Theories of Learning

ANEEZ. K IST YEAR MSC. NURSING

EMCH CON

Constructivism

By reflecting on our experiences, we

construct our own understanding of the world

we live in.

Learning, therefore, is simply the

process of adjusting our mental models to

accommodate new experiences.

Guiding principles of constructivism

Learning is a search for meaning

Meaning requires understanding wholes as well

as parts. And parts must be understood in the

context of wholes.

In order to teach well, we must understand the mental

models that students use to perceive the world and

the assumptions they make to support those models

The purpose of learning is for an individual to construct

his or her own meaning, not just memorize the “right”

answers and regurgitate someone else’s meaning.

Impacts of Constructivism on Learning

Curriculum–Constructivism calls for the

elimination of a standardized curriculum.

Instruction - Instructors tailor their teaching strategies

to student responses and encourage students to

analyse, interpret, and predict information.

Assessment–Constructivism calls for the

elimination of grades and standardized testing.

Behaviourism

Behaviourism is a theory of animal and human

learning that only focuses on objectively observable

behaviours and discounts mental activities.

Discussion

Classic conditioning

Pavlov’s observation that dogs salivate when they

eat or even see food.

UNCONDITIONED STIMULUS + CONDITIONED

STIMULUS = CONDITIONED REFLEX

FOOD + SOUND OF BELL = SALAIVA

Behavioural or operant conditioning:

B.F. Skinner used reinforcement techniques to teach

pigeons to dance and bowl a ball in a mini-alley.

Criticisms of behaviourism

Behaviourism does not account for all kinds of

learning

Behaviourism does not explain some learning

Research has shown that animals adapt their

reinforced patterns to new information

Impacts of Behaviourism on Learning

Its positive and negative reinforcement techniques can be

very effective–both in animals, and in treatments for

human disorders such as autism and antisocial behaviour.

Piaget’s theory of learning

Swiss biologist and psychologist Jean Piaget

(1896-1980) is renowned for constructing a

highly influential model of child development

and learning.

Based on the idea that the developing child builds

cognitive structures–in other words, mental “maps,”

schemes, or networked concepts for understanding and

responding to physical experiences within his or her

environment.

Discussion

Impacts of Piaget’s theory on Learning

Curriculum–Educators must plan a developmentally

appropriate curriculum that enhances their

students’ logical and conceptual growth.

Instruction–Teachers must emphasize the critical

role that experiences or interactions with the

surrounding environment–play in student learning.

Brain-based Learning

As long as the brain is not prohibited from

fulfilling its normal processes, learning will occur.

Principles of brain-based learning

The brain is a parallel processor

Learning engages the whole physiology

The search for meaning is innate

The brain processes wholes and parts

simultaneously

Learning involves both focused attention and

peripheral perception

Learning involves both conscious and

unconscious processes

We understand best when facts are embedded

in natural, spatial memory

Learning is enhanced by challenge and inhibited

by threat

Each brain is unique

Instructional techniques

Orchestrated immersion

Relaxed alertness

Active processing

Impacts of brain-based learning on Learning

Curriculum–Teachers must design learning around

student interests

Instruction– Teachers structure learning around

real problems, encouraging students to also learn

in settings outside the classroom and the school

building.

Assessment–Since all students are learning, their

assessment should allow them to understand

their own learning styles and preferences.

Learning Styles Theory

The educators should not ask, “Is this student

smart?” but rather “How is this student smart?”

Discussion

Concrete and abstract

perceivers

Active and reflective processors

Impacts of Learning Styles Theory on Learning

Curriculum–Educators must place emphasis on

intuition, feeling, sensing, and imagination, in

addition to the traditional skills of analysis, reason,

and sequential problem solving.

Instruction–Teachers should design their instruction

methods to connect with all four learning styles,

using various combinations of experience, reflection,

conceptualization, and experimentation.

Assessment–Teachers should employ a variety of

assessment techniques, focusing on the development

of “whole brain” capacity and each of the different

learning styles.

Multiple Intelligences

Developed by psychologist Howard Gardner

According to him at least seven ways that people

have of perceiving and understanding the world.

Each ways are called “intelligence”

Defines an “intelligence”

Is somewhat autonomous from other human capacities,

Has a core set of information-processing operations

Defines an “intelligence”

Has a distinct history in the stages of

development we each pass through.

Has plausible roots in evolutionary history

Impacts of Multiple Intelligences on Learning

Curriculum - Gardner suggests a more balanced

curriculum that incorporates the arts, self-

awareness, communication, and physical

education.

