Group 5 Reflection 3

Group 5 Reflection #3:

Examining Learning Examining Learning TheoriesTheories

Eric, Rea, & Heather - P540 Learning and Cognition Fall 2007 Eric, Rea, & Heather - P540 Learning and Cognition Fall 2007

IntroductionIntroduction

Learning theories attempt to address the following questions:

ObjectivesObjectives

Upon completion of this presentation, the learner will be able to:

Define, compare, and contrast different learning theories

• Recollection • Behaviorism • Cognitive Information Processing (CIP)• Constructivism

Define Group’s 5 learning theory

RationaleRationale

• There is no single “best” learning theory.

• Each theory illuminates a different aspect of the teaching/learning process.

• Theories are influenced by worldviews.

We need a strong understanding because…

Learning TheoryLearning Theory

According to Wikipedia, a learning theory is an attempt to describe how people learn.

This presentation will cover four different types of learning theories:

1.Recollection

2.Behaviorism

3.Cognitivism

4.Constructivism

Cognitive

Behavior

Construct

Information

Performance

Knowledge

EnvironmentSocial

Development

Recollection

Innate

Learning Theories

Memory

Thinking

Thoughts

Learning Theory TimelineLearning Theory Timeline

900 B

.C S

ocra

tes – Rec

ollectio

n

1889 P

avlov – C

lassic

Co

nd

ition

ing

1938 S

kinn

er Op

erant C

on

ditio

nin

g

1966 B

run

er Disco

very Learn

ing

1971 D

eBo

no

Lateral T

hin

king

1972 C

raik/Lo

ckha

rt Th

inkin

g

Levels

1978 V

ygo

tsky So

cial Develo

pm

ent

1985 G

agn

e Co

nd

ition

s of L

earnin

g

1991 P

aivio

Du

al Co

din

g T

heo

ry

1993 G

ardn

er Mu

ltiple In

tellig

ence

1903 T

ho

rnd

ike Th

e Law

of E

ffect

1929 P

iaget G

enetic E

pisto

mo

log

y

1913 W

atson

Beh

aviorism

1978 V

ygo

tsky Zo

ne o

f Pro

ximal

1963 P

iaget D

evelop

men

tal Psych

olo

gy

1968 A

tkinso

n/S

hiffrin

Info

rmatio

n P

rocessin

g

Learning Theories:Learning Theories:

A Closer LookA Closer Look

Recollection Recollection

Important FiguresImportant Figures

• SocratesSocrates– ““Informal” TeacherInformal” Teacher– Best sources of info come Best sources of info come

from Platofrom Plato– Sought “genuine knowledge” Sought “genuine knowledge”

by discovering universal by discovering universal definitions of the key concepts definitions of the key concepts governing human life governing human life

– Sentenced to death for his Sentenced to death for his teachingsteachings

• Committed suicide by drinking Committed suicide by drinking Hemlock Hemlock

• PythagorasPythagoras

– The Pythagorean BrotherhoodThe Pythagorean Brotherhood– Harmony of the SpheresHarmony of the Spheres– Justice is four, marriage is fiveJustice is four, marriage is five– ∏∏ and the importance of and the importance of

secrecysecrecy

Pre-Socratic PhilosophyPre-Socratic Philosophy

• The SophistsThe Sophists– HerodotusHerodotus

• History & Cultural RelativismHistory & Cultural Relativism

– ProtagorusProtagorus• ““Man is the measure of all Man is the measure of all

things”things”

– Philosophy for hirePhilosophy for hire– Ancient Post-Modernism?Ancient Post-Modernism?

