Learning Theories PDF

Learning Theories Khalid Al-Saadi  What is Learning? ◼ Think of something you have learned: it might be a knowledge, skill, practice or principle ◼ How did you learn (to do) this? - What did you do? Or: What happened? - Was anyone else involved, and how? - What...

Learning Theories Khalid Al-Saadi  What is Learning? ◼ Think of something you have learned: it might be a knowledge, skill, practice or principle ◼ How did you learn (to do) this? - What did you do? Or: What happened? - Was anyone else involved, and how? - What changes were you aware of as you learned? ◼ What difference did it make to you? - What was the outcome of this learning for you? - How could other people tell that you have learned this? - What did the outcome look like to them?  Key Questions How do people learn? How can learning theory inform teaching practice?  Learning Objectives History of learning theory—You will become familiar with the central debates and major concepts in the history of learning theory. Learning processes and teaching for learning—You will begin to uncover and articulate your assumptions, understandings, and questions about how students learn and the nature of teaching. Theory and practice—You will begin to consider learning theory and its role in their teaching practices.  Some thoughts People have been trying to understand learning for over 2000 years. A debate on how people learn began at least as far back as the Greek philosophers, Socrates (469–399 B.C.), Plato (427–347 B.C.), and Aristotle (384–322 B.C.). The debates that have occurred through the ages re-occur today in a variety of viewpoints about the purposes of education and about how to encourage learning. To a substantial extent, the most effective strategies for learning depend on what kind of learning is desired and toward what ends.  How Philosophers Have Thought of Learning? Human behaviour is not the result of a single approach to learning. People employ different approaches and strategies to make meaning from their learning. Three main philosophical frameworks: behaviourism, cognitive constructivism, and socio-culturalism.  Three main philosophical frameworks Behavioural learning theories emerged throughout the 1970s, Cognitive constructivism appeared during the 1980s, Socio-cultural theories appeared during the 1990s.  How Philosophers Have Thought of Learning? Behaviourism suggests that learning is observed through changes in behaviour and that this change is then considered a proof of the development of knowledge and skills.  How Philosophers Have Thought of Learning? Cognitive constructivism indicates that learning is a cognitive process of constructing knowledge based on learner's background and prior experiences.  How Philosophers Have Thought of Learning? Socio-cultural theories are based on the idea that learning happens through social interactions and social participation within the culture of the learner’s environment.  Behaviourism It is associated with observed changes in human behaviour. It stems from the work of psychologist Edward Thorondik on stimulus and response. Ivan Pavlov developed it further on the experiments on how animals respond to conditional stimulus, calling it “classical conditioning”.  Behaviourism Classical conditioning means that learning happens without any conditions when a learner responds naturally to a certain action in the same way that he/she would do to another desired one even if it did not actually happen. (Repetition) Watson and Skinner developed and refined this idea, referring to it as “behavioural or operant conditioning”. Operant conditioning is similar to classical conditioning, but it adds to it reinforcements, making it possible to influence behaviour.  Behaviourism In other words, in operant conditioning, learning happens as a response to a certain action when it is reinforced. Behaviourists believe that reinforcements ultimately shape learners’ behaviours and use positive or negative reinforcements to provoke learners to change their behaviours. The environment is a major player in conditioning learning.  Behaviourism What is the Role of the Teachers (instructors)? What is the Role of the students?  Behaviourism The Role of the Teachers (instructors) Very dominant. Provides learners with the necessary stimulus (information, materials, skills, and knowledge) and then guides their learning through repetition, so that they respond with the right responses.  Behaviourism The Role of the Teachers (instructors) The process of teaching is by asking the correct questions and using positive reinforcements, such as prizes, praise or extra marks, which allows for effective learning and retention of the learned information.  Behaviourism The Role of the Learners Rote learners. Learning is passive, and learners receive the information from their teachers and to apply it as instructed.  Behaviourism Any Criticisms to this theory?  Behaviourism Criticism Limiting learning to external factors and placing teachers at the centre of the learning process instead of the student. It does not take into account the “influence of the mind over the behaviour”. Learners are not considered to be active  Behaviourism Criticism learners are not involved in the process of thinking and problem solving; Learners are required to learn the skills and information in isolation and from direct instruction.  Cognitive Constructivism Concerned with what goes on inside the learner’s mind when constructing knowledge.. Jean Piaget and William Perry did not agree with the strong attention behaviourists gave to observable behaviour. They developed another cognitive approach that focuses more on the mental processes of the learner and accounts for the importance of learners’ backgrounds and prior knowledge in constructing their understanding.  Cognitive Constructivism The Role of the Teachers (instructors) Act as facilitators guiding the construction of learners’ knowledge. Observe and assist learners in organising the information by applying learning strategies that should enhance their understanding of the new knowledge. Provide learners with the necessary material and resources that are required to develop their knowledge and to advance their cognitive skills.  Cognitive Constructivism The Role of the Learners Very active. Construct knowledge rather than acquiring it. Self-motivated about their own learning. Invest in their own learning and have the choice to build up their own knowledge. Interact with the world, monitor their own learning and can modify their existing knowledge, beliefs and practices by incorporating new information  Cognitive Constructivism Any Criticisms to this theory?  Cognitive Constructivism Criticism Giving learners knowledge that may be considered incomplete. learners are limited from learning more with the help of others. It does not count for the individual differences learners might have. Knowledge is not being shared with other learners, but is formulated in isolation by the learners themselves and with the help of their instructors.  