Learning Theory Applied to TeachingFrank T. Stritter

The University of North Carolina

bat Chapel Hill

Learning Theory Applied to TeachingFrank T. Stritter

The University of North Carolina

bat Chapel Hill

Goals for Today

State names of the five theoriesDescribe each theory brieflyThink about the role of theory

What islearning?

Learning is a persisting change in an individual’s understanding, performance or potential brought about by meaningful interaction with the environment.

What is a theory?

Principle that guides Specifies instructor’s

activities which bring about learning

Learning Theories Behavioral Cognitive Constructivist Humanistic Developmental

Behavioral B. F. Skinner Observable behavior Objectives written by instructor Instructor provides stimulus,

asks for response and reinforces Learner in third person

Instructional Strategies Provide specific objectives Expect learners to move at own pace Provide information, ask for response Present material in small steps Assess learner frequently Provide immediate feedback which is

both positive and corrective Revise instruction based on data

Cognitive Bruner, Ausubel, Gagne Learning is meaningful connection to

and organization of memory Objectives are general Instructor arranges conditions and

develops structure Learner in third person

Instructional Strategies Assess learner’s prerequisite skills Use advance organizers Provide structure, examples, images Connect new concepts to previous Ask learner to form own questions Ask “What if..?” questions Be as concerned with thought process

as with the right answer

Constructivist

Albert Bandura Develop shared meaning by

participating in learning community Objectives developed together Instructor sets example and reacts Learner in first person

Instructional Strategies Base learning on practical experience Ask learners for their hypotheses Model performance, problem solving Help learners generate links Facilitate discussions Use cooperation, collaboration Assess learning in context

Humanistic Rogers, Knowles Learning is satisfying own needs Objectives developed by learner Instructor reacts to learner’s needs Learner in first person

Instructional Strategies

Develop learning contract with learner Help learners make choices Incorporate learner’s prior experience Ask learners to present to each other Guide discussions Ask learner to evaluate own learning Serve as consultant

Developmental Jean Piaget Learning is maturation Learning occurs in stages Objectives based on norms Diagnose stage and react Learner changes from third to first

Instructional Strategies

Determine learner’s stage Keep growth chart Emphasize discovery of principles Help learner accept responsibility Change teaching style Directing to facilitating to consulting

Points of Agreement Goals are important Simple to complex Learner must be active Reinforcement Group support Attitude toward learning and context

My Advice Systematic design - B How learning occurs - Cog Interactions with others - Con Adjusting instruction - D Self-determination - H