Theories of learning
- 1. THEORIES OF LEARNING B A P R I M A R Y E D U C AT I O N H E L E V E L 4
- 2. LEARNING INTENTIONS FOR THIS SESSION… o Reflect on significant points in our own learning o Considerthree classic theories of learning, their approaches to knowledge and learning their associated theorists – Behaviourism, Constructivism and Social Constructivism in the context of the primary classroom o Considers Maslow’s Hierarchy of Needs in the context of the primary classroom
- 3. HOW DO YOU LIKE TO LEARN? 1. Do you feel you need a real, hands-on experience in order to understand an idea? 2. Can you think of an occasion when the concept you were presented with just did not make sense? 3. Can you remember a really good teacher and how they helped you to learn? What did they do that was special? 4. Are you more motivated to learn when you know there is a reward at the end of it? (e.g. a qualification…QTS)
- 4. DEFINITIONS: A LEARNING THEORY IS… • A conceptual framework describing how information is absorbed, processed and retained during learning. • Cognitive, emotional and environmental influences- as well as prior experience -all play a part in how understanding is acquired or knowledge retained
- 5. BEHAVIOURISM AND CHANGES IN BEHAVIOUR CLASSICAL CONDITIONING AND REINFORCEMENT Historical Context Behaviourist theories originate in 17th century with Ivan Pavlov, who used operant conditioning and trained dogs to salivate in response to a bell ringing. In 19th century B.F Skinner demonstrated this with laboratory rats. Figure 1: Operant conditioning with a laboratory rat
- 6. BEHAVIOURISM AND CHANGES IN BEHAVIOUR CLASSICAL CONDITIONING AND REINFORCEMENT • In both cases, the animals were give rewards of food in response to changing their behaviour- i.e. salivating or pressing a lever. • Question- can direct links be made between animals and humans in this way? • Belief that behaviours are shaped by stimulus and response-feedback, reinforcement, sanctions • Rewards –stickers, praise
- 7. HOW BEHAVIOURISM VIEWS LEARNING AND STUDENT MOTIVATION • Learning is seen to come from outside, i.e. extrinsic, assumes no prior knowledge. The students are regarded as ‘empty vessels to be filled’, or blank slates to be written on – ‘tabula rasa’ (Locke, 17th century) • No account is taken of any prior knowledge or practical life experience • Students are required to demonstrate certain behaviours, e.g. repetition of facts such as tables, recitation of poetry • Students’ behaviours are required to conform to a strict set of rules within the school and classroom • Motivation is EXTRINSIC and involves the use of extrinsic motivation of learners Criticisms of behaviourist theories Cannot make direct links between animal responses and humans
- 8. EVIDENCE OF BEHAVIOURISM IN 21ST CENTURY CLASSROOMS? • Responses to bells, e.g. break and lunchtimes • Raising hands to speak, use of thumbs up • Lining up • Didactic teaching, with little opportunity for pupils to demonstrate their knowledge • Use of positive reinforcers e.g. praise, stickers, house points • Use of negative reinforcers, e.g. loss of play time, name on a cloud • Close links to Behaviour Management Policies
- 9. LEARNING AND COGNITIVE CONSTRUCTIVISM • Jean Piaget (1896-1980) Piaget contested the laboratory approach used by the behaviourists and developed his theories of children’s learning by observing them in their own environment. He believed that all children are born with the basic building blocks of cognition. Described children as ‘lone scientists’ who could set their own goals and motivate themselves to learn- INTRINSIC motivation. Stages of Cognitive Development Definitions of terms: assimilation, accommodation, schema and equilibriation Criticisms of Piaget’s theory: o Observations restricted to his own children o Stages of development are too rigid- not all children develop in such a linear way. A spiral approach may be more realistic
- 10. JEAN PIAGET (1896-1980) • Piaget classified the child’s development into four sequential periods: • (1) The sensorimotor period from birth through the first 18 to 24 months, • (2) the pre-operations period between the approximate ages of two and seven years old, • (3) the concrete operations period that begins around age seven and continues through about 11 years old, and • (4) the formal operations period that begins around age 11 and continues through adolescence.
