Learning Theories
Week Five – Part 1
Agenda
Check-in
 Discussion of Assignment 2 experience
 Context and setting of learning
 Categories of learning theories
 Intelligences
 Learning Styles
 Models of Teaching
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Info Lit Interviews
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Turn and talk about
One thing that was confirmed
 One thing that was a surprise
 An idea you had from the interview
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How does this knowledge affect how you
will teach information literacy?
The Context of Learning
Current
Conditions
Emerging
Challenges
and
Opportunities
Social and
Historical
Influences
People
and their
Lives
John Bransford
Where Does Learning Happen?
Where does our instruction fit?
The LIFE Center
Four Basic Philosophies
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The Behaviorists
Based on observable changes in behavior
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The Cognitivists
Based on the thought process behind the behavior
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The Constructivists
Based on the belief that we all construct our
perspective of the world and learning experiences.
That is, we problem solve.
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The Socioculturists
Based in the idea that learning is situated in the
learning community and the sociocultural
experience of the individual
Behaviorists
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Pavlov – Classic and Operant Conditioning
Thorndike – Active Learning & Trial and Error
Skinner – Practice stimulus response
Expose the student to the subject in gradual steps
Require that the learner make a response and receive
immediate feedback
Arrange the difficulty of the questions so the response
is always correct and hence a positive reinforcement
Information should be presented in small amounts so
that responses can be reinforced ("shaping")
Belief that behavior can be modified
Behaviorist instruction
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The task would be clearly defined.
Objectives would be set
The learning events would be listed in
sequence of increased difficulty
You would constantly reinforce desired
learning outcomes
Evaluation would include a checklist of skills
Instruction could be programmed to be the
same for all situations.
Cognitivists
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Piaget’s 4 Stages
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Sensorimotor (0-2)
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Preoperational (2-7)
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Logical sequence to explain their experiences
Mathematic equations can be solved without objects
Formal Operations (11 and up)
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Needs concrete interaction
Not abstract thinkers
Concrete Operational (7-11)
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Physical interaction
Objects out of sight don’t exist
Reasoning
Abstract insights
Child development and learning
Emphasis on the importance of play
Background biology and philosophy
Cognitive development enhanced by experiences
Cognitivist Instruction
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Conduct a cognitive task analysis. Find out what they
know
You would teach complex problems but you would
have clear objectives
A series of learning events would be designed. Each
stage the learners would be challenged to identify
what they know and what they will need to know to
solve the problem.
Evaluation is driven by how well the learner feels they
have achieved
Instruction and material must be relevant to this group.
Constructivists
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Vygotsky – Scaffolding and Zone of Proximal
Development
Bruner – Learning is an active experience
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Learner transforms information,
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constructs hypotheses,
makes decisions,
Cognitive structure (i.e., schema, mental models) provides
meaning and organization to experiences
Reflect on experiences
Problem-solving; open ended questions
Concepts must be presented
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When the student is ready to learn
In a way that is accessible to the student or easy for the student
to learn new material (fun)
To fill in the gaps
When it is relevant to them
Constructivists Instruction
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Analyze the tools for learning and the environment
Objectives are determined in collaboration with the
learner.
As with cognitivists, a series of learning events would
be designed. At each stage the learners would be
challenged to identify what they know and what they
will need to know to solve the problem.
Evaluation is based on self assessment
All learning must be related to the learners own
experiences
Socioculturists
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Vygotsky
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Leont’ev and Luria
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Activity Theory or Cultural Historical Activity Theory (CHAT)
Latour
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Social Development of the Mind
Actor-Network Theory
Lave and Wenger
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Situated Learning
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Moll and Moje
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Funds of Knowledge
Third Space
Lee
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Legitimate peripheral practice
Master and apprentice
Cultural Modeling
New Literacies
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Lea and Street – Academic Literacies
Socioculturists Instruction
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Know your students
Find ways to draw out their experiences
 Let them give examples from their lives
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Provide opportunities for apprenticeship
 Acknowledge the power structure and
real life tensions
 Beware of privileging one kind of
knowledge over another
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Learning Styles
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Assumption: everyone can learn
Style partly based on heredity and upbringing
We perceive and process experiences and
information in different ways
All styles need to be experienced, but
Individuals will work better in their own area
Personality or learning style? (example MyersBriggs)
Many tests online. Look for “learning style
inventory” and see what you find!
