学习理论(英文)课件.ppt

1、Theories of learningBroad Goals1.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 wi

2、th 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,198

3、6,p.412).Learning TheoryQ:How do people learn?A:Nobody really knows.But there are 6 main theories:BehaviorismCognitivismSocial Learning TheorySocial ConstructivismMultiple IntelligencesBrain-Based LearningBehaviorismConfined to observable and measurable behaviorClassical Conditioning-PavlovOperant C

4、onditioning-SkinnerBehaviorismClassical Conditioning-Pavlov S RA stimulus is presented in order to get a response:BehaviorismClassical Conditioning-PavlovSUSURCSUSCRBehaviorismOperant Conditioning-SkinnerThe response is made first,then reinforcement follows.BehaviorismnLearning is defined by the out

5、ward expression of new behaviorsnFocuses solely on observable behaviorsnA biological basis for learning nLearning is context-independentnClassical&Operant ConditioningnReflexes(Pavlovs Dogs)nFeedback/Reinforcement(Skinners Pigeon Box)Behaviorism in the ClassroomnRewards and punishmentsnResponsibilit

6、y for student learning rests squarely with the teachernLecture-based,highly structuredCritiques of BehaviorismnDoes not account for processes taking place in the mind that cannot be observednAdvocates for passive student learning in a teacher-centric environmentnOne size fits allnKnowledge itself is

7、 given and absolutenProgrammed instruction&teacher-proofingLearning TheoryBehaviorismCognitive Learning TheorySocial Learning TheoryCognitivismnGrew in response to BehaviorismnKnowledge is stored cognitively as symbolsnLearning is the process of connecting symbols in a meaningful&memorable waynStudi

8、es focused on the mental processes that facilitate symbol connectionCognitive Learning TheoryDiscovery Learning-Jerome BrunerMeaningful Verbal Learning-David AusubelCognitive Learning TheoryDiscovery Learning 1.Bruner said anybody can learn anything at any age,provided it is stated in terms they can

9、 understand.Cognitive Learning TheoryDiscovery 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 Theo

10、ryMeaningful 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 TheoryWhen learners have difficulty with new material,go back to the concrete anchors(Adva

11、nce Organizers).Provide a Discovery approach,and theyll learn.Cognitivism in the ClassroomnInquiry-oriented projectsnOpportunities for the testing of hypothesesnCuriosity encouragednStaged scaffoldingCritiques of CognitivismnLike Behaviorism,knowledge itself is given and absolute nInput Process Outp

12、ut model is mechanistic and deterministicnDoes not account enough for individualitynLittle emphasis on affective characteristicsLearning TheoryBehaviorismSocial Learning TheoryCognitive Learning TheorySocial Learning Theory(SLT)nGrew out of CognitivismnA.Bandura(1973)nLearning takes place through ob

13、servation and sensorial experiencesnImitation is the sincerest form of flatterynSLT is the basis of the movement against violence in media&video gamesSocial Learning TheoryLearning From Models-Albert Bandura1.Attend to pertinent clues2.Code for memory(store a visual image)3.Retain in memory4.Accurat

14、ely reproduce the observed activity5.Possess sufficient motivation to apply new learningSocial Learning TheoryResearch 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

15、)the model seems to be4.How similar the learner perceives self and model 5.How many models the learner observesSocial Learning TheoryFour interrelated processes establish and strengthen identification with the model:1.Children want to be like the model2.Children believe they are like the model3.Chil

16、dren experience emotions like those the model is feeling.4.Children act like the model.Social Learning TheoryThrough 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 th

17、ey identify with an inadequate model,children feel unhappy and insecure.SLT in the ClassroomnCollaborative learning and group worknModeling responses and expectationsnOpportunities to observe experts in actionCritiques of Social Learning Theory nDoes not take into account individuality,context,and e

18、xperience as mediating factorsnSuggests students learn best as passive receivers of sensory stimuli,as opposed to being active learnersnEmotions and motivation not considered important or connected to learningSocial ConstructivismnGrew out of and in response to Cognitivism,framed around metacognitio

19、nnKnowledge is actively constructed nLearning isnA search for meaning by the learnernContextualizednAn inherently social activitynDialogic and recursivenThe responsibility of the learnernLev VygotskynSocial LearningnZone of Proximal DevelopmentSocial Constructivism in the ClassroomnJournalingnExperi

20、ential activitiesnPersonal focusnCollaborative&cooperative learningCritiques of Social Constructivism nSuggests that knowledge is neither given nor absolutenOften seen as less rigorous than traditional approaches to instructionnDoes not fit well with traditional age grouping and rigid terms/semester

21、sMultiple Intelligences(MI)nGrew out of Constructivism,framed around metacognitionnH.Gardner(1983 to present)nAll people are born with eight intelligences:nEnables students to leverage their strengths and purposefully target and develop their weaknesses1.Verbal-Linguistic5.Musical2.Visual-Spatial6.N

22、aturalist3.Logical-Mathematical7.Interpersonal4.Kinesthetic8.IntrapersonalMI in the ClassroomnDelivery of instruction via multiple mediumsnStudent-centered classroomnAuthentic AssessmentnSelf-directed learningCritiques of MInLack of quantifiable evidence that MI existnLack of evidence that use of MI

23、 as a curricular and methodological approach has any discernable impact on learningnSuggestive of a departure from core curricula and standardsBrain-Based Learning(BBL)nGrew out of Neuroscience&ConstructivismnD.Souza,N.Caine&G.Caine,E.Jensen(1980s to present)n12 governing principles1.Brain is a para

24、llel processor7.Focused attention&peripheral perception2.Whole body learning8.Conscious&unconscious processes3.A search for meaning9.Several types of memory4.Patterning10.Embedded learning sticks5.Emotions are critical11.Challenge&threat6.Processing of parts and wholes12.Every brain is uniqueBBL in

25、the ClassroomnOpportunities for group learningnRegular environmental changesnA multi-sensory environment nOpportunities for self-expression and making personal connections to contentnCommunity-based learningCritiques of BBLnResearch conducted by neuroscientists,not teachers&educational researchersnL

26、ack of understanding of the brain itself makes“brain-based”learning questionablenIndividual principles have been scientifically questionedOther Learning Theories of NotenAndragogy(M.Knowles)nFlow(M.Czikszentmihalyi)nSituated Learning(J.Lave)nSubsumption Theory(D.Ausubel)nConditions of Learning(R.Gag

27、ne)HumanistnAll students are intrinsically motivated to self actualize or learnnLearning is dependent upon meeting a hierarchy of needs(physiological,psychological and intellectual)nLearning should be reinforced.nfacultyweb.anderson.edu/jhaukerman/Learning%20Theory.ppt nMatthew D.Laliberte www.nercomp.org/data/media/A%20Brief%20History%20of%20Learning%20Theory.ppt nMichael A.Lorber,Ph.D.www.learningtechnologies.ac.uk/./PROJECT/resources/Learning%20Theory/Resources/learning%20theories.ppt nwww.dcs.bbk.ac.uk/selene/reports/SeLeNe1.2.ppt nSources: