UNIT 2 Understanding the Learners 2.3 Theories of Learning Flashcards
1
Q
CRITERIA OF LEARNING:
A
- LEARNING INVOLVES CHANGE
- LEARNING ENDURES OVER TIME
- LEARNING OCCURS THROUGH
EXPERIENCE
2
Q
What is the purpose of learning theories?
A
For knowledge and understanding
3
Q
The Big 3 Theories:
A
- Behaviorism
- Cognitivism
- Constructivism
4
Q
All behaviors are acquired
through conditioning.
A
BEHAVIORISM / BEHAVIORIST LEARNING (SKINNER)
5
Q
Operates on a principle of
“stimulus-response”.
A
BEHAVIORISM / BEHAVIORIST LEARNING (SKINNER)
6
Q
Confined to observable and measurable behavior.
A
BEHAVIORISM / BEHAVIORIST LEARNING (SKINNER)
7
Q
2 types of BEHAVIORISM / BEHAVIORIST LEARNING (SKINNER)
A
- CLASSICAL CONDITIONING
(PAVLOV) - OPERANT CONDITIONING
(SKINNER)
8
Q
Combination of stimuli to
produce a response
2 types of BEHAVIORISM / BEHAVIORIST LEARNING (SKINNER)
A
CLASSICAL CONDITIONING
(PAVLOV)
9
Q
Consequences lead to changes
in voluntary behavior
2 types of BEHAVIORISM / BEHAVIORIST LEARNING (SKINNER)
A
OPERANT CONDITIONING
(SKINNER)
10
Q
It is about reinforcement &
punishment
2 types of BEHAVIORISM / BEHAVIORIST LEARNING (SKINNER)
A
OPERANT CONDITIONING
(SKINNER)
11
Q
3 stages of CLASSICAL CONDITIONING
(PAVLOV)
A
- Before Conditioning
- During Conditioning
- After Conditioning
12
Q
BEHAVIORISM IN THE CLASSROOM
A
- Rewards and punishments
- Lecture-based
- Highly structured
13
Q
CRITIQUES OF BEHAVIORISM
A
- Free will and internal influences are neglected.
- Advocates passive-student learning.
- One size fits all.
- Knowledge itself is given and absolute.
- There is programmed instruction and teacher-proofing.
14
Q
Focuses on the processes involved in learning.
A
COGNITIVISM (Piaget and Bruner)
15
Q
argues that the black box of the mind should be opened and understood.
A
COGNITIVISM (Piaget and Bruner)
16
Q
learner is viewed as an information
processor (like a computer).
A
COGNITIVISM (Piaget and Bruner)
17
Q
Studies focused on the mental
processes that facilitate symbol
connection.
A
COGNITIVISM (Piaget and Bruner)
18
Q
Types of COGNITIVE LEARNING THEORIES
A
- DISCOVERY LEARNING (Bruner)
- MEANINGFUL VERBAL LEARNING (Ausubel)
19
Q
Discover learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations
Types of COGNITIVE LEARNING THEORIES
A
DISCOVERY LEARNING (Bruner)
20
Q
learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned.
Types of COGNITIVE LEARNING THEORIES
A
DISCOVERY LEARNING (Bruner)
21
Q
As a result, students may be more more likely to remember concepts and knowledge discovered on their own
Types of COGNITIVE LEARNING THEORIES
A
DISCOVERY LEARNING (Bruner)
22
Q
Examples: Simulation-based learning, case-based learning, problem-based
learning.
Types of COGNITIVE LEARNING THEORIES
A
DISCOVERY LEARNING (Bruner)
23
Q
Advance Organizers : Expository, Narrative, Skimming,
Graphic organizer
Types of COGNITIVE LEARNING THEORIES
A
MEANINGFUL VERBAL LEARNING (Ausubel)
24
Q
When learners have difficulty with the new material,
̶ Go back to the concrete anchors
Types of COGNITIVE LEARNING THEORIES
A
MEANINGFUL VERBAL LEARNING (Ausubel)
25
Provide a discovery approach and they will learn.
| Types of COGNITIVE LEARNING THEORIES
MEANINGFUL VERBAL LEARNING (Ausubel)
26
COGNITIVISM IN THE CLASSROOM
* Inquiry-oriented projects
* Provides opportunities for
the testing of hypotheses
* Curiosity is encouraged
* Stage-scaffolding
27
CRITIQUES OF COGNITIVISM
* Like Behaviorism, knowledge itself is given and absolute.
* Input – Process – Output model
̶ Mechanistic and deterministic.
* It does not account enough for individuality.
* It has little emphasis on affective characteristics.
28
Knowledge is actively constructed.
CONSTRUCTIVISM (Vygotsky)
29
Was framed around metacognition.
CONSTRUCTIVISM (Vygotsky)
30
Learning is a search for meaning by
the learner. The responsibility of the
Learner
CONSTRUCTIVISM (Vygotsky)
31
Examples: REASONING and
PROBLEM-SOLVING skills
CONSTRUCTIVISM (Vygotsky)
32
CONSTRUCTIVISM IN THE CLASSROOM
- JOURNALING
- EXPERIENTIAL ACTIVITIES
- PERSONAL FOCUS
- COLLABORATIVE &
COOPERATIVE LEARNING
33
CRITIQUES OF SOCIAL CONSTRUCTIVISM
* Less rigorous than traditional approaches to instruction.
* It does not fit well with:
̶ Traditional age grouping
̶ Rigid terms/semesters.
34
Teacher-Focused Model
| Learning Theories: The Big 3
BEHAVIORISM
35
Brain is like a black box and
Learning occurs through
Stimuli; Reward, Reinforcement
BEHAVIORISM
36
Lecture, Drill and Practice,
Comprehension Checks
BEHAVIORISM
37
Student-Centered
COGNITIVISM and CONSTRUCTIVISM
38
Based around how the brain
of the learner gains and
processes information.
