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Learning Theories and Practices
Running Head: Learning Theories and Practices
Learning Theories and Practices: A Brief Synopsis
Patrick Wellert
ETC 547
Northern Arizona University
Abstract
The use of learning theories n education has been the foundation for growth and diversity within the profession. In order to assume a more active role in a student’s education one must be verse in all areas of education. The use of theories and practices such as; Behaviorism, Social and Cognitive Learning Theories, constructivism, and contructionism are just a few of the budding opportunities for teachers to better their students learning.
Introduction
Becoming a teacher who helps students to search rather than follow is challenging and in many ways frightening. Using a lot of theories presented in this paper may be difficult and challenging but as educators it is the right thing to do. When educating it is unfortunate that most of what we seek to teach our students is of little or no interest to them. Even when the topics are of interest to students, the recommended methodologies for teaching the topics sometimes are not. Little wonder, then, why more of those magnificent moments don’t occur. (Brooks & Brooks, 93, 99).
Behaviorism
This is the foundation and basis for what we do in education. The basic beliefs and core of all theories come from this way of reasoning. This was the biggest break through in educational theories. B.F Skinner was influential in defining radical behaviorism, a philosophy codifying the basis of his school of research (named the Experimental Analysis of Behavior, or EAB.) While EAB differs from other approaches to behavioral research on numerous methodological and theoretical points, radical behaviorism departs from methodological behaviorism most notably in accepting treatment of feelings, states of mind and introspection as existent and scientifically treatable (Wikipedia.org).
This is a trial and error type of design in which people and animals were given several tests and based on their response received a positive or negative reaction.
Social Learning Theories
These beliefs are built upon the idea that people need interaction and cohesiveness amongst each other in order to learn and grow. “These beliefs suggest powerful new principles that can be, and in some cases are now being used to promote learning among children and adolescents, and even adults in formal educational settings” (Feden & Vogel, 2003).
The core beliefs behind this theory according to Nolan and Francis are:
1. Knowledge is actively constructed by learners
2. Prior knowledge greatly influences new learning
3. Teachers must focus on how to help learners change their cognitive structures, rather than on their own teaching
4. Learning is situated, and much of it is domain specific.
5. Learning is a social endeavor more than an individual one. (Nolan and Francis 1992, 47-49)
Cognitive Learning Theories
When studying or reviewing this theory it is important to learn one word and its definition: Introspection. “Introspection is the process we use to reflect on our own feelings and thoughts” (Feden & Vogel, 2003). Humans acquire knowledge by seeing others and then reflecting upon their behavior and even incorporating it into their own styles. It is the reason coaches have their players watch game film, the reason children are able to mimic their parents motions, and the reason we are able to learn to dance. The core of this theory can largely be attributed to Albert Bandura.
The process of this theory is largely attributed to the idea behind modeling. The chart below can help explain the idea behind modeling:
Attention
Retention
Production
Motivation
Draws attention to material from a book. Show how strike an Arc and run a bead while using Arc welding. Students place this information into their notes.
Student rehearses material practicing the welds as an individual or in small groups
Student produces a weld using Arc welding and following proper safety steps including safety equipment.
Teacher coaches and advises as students repeat attempts until desires weld is reached.
*Adaptation of Hamilton and Ghatala
Computers were being used to represent the way that humans processed information, and development of a run-able computer model of those operations seemed to be the most scientific way to operationalize them” (Jonassen, 2005). While computers are a great way to simulate a decision or a decision making process they still cannot replace the real thing. I believe that the human mind is more complicated and does not always react the same to the same problem every time.
Constructivism
“Building models requires that learners construct their own knowledge. Therefore it is important to assess the kinds and extent of knowledge construction by learners not the regurgitation of ideas previously delivered to them” (Jonassen, 2005).
The traditional methods include students reading the chapter and answering questions out of the textbook. Lectures, quizzes, and tests are all examples of items used in a traditional classroom. The disadvantage of this is that students act sort of like a holding cell for information usually remembering the required material until the test or quiz is given then release the information never to grasp it again. Students also transfer knowledge from textbook pages to worksheets in order to meet teacher objectives.