Pre-Socratic PhilosophyPre-Socratic Philosophy

SocratesSocrates SophistsSophists

Socrates vs. The SophistsSocrates vs. The Sophists

• Socratic MethodSocratic Method

• Development of Moral CharacterDevelopment of Moral Character

• RecallRecall

• SoulSoul

• ReincarnationReincarnation

• VirtueVirtue

• Genuine KnowledgeGenuine Knowledge

Socratic TerminologySocratic Terminology

• Critical ReasoningCritical Reasoning

• Dialectical MethodDialectical Method

• Philosophical DialoguePhilosophical Dialogue

• Critical InquiryCritical Inquiry

MechanismsMechanisms

LearningLearning Curve Graph Curve Graph

Knowledge

Birth Time

• Socrates' challenge to reflect on the soul initiated Socrates' challenge to reflect on the soul initiated the tradition of freedom in education that led to…the tradition of freedom in education that led to…

• Education for development of the human mind or Education for development of the human mind or 'soul' which led to…'soul' which led to…

• Critical Rationality or “Creative Intelligence” (i.e. Critical Rationality or “Creative Intelligence” (i.e. the “Socratic tradition”)the “Socratic tradition”)

– Freedom to cultivate intelligenceFreedom to cultivate intelligence– The spirit of inquiry runs through the entire The spirit of inquiry runs through the entire

history of philosophyhistory of philosophy– It shaped many of the modern notions of scienceIt shaped many of the modern notions of science– Holistic Education, Freedom of Thought…Holistic Education, Freedom of Thought…

Implications for EducationImplications for Education

BehaviorismBehaviorism

ImportantImportant Figures Figures

John B. Watson

• Introduced the notion of behaviorism

B.F. Skinner

• Leading proponent of Behaviorism

Ivan Pavlov

• Used classical conditioning to demonstrate respondent behavior.

Edward Thorndike

• Used his Law of Effect to demonstrate reinforcements.

Thorndike

Skinner

Pavlov

Watson

• Respondent BehaviorRespondent Behavior

• Operant BehaviorOperant Behavior

• ReinforcementsReinforcements

• Discriminative stimulus, operant Discriminative stimulus, operant response, contingent stimulusresponse, contingent stimulus

• Law of EffectLaw of Effect

• Radical BehaviorismRadical Behaviorism

TerminologyTerminology


• Gaining knowledge Gaining knowledge begins with the begins with the environment.environment.

• Learning occurs by Learning occurs by reacting to a stimulus.reacting to a stimulus.

• People react to satisfying People react to satisfying and aversive stimuli and aversive stimuli allowing them to affect allowing them to affect our thinking and future our thinking and future decisions. decisions.


Learning Curve GraphLearning Curve Graph

Knowledge

Birth Time

• Minds can be shaped through Minds can be shaped through careful planning.careful planning.

• Continually moving toward a Continually moving toward a desired target incorporating desired target incorporating reinforces should result in reinforces should result in the desired outcome.the desired outcome.

• Management carries most Management carries most importance.importance.

• Positive and negative Positive and negative reinforcements applied to reinforcements applied to student behavior will lead to student behavior will lead to on-task behavior and on-task behavior and discourage disruptive discourage disruptive behaviors.behaviors.


Cognitive Information Cognitive Information Processing (CIP)Processing (CIP)

What is the CIP Theory?

• Cognitive Information Processing

• Started in the 1960s

• The basic idea was that the human mental function can be understood

• The process of placing information into long-term memory. (Brunner 2004)

• Encoding: Storage and Retrieval of Information, similar to how computers process information (input/output)

Long-term Memory

Information


Jean Piaget• Genetic Epistemology• Stages of Development

Lev Vygotsky

• Social Development Theory

John Dewey

• Democratic Principles in Education

• Vocational Learning/ Hands-on

Jean Piaget

Vygotsky

Dewey

CIP Terminology

Knowledge Cognition1. Declarative Knowledge2. Procedural Knowledge 3. Conditional Knowledge Regulation Cognition1. Planning 2. Regulation3. Evaluation

Maintenance Rehearsal Elaborative Rehearsal • Mediation• Imagery• Auditory• Mnemonics

• Schema Activation• Guided Questioning • Guided Peer Questioning• Levels of Processing

Encoding Simple Information

Encoding Complex Information

Metacognitive Skills

CIP MechanismsCIP Mechanisms

Knowledge is “constructed” by learners as they attempt to make sense of their experiences. In the CIP theory, learners are active, seeking meaning, and not empty vessels. Brunner 2004

The CIP model below, represents the how information is placed into long-term memory, also referred to as “Encoding”.

