学习理论(英文)课件.ppt

Theories of learning,Broad Goals,1.Operationally define terms relevant to theories of learning.2.Examine learning theories that are currently important.,Definitions:Learning is:,1.“a persisting change in human performance or performance potential.(brought)about as a result of the learners interaction with the environment”(Driscoll,1994,pp.8-9).2.“the relatively permanent change in a persons knowledge or behavior due to experience”(Mayer,1982,p.1040).3.“an enduring change in behavior,or in the capacity to behave in a given fashion,which results from practice or other forms of experience”(Shuell,1986,p.412).,Learning Theory,Q:How do people learn?A:Nobody really knows.But there are 6 main theories:,BehaviorismCognitivismSocial Learning TheorySocial ConstructivismMultiple IntelligencesBrain-Based Learning,Behaviorism,Confined to observable and measurable behaviorClassical Conditioning-PavlovOperant Conditioning-Skinner,Behaviorism,Classical Conditioning-Pavlov,A stimulus is presented in order to get a response:,Behaviorism,Classical Conditioning-Pavlov,Behaviorism,Operant Conditioning-Skinner,Behaviorism,Learning is defined by the outward expression of new behaviorsFocuses solely on observable behaviorsA biological basis for learning Learning is context-independentClassical&Operant ConditioningReflexes(Pavlovs Dogs)Feedback/Reinforcement(Skinners Pigeon Box),Behaviorism in the Classroom,Rewards and punishmentsResponsibility for student learning rests squarely with the teacherLecture-based,highly structured,Critiques of Behaviorism,Does not account for processes taking place in the mind that cannot be observedAdvocates for passive student learning in a teacher-centric environmentOne size fits allKnowledge itself is given and absoluteProgrammed instruction&teacher-proofing,Learning Theory,BehaviorismCognitive Learning TheorySocial Learning Theory,Cognitivism,Grew in response to BehaviorismKnowledge is stored cognitively as symbolsLearning is the process of connecting symbols in a meaningful&memorable wayStudies focused on the mental processes that facilitate symbol connection,Cognitive Learning Theory,Discovery Learning-Jerome BrunerMeaningful Verbal Learning-David Ausubel,Cognitive Learning Theory,Discovery Learning,1.Bruner said anybody can learn anything at any age,provided it is stated in terms they can understand.,Cognitive Learning Theory,Discovery Learning,2.Powerful Concepts(not isolated facts),a.Transfer to many different situationsb.Only possible through Discovery Learningc.Confront the learner with problems and help them find solutions.Do not present sequenced materials.,Cognitive Learning Theory,Meaningful Verbal Learning,Advance Organizers:New material is presented in a systematic way,and is connected to existing cognitive structures in a meaningful way.,Meaningful Verbal Learning,Cognitive Learning Theory,When learners have difficulty with new material,go back to the concrete anchors(Advance Organizers).Provide a Discovery approach,and theyll learn.,Cognitivism in the Classroom,Inquiry-oriented projectsOpportunities for the testing of hypothesesCuriosity encouragedStaged scaffolding,Critiques of Cognitivism,Like Behaviorism,knowledge itself is given and absolute Input Process Output model is mechanistic and deterministicDoes not account enough for individualityLittle emphasis on affective characteristics,Learning Theory,BehaviorismSocial Learning TheoryCognitive Learning Theory,Social Learning Theory(SLT),Grew out of CognitivismA.Bandura(1973)Learning takes place through observation and sensorial experiencesImitation is the sincerest form of flatterySLT is the basis of the movement against violence in media&video games,Social Learning Theory,Learning From Models-Albert Bandura1.Attend to pertinent clues2.Code for memory(store a visual image)3.Retain in memory4.Accurately reproduce the observed activity5.Possess sufficient motivation to apply new learning,Social Learning Theory,Research indicates that the following factors influence the strength of learning from models:,1.How much power the model seems to have2.How capable the model seems to be3.How nurturing(caring)the model seems to be4.How similar the learner perceives self and model 5.How many models the learner observes,Social Learning Theory,Four interrelated processes establish and strengthen identification with the model:,1.Children want to be like the model2.Children believe they are like the model3.Children experience emotions like those the model is feeling.4.Children act like the model.,Social Learning Theory,Through identification,children come to believe they have the same characteristics as the model.,When they identify with a nurturant and competent model,children feel pleased and proud.When they identify with an inadequate model,children feel unhappy and insecure.,SLT in the Classroom,Collaborative learning and group workModeling responses and expectationsOpportunities to observe experts in action,Critiques of Social Learning Theory,Does not take into account individuality,context,and experience as mediating factorsSuggests students learn best as passive receivers of sensory stimuli,as opposed to being active learnersEmotions and motivation not considered important or connected to learning,Social Constructivism,Grew out of and in response to Cognitivism,framed around metacognitionKnowledge is actively constructed Learning isA search for meaning by the learnerContextualizedAn inherently social activityDialogic and recursiveThe responsibility of the learnerLev VygotskySocial LearningZone of Proximal Development,Social Constructivism in the Classroom,JournalingExperiential activitiesPersonal focusCollaborative&cooperative learning,Critiques of Social Constructivism,Suggests that knowledge is neither given nor absoluteOften seen as less rigorous than traditional approaches to instructionDoes not fit well with traditional age grouping and rigid terms/semesters,Multiple Intelligences(MI),Grew out of Constructivism,framed around metacognitionH.Gardner(1983 to present)All people are born with eight intelligences:Enables students to leverage their strengths and purposefully target and develop their weaknesses,MI in the Classroom,Delivery of instruction via multiple mediumsStudent-centered classroomAuthentic AssessmentSelf-directed learning,Critiques of MI,Lack of quantifiable evidence that MI existLack of evidence that use of MI as a curricular and methodological approach has any discernable impact on learningSuggestive of a departure from core curricula and standards,Brain-Based Learning(BBL),Grew out of Neuroscience&ConstructivismD.Souza,N.Caine&G.Caine,E.Jensen(1980s to present)12 governing principles,BBL in the Classroom,Opportunities for group learningRegular environmental changesA multi-sensory environment Opportunities for self-expression and making personal connections to contentCommunity-based learning,Critiques of BBL,Research conducted by neuroscientists,not teachers&educational researchersLack of understanding of the brain itself makes“brain-based”learning questionableIndividual principles have been scientifically questioned,Other Learning Theories of Note,Andragogy(M.Knowles)Flow(M.Czikszentmihalyi)Situated Learning(J.Lave)Subsumption Theory(D.Ausubel)Conditions of Learning(R.Gagne),Humanist,All students are intrinsically motivated to self actualize or learnLearning is dependent upon meeting a hierarchy of needs(physiological,psychological and intellectual)Learning should be reinforced.,facultyweb.anderson.edu/jhaukerman/Learning%20Theory.ppt Matthew D.Laliberte www.nercomp.org/data/media/A%20Brief%20History%20of%20Learning%20Theory.ppt Michael A.Lorber,Ph.D.www.learningtechnologies.ac.uk/./PROJECT/resources/Learning%20Theory/Resources/learning%20theories.ppt www.dcs.bbk.ac.uk/selene/reports/SeLeNe1.2.ppt,Sources:,