In a constructivism classroom; students learn to build on previous experiences to better grasp knowledge, students share ideas and understanding of knowledge in group settings, students follow areas that interest them while building connections and witnessing patterns, and highlights learning by involving students into the learning process and eliminating fact driven lectures and tests. “Critical thinking skills are stable and not easily altered. The development of critical thinking emerges over time with lots of practice” (Jonassen, 2005). How does one practice this is my first thought? Are people practicing this without even knowing it? I believe that all of us are good at focusing on specific areas that we have passion for. Critical thinking can be developed and used in every aspect of our lives.
The Piaget design of constructivism can help explain the basics of beginning critical thinking skills:
1. An infant sees a cube
2. When mental and muscular functions allow the infant touches and holds the cube.
The basics of this application allows the infant to build on the non-grasping and then assimilate that into the grasping action.
Constructionism
This theory is built upon the idea that knowledge is supplied by the learner and not the teacher (Papert, 1990). Constructionism is based on the sole idea that students will construct and gain knowledge as they do. The idea behind contructionism is not entirely new but one that is being newly discovered and used. Learning sciences research tells us that students learn much better “by doing” rather than “by listening.” This means that passive learning – the traditional lecture – is being replaced in our classrooms by more active learning activities that emphasize student problem solving, discussion, presentation and other “authentic” learning-by-doing-activities. (Day, 2004). By including students into the lesson it opens up a realm of possibilities because students can retain roughly only 10% of what they write down.
History of technology use in schools
Technology is the term first used with computer use in the classroom. “Technology based student projects help facilitates integrating technology and digital media into the curriculum” (Shelley et al, 2006)
There are numerous uses of technologies that have been used by teachers to include students into the classroom’s lesson. These include Interactive Whiteboards, Proximas, PowerPoint games, interactive DVDs, Ventrilo chat software, Myspace, Blackboard, and scavenger hunts. To put the uses of technology into an effective practice, teachers need to help students set achievable goals; encourage students to assess themselves and their peers; help them to work co-operatively in groups and ensure that they know how to exploit all the available resources for learning (Hall, 2006). The use of the theories described in this paper is an excellent example of ways to do this.
Summary
While technology and its uses become more popular it is important that the basics of learning especially the theories and practices are not forgotten. The master teacher needs to continue searching for ways to include technology into the lesson and not just give a lesson on
technology. This would serve as a major injustice to students. The foundation of education and
new theories must all be incorporated together to better the overall experience of education
Works Cited
Behaviorism (2008, November 7). In Wikipedia, the free encyclopedia. Retrieved November 8, 2008, from http://en.wikipedia.org/wiki/Behaviorism
Brooks, J. G., & Brooks, M. G. (1993, 1999). In search of understanding: The case for
Constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum
Day, J. (2004). Enhancing the classroom learning experience with web lectures. Retrieved May 31, 2008 from http://smartech.gatech.edu/dspace/handle/1853/65
Hall, B. (2008, March 4). Explorations in learning. Message posted to Student Centered Learning, archived at http://secondlanguagewriting.com/explorations/Archives/2006/Jul/Studentcent
eredLearning.html
Hamilton, R. and Ghatala, E. (1994). Learning and instruction. Boston: Mcgraw-Hill.
Jonassen, D. H. (2005). Modeling with technology: Mindtools for conceptual change (3rd. Ed.). Prentice Hall. ISBN: 0131703455. pg 29, 34
Methods of Teaching: Applying Cognitive Science to Promote Student Learning. Preston D.
Feden & Robert M. Vogel. McGraw Hill, 2003. ISBN 0-07-230514-2.
Nolan, J., and Francis, P. (1992). Changing Perspectives in curriculum and instruction.
In C. Glickman (Ed.), Supervision in transition: The 1992 yearbook of association for supervision and curriculum development. VA: ASCD.
Papert, S. (1990). Introduction by Seymour Papert. In I. Harel (Ed.), Constructionist learning.
Boston: MIT Laboratory.
Shelly, G. B., Cashman, T. J., Gunter, G. A., & Gunter, R. E. (2006) Integrating Technology and
Digital Media into the Classroom (4th Ed.). Thompson Course Technology pg 417.
About the Author
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