Socio-Cultural Social-cultural theories are based on the idea that learners build their own perceptions of the world around them using their personal experiences and prior knowledge. Social-cultural theories are more learner-centred. They focus on both cognition as well as the learning environment, adding to it the social interactions that occur between the learner and the surrounding environment. They evolved from the work of Vygotsky (1978)  Socio-Cultural For effective learning to happen, it requires dynamic interactions between the learner and the environment around him. The interaction of the learner with the environment is the core of learning and, without this interaction, learning will not take place. Culture and language are of critical importance to how learners develop their cognitive skills and perceive the world around them.  Socio-Cultural Vygotsky (1978) introduced a new concept called the zone of proximal development (ZPD). ZPD means that learners can reach a higher level of cognitive development with the help of social interactions with more knowledgeable people such as teachers, peers and other people around them. ZPD requires a supportive, cooperative and interactive environment to be effectively designed in order for productive learning to occur.  Socio-Cultural The Role of the Teachers (Instructors) Are facilitators coaching and guiding the learner actively to understand the content of the subject area. Interact and engage with the learners through conversations and discussions. Provide learners with the necessary materials and tools they may need to construct meaningful learning. Support learners during their learning by providing constructive feedback. Encourage learners’ participation and interaction through setting, planning and designing authentic tasks and activities that connect learners to the real world.  Question How different is Socio-Cultural theory from Behaviourism and Cognitive Constructivism?  Learning Theory in Practice In 20th century, schooling became: compulsory, more widespread more systematic large-scale reforms of practice were built upon these learning theories based on: Vygotsky’s ideas about Piaget’s ideas socially situated emphases on both about child learning and the experience and development construction of thinking or reflection knowledge  Contemporary Educational theories Recognize the role of experience and reflection in the development of ideas and skills. Appreciate that reinforcement and practice play a role in the development of skills, cognitive intent, effort, and reasoning. Acknowledge the importance of developmental stages. Recognize that development can be encouraged through social interaction and the structuring of experiences within the learners’ sphere of readiness.  Contemporary Educational theories Incorporate the role of culture and other influences on experience in views of how people construct their understandings and develop their abilities. Recognize that the content matters—the nature of the disciplines has much to do with how they are learned and best taught. Recognize that different strategies are useful for different kinds of learning. What did we learn?  We learned that The brain plays a role in learning, The way the learning environment is constructed makes a difference, Learning is based on the associations or connections we make, Learning occurs in particular social and cultural environments, The different ways people think and feel about their own learning affects their development as learners.  The Brain Plays a Role Our brains are set up to process information coming in from the outside world, to make sense of these stimuli, and to draw connections. Different parts of the brain perform different functions, and that learning actually changes the physical structure of the brain by expanding the brain’s capacity.  The Brain Plays a Role The development of the brain is lifelong and not predetermined at birth or even within the first three years of life. Individual learners process information differently. This influences how they handle visual, aural, verbal, or tactile information. Information is easier to understand and use when it is introduced through learning pathways that are better developed.  Learning Is Based on Associations learning is a process of drawing connections between new information and what is already known. We learn by taking in, organizing, and storing information, and retrieving it at the appropriate times. For learning to occur, new ideas must be related to old ones.  The Learning Environment Makes a Difference Learning involves both internal development and external interactions with the environment. People learn by making sense of the environment and stimuli around them. Learning occur in environments that are rich with stimuli and provide feedback in response to a learner’s efforts. Learning is enhanced when content is relevant to students’ lives.  The Learning Environment Makes a Difference Learning is more successful when teachers provide opportunities to build understandings and practice skills. Learning is more successful when students have choices that are interesting to them. Learning is more successful when students have access to teachers and peers who can model, explain,discuss, or critique shapes the learning process.  Learning Occurs in Cultural and Social Contexts People make sense of information depends on what they encounter and what is valued at home, in the community, and in the classroom. Culture influences the experiences people bring to the classroom, how they communicate, how they expect to learn, and what they think is worth learning. Learning is facilitated when efforts are made to connect classroom activities to students’ experiences at home.  People Learn in Different Ways Understanding individual differences in how people learn can help us to understand and guide the learning process better. Students demonstrate differences in how they prefer to take in and process information. Students’ sense of their own abilities and expectations for success will influence how willing they are to engage in learning.  People Think About Their Own Learning, and Their Feelings Matter Both thoughts and emotions shape the learning process. Students are able to redirect the normal frustration that occurs when tasks are confusing, or when their efforts are not initially productive, into further learning. Students who are fearful, anxious, depressed, or distracted cannot focus to process information. Positive emotions and feelings of confidence and willingness to exert effort can help students to think, perform a learning task, and process new knowledge.  Question?? What Can Teachers Do To Assist Effective Learning? Answer