* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download Final Learning Theorists
Cooperative education wikipedia , lookup
Reflective practice wikipedia , lookup
Instructional scaffolding wikipedia , lookup
Classroom management wikipedia , lookup
Educational technology wikipedia , lookup
Implicit learning wikipedia , lookup
Problem-based learning wikipedia , lookup
Inquiry-based learning wikipedia , lookup
Albert Bandura wikipedia , lookup
Learning disability wikipedia , lookup
Learning styles wikipedia , lookup
Project-based learning wikipedia , lookup
Educational psychology wikipedia , lookup
Cooperative learning wikipedia , lookup
Differentiated instruction wikipedia , lookup
Concept learning wikipedia , lookup
Learning theory (education) wikipedia , lookup
Sherry Walker Stephanie Moore CED 505 11 September 2013 LEARNING THEORIES For thousands of years, researchers, teachers, and theorists have sought to understand different learning theories to try and explain how we learn and ways to improve learning. Of these, Skinner, Gagne, and Piaget emerged as the true pioneers in the field of understanding teaching styles. Each of these theorists has produced unique features based on each of their perspectives of the learning process and seeks understanding for the nature of learning. Although some of the theories have been upgraded or have changes over the years, the foundation of each theory remains the same. In this essay, I hope to provide an understanding of three key learning theories; Behaviorism, Cognitivism and Constructivism and feature the key theorist behind each theory. I will also discuss some similarities and differences between each theory and how these theories work for teachers in a 21st century classroom. As we begin to compare and contrast these different types of learning theories and styles, it is important that we clearly define a learning theory. Med Karharbach of Educational Technology defines a learning theory as “an attempt to describe how people learn,” which helps to understand this inherently complex process of learning (Edudemic 2013). According to Thomas Shuell of Education.com, “learning is one of the most important activities in which humans engage” and is the very core of the educational process (Shuell 2013). All these theories differ for a variety of reasons. Who’s right? What is a theory? Is it just what someone thinks? Actually, a theory is a “combination of different factors or variables woven together in an effort to explain whatever the theory is about”. In general, theories based on scientific evidence are considered more valid than theories based on opinion or personal experience (Shuell 2013). Within these different types of theories falls many theorists who have help to design and implement these concepts. Behaviorism theories define learning as “semi-permanent change in behavior.” In other words, learning has only taken place if a change in behavior is evident (Innovative LearningBehaviorism 2013). The Behaviorist pedagogy aims to promote and modify observable behavior. It considers learning to be a behavior that shows acquisition of knowledge or skills (EduTech Wiki 2007). The two originators of the behaviorists approach to learning were John B. Watson and B. F. Skinner. Skinner developed a view of conditioning know as Operant Conditioning. His model was based on the premise that satisfying responses are conditioned, while unsatisfying ones are not. Operant conditioning is the rewarding part of a desire behavior or a random act that approaches it (EduTech Wiki 2007). He felt things we tend to call pleasant have an energizing or strengthening effect on a person’s behavior. Many of Skinners behaviorist rules are used in practical classroom application today. Positive and Negative Reinforcement, Positive/Negative Punishment, Modeling, Cues and Contracts are a few concepts he emphasized. Behaviorism focuses on one particular view of learning: a change in external behavior achieved through a large amount of repetition of desired actions, the reward of good habits and the discouragement of bad habits (Pediaview 2013). In the Behaviorism Theory the role of the instructor is one of a lecturer with drill and practice activities used as instruction. The role of the learner is that of an active listener and direction follower. The Cognitive Theory of Learning is based on the assumption that you can’t force someone to learn. Learners are no longer “black boxes” conditioned to react by stimuli; there is an active learning process by the learner. It defines learning as “a semi-permanent change in mental processes or associations.” Cognitivists do not require an outward exhibition of learning but focus more on the internal processes and connections that take place during learning. The main assumption of Cognitive Psychology is that there are cognitive processes that take place and influence the way things are learned (Innovative Learning-Cognitivism 2013). Robert M. Gagne is one of the main theorists under the Cognitive Theory. He is best known for his Conditions of Learning and Principles of Instructional Design. Although Gagne’s earlier work reflected behaviorist thought, he is considered to be an experimental psychologist who is concerned with learning and instruction. In 1965, Gagne published The Conditions of Learning which outlined the relation of learning objectives to appropriate instructional designs. A learner who is participating in a situation where the right conditions for learning are invoked will experience the five categories of learning outcomes. These include the human capabilities of intellectual skills, verbal information, cognitive strategies, motor skills, and attitudes (ICELS 2013). In the Cognitive Theory, students have been compared to computers, being that their minds are working like information processors. The cognitive approach and cognitive theories emerged as a new perspective employing “information-processing ideas” rather than the behavioristic assumptions that the learner is determined by his environments and so passively adapts to the circumstances. This cognitivistic view emphasized the active mental process on the part of the learner. Knowledge is still viewed as given and absolute like in the behavioristic school (EduTech Wiki-Cognitivism 2007). The role of the teacher changes to a facilitator and tends to guide students through questioning and prompts. Students take a more active role in learning by processing the information and deciding on how that information is stored and used. Constructivist is the final learning theory to be discussed. The Constructivist Theory is based on several cognitive principles from theorists Piaget and Vygotsky. The basic premise of constructivist theories is that people create their own meaning through experience. Constructivism embraces a “top-down” rather than a “bottom-up” instructional