on observable behaviors A biological basis for learning Learning is context-independent Classical & Operant Conditioning Reflexes (Pavlov’s Dogs) Feedback/Reinforcement (Skinner’s Pigeon Box)
- 5. Behaviorism in the Classroom Rewards and punishments Responsibility for student learning rests squarely with the teacher Lecture-based, highly structured
- 6. 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
- 7. 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
- 8. Cognitivism cont. Jean Piaget Genetic Epistemology Assimilation and Accommodation Jerome Bruner Discovery Learning Learner as independent problem-solver
- 9. Cognitivism in the Classroom Inquiry-oriented projects Opportunities for the testing of hypotheses Curiosity encouraged Staged scaffolding
- 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 Little emphasis on affective characteristics
- 11. 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 Bobo Doll Experiment
- 12. SLT in the Classroom Collaborative learning and group work Modeling responses and expectations Opportunities to observe experts in action
- 13. 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
- 14. Social Constructivism Grew out of and in response to Cognitivism, 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 Lev Vygotsky Social Learning Zone of Proximal Development
- 15. Social Constructivism in the Classroom Journaling Experiential activities Personal focus Collaborative & cooperative learning
- 16. 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
- 17. Multiple Intelligences (MI) Grew out of Constructivism, framed around metacognition H. Gardner (1983 to present) All people are born with eight intelligences: Enables students to leverage their strengths and purposefully target and develop their weaknesses 1. Verbal-Linguistic 5. Musical 2. Visual-Spatial 6. Naturalist 3. Logical-Mathematical 7. Interpersonal 4. Kinesthetic 8. Intrapersonal
- 18. MI in the Classroom Delivery of instruction via multiple mediums Student-centered classroom Authentic Assessment Self-directed learning
- 19. 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 Development process is a time-sink Suggestive of a departure from core curricula and standards
- 20. Brain-Based Learning (BBL) Grew out of Neuroscience & Constructivism D. Souza, N. Caine & G. Caine, E. Jensen (1980’s to present) 12 governing principles 1. Brain is a parallel processor 7. Focused attention & peripheral perception 2. Whole body learning 8. Conscious & unconscious processes 3. A search for meaning 9. Several types of memory 4. Patterning 10. Embedded learning sticks 5. Emotions are critical 11. Challenge & threat 6. Processing of parts and wholes 12. Every brain is unique
- 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 Individual principles have been scientifically questioned
- 23. Other Learning Theories of Note Andragogy (M. Knowles) Flow (M. Czikszentmihalyi) Situated Learning (J. Lave) Subsumption Theory (D. Ausubel) Conditions of Learning (R. Gagne)
- 24. Learning as a Not-So-Black Box Learner INPUTS INPUTS INPUTS INPUTS INPUTS Environment OUTCOMES OUTCOMES OUTCOMES Lost
Editor's Notes
- #4: Biological basis for learning – you have it or you don’t…it’s a thing you inherit
- #7: Grew in response to Behaviorism in an effort to better understand the mental processes behind learning
- #8: 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
- #9: Staged scaffolding: not based on ability or experience…based on developmental stage (age most predominantly)
- #10: Does not account enough for individuality and differences in staged development Little emphasis on affective characteristics, especially motivation
- #11: 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
- #13: 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?
- #14: 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
- #16: 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: 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
- #22: Individual principles have been scientifically questioned (left/right brain laterality)