educ 275 – january 21, 2010 agenda: agenda: 1. volunteer podcasts. 2. learning theory. 3....
TRANSCRIPT
EDUC 275 – January 21, 2010
AGENDA:AGENDA:1. Volunteer Podcasts.
2. Learning Theory.
3. Inspiration Activity.
Learning Theory
EDUC 275
Winthrop University
Lisa Harris, Marshall Jones, Suzanne Sprouse
How do you like to learn …
• How to use a new piece of software?
• How to play a new card game?
• New vocabulary in a foreign language?
WHY?
Why do we study learning theory in a class about
technology?
WHY?
• Helps explain… – how learning occurs.– factors that influence learning.– the role of memory.– how students transfer
information to other contexts.– how instruction should be
structured to facilitate learning.
HOW?
• Provides a foundation for planning, application, and assessment.
• Explains relationships among instructional strategies and instructional contexts.
• Allow teachers to select strategies that are the most likely to work.
• PRINCIPLE PRACTICE
Three Major Branches
• Behaviorism/ Direct Instruction
• Cognitivism
• Constructivism
Three Ways of Knowing
Learning must include a change in behavior. Behavior occurs due to experiences in the environment. Learning must include an association between a stimulus and a response. (Bohlin, Durwin, Reese-Weber,2009, p. 161)
Meaningful learning is the active creation of knowledge structures (i.e. concepts, associations, rules) from personal experience. Each learner builds a personal view of the world by using existing knowledge, interests, attitudes, and goals, to select and interpret information. One person’s knowledge can never be totally transferred to another person. (Snowman & Biehler, 200, p. 294)
Learning results from an interaction between the information being learned and the learner. The learner processes and transforms the information using existing knowledge schemes. (Snowman & Biehler, 200, p. 251)
Also known as information processing.
Three Ways of Learning
Learning must include a change in behavior. Behavior occurs due to experiences in the environment. Learning must include an association between a stimulus and a response. (Bohlin, Durwin, Reese-Weber,2009, p. 161)
Meaningful learning is the active creation of knowledge structures (i.e. concepts, associations, rules) from personal experience. Each learner builds a personal view of the world by using existing knowledge, interests, attitudes, and goals, to select and interpret information. One person’s knowledge can never be totally transferred to another person. (Snowman & Biehler, 200, p. 294)
Learning results from an interaction between the information being learned and the learner. The learner processes and transforms the information using existing knowledge schemes. (Snowman & Biehler, 200, p. 251)
Also known as information processing.
BEHAVIORIST
COGNITIVIST
CONSTRUCTIVIST
Behaviorism• Teacher role: Transmitter of knowledge/expert source
• Student role: Receive information; demonstrate competence
• Curriculum: Skills are taught in a set sequence, use of instructional cues, reinforcement and practice.
• Types of activities: Lecture, demonstration, seatwork, practice, testing
• Assessment strategies: Written tests, demonstration of skills
Examples of Content Taught using Behaviorism
• Multiplication Tables
• Branches of Government
• Procedural tasks– Driving a stick
shift
• Listing State Capitals
Constructivist Instruction Cont. • Teacher role: Acts as a guide and facilitator;
collaborative resource as students explore topics
• Student role: Collaborate; develop competence; may learn different material
• Curriculum: Based on projects that foster higher level and lower level skills at the same time
• Types of Activities: Group projects, hand-on exploration; product development, problem solving
• Assessment: Performance tests and products (ex. Portfolios)
Examples of Constructivist Content
• Causes of WWII
• The strengths and weaknesses of Democracy
• How technology fosters collaboration
• The effects of global warming
Cognitivism Continued• Teacher role: Construct appropriate learning environments
and materials, scaffold the learning process
• Student role: Actively involved in the learning process through self-planning, monitoring, revising, constructing relationships
• Curriculum: Relationships among information is stressed
• Types of activities: using graphic organizers, demonstration/ think aloud, matrices, advanced organizers
• Assessment strategies: performance assessment, essay questions (i. e. summarize, compare and contrast)
Examples of Cognitivist Content
• Compare and contrast two characters in a novel.
• Draw the stages of the water cycle.
• The writing process (drafts and revision).
• Graphic organizers:
Which theory is better?
• Let’s revisit the questions at the beginning of class …
How do you like to learn …
• How to use a new piece of software?
• How to play a new card game?
• New vocabulary in a foreign language?
Which theory is better?
• One isn’t inherently better than the others.
• Depends on your needs• Depends on your content• Depends on your environment• Depends on your
students
So …
• When making decisions about teaching and learning in terms of driving theoretical foundation(e.g., “Do I want to do this in a behaviorist, cognitivist, or constructivist way?”) what should you, as a teacher, keep in mind?
Why are these theories important?
• Gets to the notion of HOW you learn
• How you LIKE to learn
• How to manage favorite and least favorite environments
• Provides us variety in pedagogy
Summary
• Good teaching is all about examples and options for learning
• Don’t forget the rationale for using technology in education like UDL, motivation, unique instructional capabilities
Summary
• Learning Theory Continuum
BEHAVIORIST COGNITIVIST CONSTRUCTIVIST
How do these theories illustrate a “continuum of learning” in terms of learner control and engagement?