- 11. EVIDENCE OF CONSTRUCTIVISM IN 21ST CENTURY CLASSROOMS? • Schools arranged in year groups according to age • Key Stages: EYFS, KS1-4 • Opportunities for first hand experiences and play • Involving children in their own learning • Group activities/collaboration/peer interaction • More able peers supporting less able children
- 12. SOCIAL CONSTRUCTIVISM: VYGOTSKY Lev Vygotsky (1896-1934) Vygotsky not known in the west until 1978. Vygotsky disagreed with Piaget’s view of children as ‘lone scientists’ and proposed that a child’s learning was the result of social interactions. He emphasised the significant role that language plays in the development of abstract thought. Vygotsky’s early work on the mind and children’s learning was banned by the Russian government- viewed as pandering to western culture.
- 13. THE ZONE OF PROXIMAL DEVELOPMENT Why do you think that some some tasks remain beyond a child’s current ability level, even with support?
- 14. SOCIAL CONSTRUCTIVISM: BRUNER His model proposed three stages of development or ‘modes’: • Enactive Mode- involving physical actions • Iconic Mode- where one thing stands for another ( e.g. when a child uses a banana to represent a telephone) • Symbolic Mode- children represent experiences through symbols, e.g. drawing or writing • Has influenced the ‘spiral curriculum’ which is still in place today
- 15. VYGOTSKY AND BRUNER • Learning is constructed through active participation with others and the environment • Affected by social group, norms, beliefs, values, mores ‘one child’s learning in terms of social constructivism may be very different from another’s, even when they live in the same area’ Wilson and Kendall-Seatter (2010:433)
- 16. BRUNER AND PIAGET BOTH AGREED AND DISAGREED… (MCLEOD, 2008)
- 17. EVIDENCE OF SOCIAL CONSTRUCTIVISM IN THE 21ST CENTURY CLASSROOM • Group activities and collaborative learning • Mixed-ability grouping • The use of teaching assistants and learning mentors to support individuals and groups • Emphasis on language and communication from the early years Criticisms of Vygotsky’s work Over emphasises on the need for language development- what about those children with language development delay? Do they have no basis for learning? Too focused on Marxist ideology (the good of the state), rather than developing children as individuals Assumes that all children have positive social and cultural experiences – many do not. Think about Victoria Climbie and Baby P.
- 18. MASLOW’S HIERARCHY OF NEEDS
- 19. MASLOW’S HIERARCHY OF NEEDS- WHAT THIS MIGHT LOOK LIKE IN SCHOOL
- 20. TASK: OVERVIEW OF THEORIES OF LEARNING • Work with your group to match the statements to the headings Behaviourism Cognitive Constructivism Social Constructivism View of Knowledge View of Learning View of Motivation Implications for Teaching
- 21. DIRECTED TASK: CREATE A THEORIST PROFILE AND PRESENT AT THE NEXT UNIVERSITY CONTACT DATE. Can be done on paper or electronically. It is NOT focussed on Art, but on the informative content.
- 22. REFERENCES • Bates, B. (2016) Learning Theories Simplified. London: Sage • Gray, C. and MacBlain, S. (2015) Learning Theories in Childhood (2nd edition). • Sage: London • Haste, H. (2016) Jerome Bruner 1915-2016 https://thepsychologist.bps.org.uk/jerome- bruner-1915-2016 • McLeod, S. A. (2008). Bruner. Retrieved from https://www.simplypsychology.org/bruner.htm • Pound, L.(2006) How Children Learn. Practical Pre-School: London • Wilson, V. and Seatter, S.K. (2010) Developing Professional Practice 7-14 Essex: Pearson