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Theories of Learning: An Introduction To Some of The Theoretical Background To Teaching and Education Standards Q10 Q14

This document discusses several theories of learning, including: - Behaviorist theories proposed by Pavlov, Watson, and Skinner which view learning as stimulus-response associations strengthened through reinforcement. - Constructivist views that see learning as an active process where learners construct new understanding based on their existing knowledge rather than being passive recipients. Theorists discussed include Piaget and his stages of cognitive development, as well as Vygotsky's social constructivism and the zone of proximal development. - Implications for teaching highlighted include the importance of active, experiential, and social learning; meeting learners where they are developmentally; and supporting metacognition and self-regulation. A variety of learning

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Khiim Perez Laurel
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25 views23 pages

Theories of Learning: An Introduction To Some of The Theoretical Background To Teaching and Education Standards Q10 Q14

This document discusses several theories of learning, including: - Behaviorist theories proposed by Pavlov, Watson, and Skinner which view learning as stimulus-response associations strengthened through reinforcement. - Constructivist views that see learning as an active process where learners construct new understanding based on their existing knowledge rather than being passive recipients. Theorists discussed include Piaget and his stages of cognitive development, as well as Vygotsky's social constructivism and the zone of proximal development. - Implications for teaching highlighted include the importance of active, experiential, and social learning; meeting learners where they are developmentally; and supporting metacognition and self-regulation. A variety of learning

Uploaded by

Khiim Perez Laurel
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Theories of Learning

An introduction to some of the theoretical . background to teaching and education Standards Q10 Q14
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What is Learning?
Need to adopt a definition e.g.

learning is the gaining of new knowledge / skills. Teaching an attempt to facilitate learning

Learning is being taught -Transmission model


Very popular view and underlies much of National Curriculum. Behaviourist view. Sees learner as an empty vessel (or tabula rasa clean slate).

Behaviourist theories of learning


Pavlov, Watson, Skinner observable behaviour not thinking and emotion Stimulus response reinforcement repetition. Behaviour that is not reinforced is unlikely to be repeated

http://uk.youtube.com/watch?v=I_ct JqjlrHA&feature=related

Uses and Abuses of Behaviourism


Programmed instruction But inflexible Does not describe the whole learning experience. Useful in lion taming!

Learning is about making sense. Constructivist


The learner is not passive constructs the sense and incorporates new knowledge into existing structure or adapts structure to accommodate new knowledge. http://uk.youtube.com/watch?v=F00 R3pOXzuk&feature=related
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Constructivist Theories
Not modern e.g. Socrates 470-399 BC method of leading the learner on by questioning. And Plutarch AD 45 The mind Active view. Active learning also implies active experience, use of materials and role of play. The importance of play even for trainees

is not a vessel to be filled, but a vessel to be ignited.

http://uk.youtube.com/watch?v=K7vna8raRdc&featu re=related

Associated with ideas of conception and misconception. Learners need to be able to stand back and reflect / review to be able to make sense of experience role of meta cognition thinking about thinking. Learners need to take charge of their own learning. Teacher is more the guide on the side than the sage on the stage so the focus has to be on learning.
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Constructivist View

Children do not think like adults. http://uk.youtube.com/watch?v=fcjPkPIw sog&feature=related Sensorimotor stage Preoperational stage Concrete operational stage Formal operational stage Now somewhat discredited-

Jean Piaget

Development leads learning v Learning leads to development

Examples from Piaget


http://uk.youtube.com/watch?v=B65 EJ6gMmA4&feature=related Conservation of volume which holds more water?

http://www.youtube.com/watch?v=L pYQH_T2FWM&NR=1
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Social constructivism

Learning is socially mediated

Learning is building knowledge as part of doing things with others Think of a time when someone has supported your learning.

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Lev Vygotsky
1896 1934 but work published much later. ZPD Zone of Proximal Development "What a child can do with assistance

today she will be able to do by herself tomorrow" (Vygotsky 1978:p87).

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Jerome Bruner
Spiral Curriculum-We begin with the

hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.

Make the knowledge ready for the child rather than waiting for the child to be ready for the knowledge
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Scaffolding
How we support children's growing understanding Enactive - knowing how Iconic Symbolic learning

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To instruct someone... is not a matter of getting him to commit results to mind. Rather, it is to teach him to participate in the process that makes possible the establishment of knowledge. We teach a subject not to produce little living libraries on that subject, but rather to get a student to think mathematically for himself, to consider matters as an historian does, to take part in the process of knowledge-getting. J.Bruner..
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Knowing is a process not a product

Learning by doing
I hear and I forget I see and I remember I do and I understand

http://www.youtube.com/watch?v=Bn bmLHgQWqQ&feature=related
What are the implications for lesson planning?

Attributed to Confucius

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Statistical learning (learning correlations e.g. baby can recognise own feet) Learning by imitation (e.g. Baby sticking out tongue) Learning through analogy Causal learning (explanation based learning) Are all present in rudimentary form from soon after birth
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Evidence from Neuroscience -Cognitive Development

Implications
cumulative learning is crucial Need to encounter the learning in varied contexts multi-sensory approaches novice system that is very responsive to learning from errors followed by an expert system which is more entrenched in its learning motivation to learn and engagement of an emotional response

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Memory
Declaritive Memory memories that can be brought consciously and deliberately to mind (semantic and episodic memory) Implicit Memory knowledge that is usually indexed by changes in performance (for example riding a bicycle)
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Do Teachers Help?
Children (and adults) construct declarative memories, and therefore prior knowledge and personal interpretation affect what is remembered.
Adapting our dialogue with young children leads to more organised and detailed learning and memory.

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Metacognition
Learning in classrooms can be enhanced by developing selfreflection and self regulation Recognising that you do not understand is prerequisite of asking for help

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Implications
From Goswami & Bryant

Thinking, reasoning and understanding can be enhanced by imaginative or pretend play contexts. However, scaffolding by the teacher is required if these are to be effective. Individual differences in the ability to benefit from instruction (the zone of proximal development) and individual differences between children are large in the primary years, hence any class of children must be treated as individuals.
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Report to Cambridge Primary Review


Research Survey 2/1a: Children's

Cognitive Development and Learning

(Usha Goswami and Peter Bryant) Download from http://www.primaryreview.org.uk/Pub lications/Publicationshome.html


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