Stimuli Transfer

Retrieval

Sensory Memory

Short-TermMemory (Working memory)

Long-TermMemory

StorageInformation from the

Environment

Elaboration and Encoding

Forgotten

Repetition


Knowledge

Birth Time


Teachers must create learning environments conducive to helping and allowing students to apply previous knowledge to current situations.

Teachers must:

– Match encoding strategies with materials to be learned

– Encourage students to engage in deeper processing

– Use instructional strategies that promote elaboration

– Help students become metacognitive aware

– Make strategy instruction a priority, such as practice and feedback

– Help students transfer strategies

– Encourage reflection on strategy use

Brunner (2005)

ConstructivismConstructivism

What is the Constructivism What is the Constructivism Theory?Theory?

Constructivism is a paradigm that believes learning is an active, constructive process. The learner is the constructor of their own knowledge. This theory believes that people actively construct or create their own objective reality. All new information is linked to prior knowledge. Learning Theories.com 2007

Genetic epistemology is linked to constructivism. It is the method in which knowledge is obtained/created. Wikipedia 2007

Constructivism ModelConstructivism Model

Driscoll (2005) p. 84

ConstructivismAssumes

Knowledge is constructed

Learning GoalsConditions

for Instruction

Methods for Instruction

• Complex and relevant learning environments

• Social negotiation• Multiple perspectives

and multiple modes of learning

• Ownership in learning• Self-awareness of

knowledge construction

•Reasoning•Critical Thinking•Understanding and use of knowledge•Self-regulation•Mindful reflection

• Microworlds and hypermedia designs

• Collaborative learning and problem scaffolding

• Goal-based scenarios and problem-based learning

• Open software and course management tools


Vygotsky• Scaffolding• Zone of Proximal Development

Piaget• Genetic Epistemology • Stages of Cognitive Development• Constructivist Theory

Dewey• Student-based Curriculum

Bruner• Discovery Learning

Note: The Constructivist Theory is made up of many theories in the field of education and psychology.

Vygotsky

Dewey

Piaget

Bruner


• Complex and relevant learning environments

• Collaborative learning

• Self-regulated (autonomy)

• Three kinds of learning outcomes: – no learning– Rote learning (memory)– Constructivist Learning (retention and transfer)

• SOI model (Selection, Organization, Integration)

• Culture and relativity

• Student-centered learning


• Knowledge is acquired or “constructed” when learners actively create their own knowledge by trying to make sense out of new information that is presented to them and build upon previous learnings. (Perkins, 1991).


Knowledge

Birth Time


Teachers must provide engaging opportunities for students to make sense of the information via hands-on activities and discussions.

– Embed learning in complex, realistic, and relevant learning environments

– Provide for social negotiation as an integral part of learning.

– Support multiple perspectives and use multiple modes of representation.

– Encourage ownership in learning

– Nurture self-awareness of the knowledge construction process Driscoll, 2005

Analyze, Compare, EvaluateAnalyze, Compare, Evaluate

(ACE)(ACE)

ComparisonComparison

Learning Theory

Socrates’ Recollection

Behaviorism CIP Constructivism

People Socrates, Plato B.F. Skinner, Thorndike, Pavlov, John B. Watson

Lev Vygotsky, Piaget, Dewey Dewey, Goodman, Gibson, Piaget , and many other education and psychology researchers

Terms Recollection, truths, soul Radical behaviorism, SRS (discriminative stimulus –operant response, contingent stimulus), law of effect, reinforcements, respondent and operant behavior

Sensory, short-term, and long-term memory, encoding, metacognition, storage, retrieval, maintenance rehearsal, imagery, keyword method, mnemonics, schema activation, guided questioning

Complex and relevant learning environments, collaboration, autonomy, rote, memory, retention and transfer, SOI model: selection, organization, integration, culture, relativity

Mechanism for Acquiring knowledge

Knowledge exist before birth, therefore individuals learn by recalling prior knowledge from a previous life, then applying it to current life situations.