Erik Erickson
Erik Erickson
3 Most Common Categories
 Visual
Learners
 Auditory Learners
 Kinesthetic (Tactile) Learners
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Some add in “Reading/Writing
Preference” Learners (See VARK model)
Kolb Model
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Converger
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Diverger
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Tend toward concrete experience and reflective observation. They are
imaginative and are good at coming up with ideas and seeing things from
different perspectives
Assimilator
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Characterized by abstract conceptualization and active experimentation. They
are good at making practical applications of ideas and using deductive
reasoning to solve problems
Characterized by abstract conceptualization and reflective observation. They
are capable of creating theoretical models by means of inductive reasoning
Accommodator
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Use concrete experience and active experimentation. They are good at
actively engaging with the world and actually doing things instead of merely
reading about and studying them
McCarthy’s 4 Styles
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Type one: WHY?
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Needs to be relevant and personal
to them.
Teacher needs to create a reason.
What do I know already?
How does this fit in with what I
know already?
Enjoys brainstorming , listing,
recording, charting, relating a past
experience
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Type three: HOW?
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Type 4: WHAT IF?
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Type two: WHAT?
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Primarily interested in facts as they
led to conceptual understanding.
Give them facts.
Look for gaps in their knowledge.
“What more do I need to know?”
Enjoys defining, explaining,
classifying, comparing, reporting,
advertising
Interested in how things work.
Teachers need to let them try it.
Look for ways of applying what
they already know
Enjoy demonstrating, interpreting,
constructing, making models,
mapping, collage, giving a talk
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Primarily interested in self
discovery.
Let them teach it to themselves
and others
Looks beyond what they have
learnt or need to know
Enjoys predicting, improving,
developing, inventing, judging,
recommending, developing an
action plan
Gardner’s Theory of Multiple
Intelligences – “Human cognition in its fullest.”
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Linguistic intelligence involves sensitivity to spoken and written language, the ability
to learn languages, and the capacity to use language to accomplish certain goals. This
intelligence includes the ability to effectively use language to express oneself
rhetorically or poetically; and language as a means to remember information.
Logical-mathematical intelligence consists of the capacity to analyze problems
logically, carry out mathematical operations, and investigate issues scientifically. It
entails the ability to detect patterns, reason deductively and think logically.
Musical intelligence involves skill in the performance, composition, and appreciation
of musical patterns. It encompasses the capacity to recognize and compose musical
pitches, tones, and rhythms.
Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts
of the body to solve problems. It is the ability to use mental abilities to coordinate bodily
movements.
Spatial intelligence involves the potential to recognize and use the patterns of wide
space and more confined areas.
Interpersonal intelligence is concerned with the capacity to understand the intentions,
motivations and desires of other people. It allows people to work effectively with others.
Intrapersonal intelligence entails the capacity to understand oneself, to appreciate
one's feelings, fears and motivations. It involves having an effective working model of
ourselves, and to be able to use such information to regulate our lives.
Wrap-up
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Way you design your program depends on the
way you see your learners
 No single best philosophy – brain research
may confirm or change what we know!
 Good teacher varies techniques and strategies
 For example:
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Active reflectors: learn by thinking
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Vary assignment
Concrete / abstract: direct experience
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Vary instruction
Class Discussion
What learning theories make the most
sense to you based on your experiences
as a learner and in giving instruction?
 How has metacognition played a role in
your own learning?
 Is there a reading that really resonated
with you? Why?
 Please ask questions if anything in the
reading or lectures are unclear to you.
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Next up
Models of Teaching