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Thinking About Learning
Chapter 5
What is Learning?
• Behaviorism: an experience (conditioned stimulus) is
paired with an emotional or physiological state
(unconditioned stimulus) …over time, the individual
responds to the conditioned stimulus with the same
response as the unconditioned stimulus Classical
conditioning
• Operant conditioning…respond based on consequences
of behavior…motivated to do things based on external
outcomes (extrinsic rewards)
• Modeling…learning by witnessing others’ behavior and
consequences
• Human nature is basically passive, external influences
What is Learning?
• Child Development…physical, mental, social
functioning is qualitatively different in children
than adults and move in age-related stages
• Cognitive development…think and solve
problems in predictable stages
• By nature curious, open to experience, driven to
discover and learn
• Learning is the result of the action of the
individual on the information or experiences
presented by the environment
Learning as Making Meaning
• Constructivism…making connections
between facts, understanding abstract
concepts, reflecting on what is learned,
ask questions, analyze, interpret, predict
• Learning is the active making or
constructing of meaning from experiences
and observations
• Errors are fodder for learning
Social Interaction in Learning
• Children influence each other to pay attention to
certain phenomena and to reason in particular
ways about that phenomena…and later to reflect
on it
• Learning is both interpsychological and
intrapsychological in affective, cognitive, and
behavioral
• Progress dependent on social interaction during
zone of proximal development
• Constructivist teacher is mediator between the
learner and the learning experience
Differences in How Students Learn
• Learning Styles…ways of processing
information and the conditions we need to
be able to pay attention
• Physical environment, sociological setting,
modes of perception, mental organization
• Field independence and field
dependence…perceiving the trees or the
forest
Gregorc’s MindStyles
• Based on a combination of concrete or abstract
perception and sequential or random conception
• Concrete sequential…discrete facts, planners,
conscientious
• Abstract sequential…organized conceptually, big
ideas, application and interrelationship
• Concrete random…take things apart, risk-takers,
happy with process, planning is difficult,
unorganized
• Abstract random…spontaneous ideas, new
connections, few notes taken, creative dreamers
Kolb’s Experiential Learning Model
• Four related types and processes:
concrete experiencing, observing and
reflecting, forming of abstract concepts
and generalizations, experimenting with
applying theories to practical action
• Need all four…usually not strong in all four
• Convergers and Divergers, Assimilators
and Accomodators
Learning Style Preferences (Dunn
and Dunn)
• Receive information: more easily visually,
auditorially, kinesthetically
• Adjust the physical environment
• Emotional factors: motivation,
responsibility, persistence
• Self-oriented, peer oriented, adult oriented
• Morning/night learn best, with food/drink
Multiple Intelligences (Howard
Gardner)
• Intelligence not a single trait
• Eight intelligences, and possible ninth
(existential)
• Biological base, distinct manifestations in
behavior
• Linguistic, logical-mathematical, musical,
spatial, kinesthetic, intra-personal, interpersonal, naturalistic
Culture and Learning
• Ways of life different in different parts of
the globe, groups of people have particular
ways of perceiving, organizing, and
responding to information
• Teachers mostly white, Anglo, middle
class…possible cultural incompatibility
• Need for culturally responsive teachers