methodology. This means that, rather than teach all of the details that lead to a main idea; students discover the main idea and then derive the detail (Innovative Learning-Constructivist 2013). Students are encouraged to learn main ideas through discovery learning. Some guiding principles of constructivism include 1. Knowledge is constructed, not transmitted 2. Prior knowledge impacts the learning process 3. Initial understanding is local, not global 4. Building useful knowledge structures requires effortful and purposeful activity (EduTech Wiki-Constructivism 2013) The Swiss psychologist Jean Piaget has contributed significantly to our understanding in the development of children. Piaget is best known for his Stages of Cognitive Development. But one of the most important things to note was how Piaget’s research shows that children think in considerably different ways than adults. This does not mean that children think at a less intelligent degree, or at a slower pace, they just think differently when compared with adults. Piaget’s work showed that children are born with a very basic genetically inherited mental structure that evolves and is the foundation for all subsequent learning and knowledge. He saw cognitive development as a progressive reorganization of mental process resulting from maturation and experience. Piaget’s Stages of Cognitive Development teaches that the later stages evolve from and are built on earlier stages. The sequence of stages is fixed and unchangeable and children cannot skip a stage. All children proceed through the stages in the same order even though they may progress at different rates (ICELS 2013). It is important to understand that these stages are gradual and build on each other until they achieve adult level of intellectual functioning. After reviewing the three Learning theories we must touch on the similarities and differences. No matter which learning theory you support, the overlying similarity is that knowledge takes place in all theories. Cognitivism works in the same way as in Behaviorism “when the learner understands how to apply knowledge in different contexts, then transfer has occurred” (Young 2012). Constructivism is similar due to the fact that’s it’s built upon cognitive principals of learning and schemas. It only differs by the way it is implemented by the facilitator. A key difference of the learning theories is how the learners learn and processes that learning. Learners in the behaviorism theory are guided by purpose, primarily positive and negative reinforcement. Learners in the cognitive theory learn and retain information based on events and experiences. The constructivist theory believes that students learn based on knowledge formation, exploration and discovery. The role of the instructor becomes a facilitator, observer and coach. As we move into the 21st Century, how do these learning theories change our teaching strategies as we incorporate more technology into our classrooms? Do the theories change or just the tools at which we implement the theory change? The classroom of today is very different from those in the past. Twentieth century education placed considerable emphasis on rote learning from one-way lectures, an approach that discourages social interaction in the learning process. Twenty-first century education theorists have concluded that this approach is misguided. A constructivist classroom fosters critical thinking, flexibility, creativity, active learning, and more. These are standards of what a 21st century classroom should reflect (Machado 2011). The importance of social skills is being acknowledged in the 21st century education theory. Collaborative learning projects lead to improved understanding of material and encourage leadership and cooperation, skills that are of utmost importance for participants in any organization (Button 2013). When you think of a 21st century classroom it’s not just using computers, Ipads or Smartboards. It’s not a fancy building with LCD projectors or high gigabit and Ethernet connection. Effective learning environments do not limit themselves with time or space. It’s not sitting in a row of desks in a classroom. Today’s classroom environment may be using a laptop in the library or taking online classes. It’s more about integrated learning technologies, studentfocused teaching strategies and curriculum differentiation. In 21st century education, curriculum differentiation is intended not only to enrich gifted students, but also to identify students’ talents and interest and provide them with learning challenges that allow them to grow in a positive direction (Button 2013). After reading and studying the three learning theories and their theorists, it is obvious that teaching and learning isn’t straightforward and no single learning style works for everyone. In an educational environment there is no perfect model that applies. To accommodate a variety of learners, it is important that teachers apply a mixture the learning styles. The instructor should inspire students to find solutions by exploring, inventing, collaborating and experimenting. We need to create an environment that is beneficial to a wide array of learners. WORKS CITED "Behaviorism." Behaviorism. Innovative Learning, n.d. Web. 4 Sept. 2013. "Behaviorism." EduTech Wiki.com. EduTech Wiki, n.d. Web. 15 Sept. 2013. Button, Andrew. "Characteristics of 21st Century Approaches in Education | EHow." EHow. Demand Media, 02 Feb. 2011. Web. 8 Sept. 2013. "Cognitivism." Cognitivism. Innovative Learning, n.d. Web. 8 Sept. 2013. "Cognitivism." EduTechwiki.com. EduTech Wiki, 14 Aug. 2007. Web. 16 Sept. 2013. "Constructivism." EduTech Wiki.com. EduTech Wiki, 1 May 2013. Web. 16 Sept. 2013. "Constructivist Theories Of Learning." Constructivism. Innovative Learning, n.d. Web. 8 Sept. 2013. "Jean Piaget's Stages of Cognitive Development." Www.icels.com. International Centre For Educators' Learning Styles, n.d. Web. 15 Sept. 2013. "Learning Theories Every Teacher Should Know About ~ Educational Technology and Mobile Learning." Learning Theories Every Teacher Should Know about ~ Educational Technology and Mobile Learning. Educational Technology and Mobile Learning, Mar. 2013. Web. 7 Sept. 2013. Machado, Joseph. "A Constructivist Classroom Is a 21st Century Classroom." A Constructivist Classroom Is a 21st Century Classroom. Tech 4 Learning, 4 Feb. 2011. Web. 8 Sept. 2013. Machado, Joseph. "Developing 21 Century Learning Environments." Tech4learning.com. Tech 4 Learning, 4 Feb. 2011. Web. 8 Sept. 2013. "PediaView.com." PediaView.com. Pedia View, n.d. Web. 8 Sept. 2013. "Robert Gagne's Five Categories of Learning Outcomes and the Nine Events of Instruction." Icels.com. International Centre For Educators' Learning Styles, n.d. Web. 15 Sept. 2013. Shuell, Thomas. "Theories of Learning." Education.com - Print. Education.com, n.d. Web. 12 Sept. 2013.