learning theory applied to teaching frank t. stritter the university of north carolina bat chapel...
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Learning Theory Applied to TeachingFrank T. Stritter
The University of North Carolina
bat Chapel Hill
Learning Theory Applied to TeachingFrank T. Stritter
The University of North Carolina
bat Chapel Hill
Goals for Today
State names of the five theoriesDescribe each theory brieflyThink about the role of theory
What islearning?
Learning is a persisting change in an individual’s understanding, performance or potential brought about by meaningful interaction with the environment.
What is a theory?
Principle that guides Specifies instructor’s
activities which bring about learning
Learning Theories Behavioral Cognitive Constructivist Humanistic Developmental
Behavioral B. F. Skinner Observable behavior Objectives written by instructor Instructor provides stimulus,
asks for response and reinforces Learner in third person
Instructional Strategies Provide specific objectives Expect learners to move at own pace Provide information, ask for response Present material in small steps Assess learner frequently Provide immediate feedback which is
both positive and corrective Revise instruction based on data
Cognitive Bruner, Ausubel, Gagne Learning is meaningful connection to
and organization of memory Objectives are general Instructor arranges conditions and
develops structure Learner in third person
Instructional Strategies Assess learner’s prerequisite skills Use advance organizers Provide structure, examples, images Connect new concepts to previous Ask learner to form own questions Ask “What if..?” questions Be as concerned with thought process
as with the right answer
Constructivist
Albert Bandura Develop shared meaning by
participating in learning community Objectives developed together Instructor sets example and reacts Learner in first person
Instructional Strategies Base learning on practical experience Ask learners for their hypotheses Model performance, problem solving Help learners generate links Facilitate discussions Use cooperation, collaboration Assess learning in context
Humanistic Rogers, Knowles Learning is satisfying own needs Objectives developed by learner Instructor reacts to learner’s needs Learner in first person
Instructional Strategies
Develop learning contract with learner Help learners make choices Incorporate learner’s prior experience Ask learners to present to each other Guide discussions Ask learner to evaluate own learning Serve as consultant
Developmental Jean Piaget Learning is maturation Learning occurs in stages Objectives based on norms Diagnose stage and react Learner changes from third to first
Instructional Strategies
Determine learner’s stage Keep growth chart Emphasize discovery of principles Help learner accept responsibility Change teaching style Directing to facilitating to consulting
Points of Agreement Goals are important Simple to complex Learner must be active Reinforcement Group support Attitude toward learning and context
My Advice Systematic design - B How learning occurs - Cog Interactions with others - Con Adjusting instruction - D Self-determination - H