Knowledge begins with the environment, therefore learning occurs when people react to satisfying and aversive stimuli allowing them to affect our thinking and future decisions.

Knowledge is acquired when information is stored in memory (sensory, short-term, or long-term memory), then recalled, and applied into knowledge.

Knowledge is acquired or “constructed” when learners actively create their own knowledge by trying to make sense out of new information that is presented to them and build upon previous learnings.

Implication for Teachers Teachers must guide students to find answers within themselves.

Teachers must apply positive and negative reinforcements to change student behavior and discourage disruptive

behaviors.

Teachers must create leaning environments conducive to helping and allowing students to apply previous knowledge to current situations.

Teachers must provide engaging opportunities for students to make sense of the information via hands-on activities and discussions.

A Revised "Learning Theory"A Revised "Learning Theory"Group 5’s Opinion:Group 5’s Opinion:

• We believe that learning takes place in We believe that learning takes place in different ways & at different levels at different ways & at different levels at different times in a person’s life.different times in a person’s life.

• Therefore, there are truths & benefits Therefore, there are truths & benefits associated with all the Learning Theories associated with all the Learning Theories we have discussed.we have discussed.

• To that end, we would like to offer a To that end, we would like to offer a Pedagological ViewPedagological View of how these existing of how these existing theories intertwine rather than a “new” theories intertwine rather than a “new” Learning Theory.Learning Theory.

Our "Learning Theory"Our "Learning Theory"

• Learning Theories are relevant at the Learning Theories are relevant at the Instructional LevelInstructional Level– HowHow learning takes place learning takes place

• Pedagological Views are relevant at the Pedagological Views are relevant at the Curriculum Level, Curriculum Level, which affects us more which affects us more directly on a daily basisdirectly on a daily basis– What What is learned & is learned & WhyWhy

• Our Pedagological View:Our Pedagological View:– Learning processes must create Learning processes must create interconnectionsinterconnections

for knowledge that is distributed over many for knowledge that is distributed over many actual and virtual locations. actual and virtual locations. MaintainingMaintaining these these connections then becomes a learning skill that is connections then becomes a learning skill that is essential for life-long learning.essential for life-long learning.

OurOur Pedagological View Pedagological View

• Cognitive Design Solutions found at http://www.cognitivedesignsolutions.com/Instruction/LearningTheory.htm On November 8 2007, Copyright © 2003 Cognitive Design Solutions, Inc.

• Brunning, Roger (2004) , Chapter 4, Encoding Process

• Driscoll, Marcy P. (2005). Psychology of learning for instruction, Chapter 3, Cognitive Information Processing, Boston: Allen and Bacon Longman

• Driscoll, Marcy P. (2005). Psychology of learning for instruction, Chapter 11, Constructivism, Boston: Allen and Bacon Longman

• Perkins, David, (1999) Many Faces of Constructivism, part of the Understandings of Consequence Project, which is supported by the National Science Foundation, Grant No. REC-9725502

• Gagne, R., Briggs, L. & Wager, W. (1992). Principles of Instructional Design (4th Ed.). Fort Worth, TX: HBJ College Publishers.

• http://hagar.up.ac.za/catts/learner/smarks/Learning_theory_timeline.html

• All Photos : http://tiger.towson.edu/users/sblair2/istc301/theories.htm

• Wikipedia found at http://en.wikipedia.org/wiki/Jerome_Bruner on November 13 2007, Copyright © 2007 Wikipedia

• Learning Theories found at http://www.learning-theories.com on November 16, 2007 Copyright © 2007 Learning Theories

• Study Guide and Strategies found at http://www.studygs.net/cooplearn.htm on November 16, 2007 Copyright © 2007 Study Guide and strategies

• Edutech wiki found at http://edutechwiki.unige.ch/en/Learner_autonomy on November 16, 2007 Copyright © 2007 Edutech

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