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1. ³a persisting {
 in human performance
or performance potential . . . (brought) about
as a result of the learner¶s interaction with the
environment´ (Driscoll, 1994, pp. 8-9).
2. ³the relatively permanent {
 in a
person¶s knowledge or behavior due to
experience´ (Mayer, 1982, p. 1040).
3. ³an enduring {
 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).
 


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º How do people learn?
A Nobody really knows.
But there are 6 main theories
Behaviorism

Cognitivism

Social Learning Theory

Social Constructivism

Multiple Intelligences

Brain-Based Learning
-

Confined to observable and measurable
behavior

‰ Classical Conditioning - Pavlov

‰ Operant Conditioning - Skinner

-

‰ Classical Conditioning - Pavlov









 



Π
-

‰ Classical Conditioning - Pavlov

Œ Œ


Œ Œ


-

‰ Operant Conditioning - Skinner

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-

ü Learning is defined by the outward
expression of new behaviors
ü Focuses solely on observable behaviors
ü A biological basis for learning
ü Learning is context-independent
ü Classical & Operant Conditioning
ü Reflexes (Pavlov¶s Dogs)
ü Feedback/Reinforcement (Skinner¶s Pigeon Box)



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‰ -

‰ 
  


‰   




ü orew in response to Behaviorism
ü Knowledge is stored cognitively as symbols
ü Learning is the process of connecting
symbols in a meaningful & memorable way
ü Studies focused on the mental processes
that facilitate symbol connection



ü @ The mental process of knowing, including aspects such as

awareness, perception, reasoning, and judgment.
ü Ô That which comes to be known, as through perception,
reasoning, or intuition; knowledge.
ü Cognition is a term referring to the mental processes
involved in gaining knowledge and comprehension, including
thinking, knowing, remembering, judging and problem-
solving. These are higher-level functions of the brain and
encompass language, imagination, perception and planning.





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‰ Discovery Learning -
Jerome Bruner

‰ Meaningful Verbal
Learning -
David Ausubel





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‰ Discovery Learning

@-

 




 
 

 

 














|

‰ Discovery Learning

Ô



 
 
|





 



  










 












!


 
 





|

‰ Meaningful Verbal Learning


 
"
 

#
 
 






 

  






$





 



 





|

‰ Meaningful Verbal Learning
%




 

 


 
  &





 


 
"


 

  

'






 
ü Inquiry-oriented
projects
ü Opportunities for the
testing of hypotheses
ü Curiosity encouraged
ü Staged scaffolding
!


ü Like Behaviorism, knowledge itself is given
and absolute
ü Input ± Process ± Output model is
mechanistic and deterministic
ü Does not account enough for individuality
ü Little emphasis on affective characteristics



|

‰ -

‰   


‰ Cognitive Learning Theory
Π


|
Œ|
ü orew out of Cognitivism
ü A. Bandura (1973)
ü Learning takes place through observation
and sensorial experiences
ü Imitation is the sincerest form of flattery
ü SLT is the basis of the movement against
violence in media & video games
Π


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Learning From Models -
Albert Bandura
1. Attend to pertinent clues
2. Code for memory (store a visual
image)
3. Retain in memory
4. Accurately reproduce the observed
activity
5. Possess sufficient motivation to apply
new learning
Π


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Research indicates that the following factors
influence the strength of learning from models

1. How much power the model seems to have

2. How capable the model seems to be
3. How nurturing (caring) the model seems to be
4. How similar the learner perceives self and
model
5. How many models the learner observes
Π


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Four interrelated processes establish and
strengthen identification with the model

1. Children want to be like the model

2. Children believe they are like the
model
3. Children experience emotions like
those the model is feeling.
4. Children act like the model.
Π


|

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.
Œ|

 
ü Collaborative
learning and group
work
ü Modeling responses
and expectations
ü Opportunities to
observe experts in
action
!
Π



|

ü Does not take into account individuality,
context, and experience as mediating
factors
ü Suggests students learn best as passive
receivers of sensory stimuli, as opposed to
being active learners
ü Emotions and motivation not considered
important or connected to learning
Π

ü orew out of and in response to Cognitivism, framed
around metacognition
ü Knowledge is actively constructed
ü Learning is«
ü A search for meaning by the learner
ü Contextualized
ü An inherently social activity
ü Dialogic and recursive
ü The responsibility of the learner

ü Lev Vygotsky
ü Social Learning
ü Zone of Proximal Development
Π



 
ü Journaling
ü Experiential
activities
ü Personal focus
ü Collaborative &
cooperative learning
!
Π

ü Suggests that knowledge is neither given
nor absolute
ü Often seen as less rigorous than traditional
approaches to instruction
ü Does not fit well with traditional age
grouping and rigid terms/semesters
G
(




G(
ü orew out of Constructivism, framed around
metacognition
ü H. oardner (1983 to present)
ü All people are born with eight intelligences
ü Enables students to leverage their strengths and
purposefully target and develop their weaknesses
1. Verbal-Linguistic 5. Musical
2. Visual-Spatial 6. Naturalist
3. Logical-Mathematical 7. Interpersonal
4. Kinesthetic 8. Intrapersonal
kinesthetic

ü The sense that detects bodily position,

weight, or movement of the muscles,
tendons, and joints.
G(

 
ü Delivery of
instruction via
multiple mediums
ü Student-centered
classroom
ü Authentic
Assessment
ü Self-directed
learning
!
G(
ü Lack of quantifiable evidence that MI exist
ü Lack of evidence that use of MI as a
curricular and methodological approach
has any discernable impact on learning
ü Suggestive of a departure from core
curricula and standards
 - 
)- 



--
ü orew out of Neuroscience & Constructivism
ü D. Souza, N. Caine & o. Caine, E. Jensen
(1980¶s to present)
ü 12 governing principles
1. Brain is a parallel processor 7. Focused attention & peripheral perception
2. Whole body learning 8. Conscious & unconscious processes
3. A search for meaning 9. Several types of memory
4. Patterning 10. Embedded learning sticks
5. Emotions are critical 11. Challenge & threat
6. Processing of parts and wholes 12. Every brain is unique
--

 
ü Opportunities for group
learning
ü Regular environmental
changes
ü A multi-sensory
environment
ü Opportunities for self-
expression and making
personal connections to
content
ü Community-based
learning
!
--
ü Research conducted by neuroscientists, not
teachers & educational researchers
ü Lack of understanding of the brain itself
makes ³brain-based´ learning questionable
ü Individual principles have been scientifically
questioned
 



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#

ü Andragogy (M. Knowles)
ü Flow (M. Czikszentmihalyi)
ü Situated Learning (J. Lave)
ü Subsumption Theory (D. Ausubel)
ü Conditions of Learning (R. oagne)
Ñ

ü All students are intrinsically motivated to
self actualize or learn
ü Learning is dependent upon meeting a
hierarchy of needs (physiological,
psychological and intellectual)
ü Learning should be reinforced.