Instruction–Gardner advocates instructional methods

that appeal to all the intelligences, including role

playing, musical performance, cooperative learning,

reflection, visualization, storytelling, and so on.

Assessment–This theory calls for assessment

methods that take into account the diversity of

intelligences

Right Brain vs. Left Brain

This theory of the structure and functions of the

mind suggests that the two different sides of the

brain control two different “modes” of thinking.

Left Brain Right Brain

Logical Random

Intuitive Sequential

Holistic Rational

Synthesizing Analytical

Subjective Objective

Looks at wholes Looks at parts

Impacts of Right-Brain vs. Left-Brain on Learning

Curriculum–In order to be more “whole-brained”

in their orientation, schools need to give equal

weight to the arts, creativity, and the skills of

imagination and synthesis.

Instruction–To foster a more whole-brained scholastic

experience, teachers should use instruction

techniques that connect with both sides of the brain.

Assessment–For a more accurate whole-brained

evaluation of student learning, educators must

develop new forms of assessment that honour

right-brained talent and skill.

Control Theory

This theory of motivation proposed by William Glasser The control theory states that behaviour is

inspired by what a person wants most at any given time: survival, love, power, freedom, or any other basic human need.

Glasser attests that all living creatures “control”

their behaviour to maximize their need

satisfaction.

Impacts of Control Theory on Learning

Curriculum–Teachers must negotiate both content

and method with students. Students’ basic needs

literally help shape how and what they are taught.

Instruction–Teachers rely on cooperative, active

learning techniques that enhance the power of

the learners.

Assessment–Instructors only give “good

grades”–those that certify quality work–to satisfy

students’ need for power.

Observational Learning

Observational learning, also called social learning

theory, occurs when an observer’s behaviour changes

after viewing the behaviour of a model.

Learning by observation processes

Attention

Retention

Production

Motivation

Impacts of Observational Learning on Learning

Curriculum– Students must get a chance to

observe and model the behaviour that leads to a

positive reinforcement.

Instruction– Educators must encourage

collaborative learning, since much of learning

happens within important social and

environmental contexts.

Assessment– Educators must provide the

incentive and the supportive environment for

the behaviour to happen.

Vygotsky and Social Cognition

The social cognition-learning model asserts

that culture is the prime determinant of individual

development.

Discussion

Culture makes two sorts of contributions to a

child’s intellectual development

First: Through culture children acquire knowledge

Second: The surrounding culture provides a child

with the processes or means of their thinking -

Vygotskians call the tools of intellectual

adaptation

Impacts of Social Cognition on Learning

Curriculum–Since children learn much through

interaction, curricula should be designed to

emphasize interaction between learners and

learning tasks.

Instruction–With appropriate adult help, children

can often perform tasks that they are incapable

of completing on their own.

Assessment–Assessment methods must take

into account the zone of proximal development.

Theories of Teaching

Need for a theory of teaching

It explains the relationship between teaching

and learning and identifies common factors.

Gives the knowledge about the assumptions of

teaching activities which provide guideline for

organizing teaching

The instructional designs can be developed

It provides the scientific basis for planning,

organizing, leading and evaluation the teaching.

The classroom teaching problems may be studied

scientifically

The pupil-teachers can develop teaching skills and

competency

Teaching objectives may be successfully achieved

Types of teaching theories

Formal theory (philosophical theory) of teaching

Descriptive theory of teaching

Normative theory of teaching

Formal Theory of teaching (Philosophical Theory) of teaching

Meutic Theory of Teaching

The communication Theory of Teaching

The Moulding Theory of Teaching,

The mutual Inquiry Theory of teaching

Descriptive Theory of Teaching

Instruction theory of teaching and

Prescriptive theory of teaching

Normative Theory of teaching

The cognitive theory of teaching Theory of teacher-behaviourPsychological theory of teaching The general theory of teaching

References

Sharma. S.K. “Technological foundation of education”, page no. 120-134

Mangal. S.K. “Advanced Educational Psychology”, Nature and theories of learning. PHI learning Private Limited. Pg.235 – 236.

RA Sharma, Theories Of Teaching, technological foundation of education, surya publication, page no.197-213

SS Chauhan, advanced educational psychology, seventh edition, vikas publications

Edward L. Thorndike. Educational Psychology: The Psychology of learning. New York: Columbia university Press; 2010

Michael J. Prince, Richard M. Felder. Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases. Journal of Engineering Education 2006; 95(2): 123-138.

Kaylor SK, Strickland HP. Unfolding Case Studies as a Formative Teaching Methodology for Novice Nursing Students. The Journal of Nursing Education 2015; 12(10): 12-14