Considers the Learning
Styles
COGNITIVISM
39
Concept mapping,
computation, emphasis on
memorization, organization
COGNITIVISM
40
each individual learner
constructs his or her own
knowledge
Engagement, Participation,
Social
CONSTRUCTIVISM
41
Discovery learning,
collaborative group work,
peer grading,
apprenticeships
CONSTRUCTIVISM
42
Focuses on observational and sensorial experiences.
SOCIAL LEARNING THEORY (BANDURA)
43
Imitation is the sincerest form of flattery.
SOCIAL LEARNING THEORY (BANDURA)
44
Basis of movement against violence in media and video
games.
SOCIAL LEARNING THEORY (BANDURA)
45
Emphasis that people learn from one another, via observation, imitation, and modeling.
SOCIAL LEARNING THEORY (BANDURA)
46
The theory encompasses attention, memory, and
motivation
SOCIAL LEARNING THEORY (BANDURA)
47
“What the children sees in the media, the children
does.”
SOCIAL LEARNING THEORY (BANDURA)
48
SOCIAL LEARNING THEORY (BANDURA):
- OBSERVATIONAL
- SENSORIAL
- IMITATION
49
SOCIAL LEARNING THEORY IN THE
CLASSROOM
* Collaborative learning and
group work.
* Modeling Responses and
Expectations
* Opportunities to observe
experts in action.
50
CRITIQUES OF SOCIAL LEARNING THEORY
* Absence of the following mediating factors:
̶ Individuality
̶ Context
̶ Experience
* Promotes passive receivers of sensory stimuli
* Disregard of emotions and motivations in learning.
51
MULTIPLE INTELLIGENCES (GARDNER):
- Visual-Spatial
- Linguistic-Verbal
- Interpersonal
- Intrapersonal
- Logical-Mathematical
- Musical
- Bodily-Kinesthetic
- Nautralistic
52
Delivery of instruction should
be via multiple media
MULTIPLE INTELLIGENCES IN THE CLASSROOM
53
Learner-centered classroom
MULTIPLE INTELLIGENCES IN THE CLASSROOM
54
Authentic assessment
MULTIPLE INTELLIGENCES IN THE CLASSROOM
55
Self-directed learning
MULTIPLE INTELLIGENCES IN THE CLASSROOM
56
CRITIQUES OF MULTIPLE INTELLIGENCES
* Lack of quantifiable evidence that MI exist.
* Multiple Intelligence has no discernible impact on learning.
* Departure from core curricula and standards.
57
Locus of control:
Teacher directs
what, how and when anything is learned
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Pedagogy
58
Locus of control:
Self-directed
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Andragogy
59
Locus of control:
Self-determined
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Heutagogy
60
Level of cognition:
Cognitive
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Pedagogy
61
Level of cognition:
Meta-cognitive
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Andragogy
62
Level of cognition:
Epistemic
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Heutagogy
63
Developmental emphasis:
Acquisition
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Pedagogy
64
Role of teacher:
Enabler or facilitator
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Andragogy
64
Role of teacher:
Designs the learning process, imposes
material
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Pedagogy
64
Developmental emphasis:
Capability
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Heutagogy
65
Developmental emphasis:
Competency
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Andragogy
66
Focus of learning:
Subject centred, prescribed curriculum and planned sequences
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Pedagogy
66
Role of teacher:
Develop the
learner's capability
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Heutagogy
67
Focus of learning:
Task or problem centred
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Andragogy
68
Reasons for learning:
Learn in order to advance to next stage
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Pedagogy
68
Focus of learning:
Pro-active context shaping
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Heutagogy
69
Reasons for learning:
Learn when they experience a need to know
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Andragogy
70
Reasons for learning:
Learning is non- linear and based on identification of the potential to learn in novel situations
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Heutagogy
70
Learning process is unidirectional
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Pedagogy
71
Learning process is bidirectional
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Andragogy
72
Learning is multidirectional
| PEDAGOGY, ANDRAGOGY, HEUTAGOGY
Heutagogy
73
a “net-centric” theory where the internet can provide the resources for the self-directed experience.
HEUTAGOGY
(Blaschke, 2012)
74
A learning theory of distance education and views it as further point on the learning continuum after pedagogy and andragogy.
HEUTAGOGY
(Blaschke, 2012)
75
congruent with transformative education since heutagogy also requires learners to reflect on the learning process.
HEUTAGOGY
(Blaschke, 2012)
76
Whereas pedagogy is objective-based and andragogy is competency- based, heutagogy is capability-based.
HEUTAGOGY
(Blaschke, 2012)
77
Knowing how to learn is a crucial skill
Principles of Heutagogy
(McAuliffe, Hargreaves, Winter and Chadwick, 2008)
78
Educators focus on learning process rather than content
Principles of Heutagogy
(McAuliffe, Hargreaves, Winter and Chadwick, 2008)
79
* Learning goes beyond specific discipline
Principles of Heutagogy
(McAuliffe, Hargreaves, Winter and Chadwick, 2008)
80
Learning occurs through self-chosen and self-directive action
Principles of Heutagogy
(McAuliffe, Hargreaves, Winter and Chadwick, 2008)
81
views the students as the driver of learning; where the learner connects with, and builds knowledge via the
connections made within a network.
Connectivism
(Downes, Siemens)
82
Example: online courses when a community builds and creates
a whole new "classroom" for modules and courses.
Connectivism
(Downes, Siemens)
82
The main function of teachers that embrace connectivism is to
introduce the learning environment and then let collaborative
effort develop naturally between students.
Connectivism
(Downes, Siemens)
83
Lectures, rote learning, & memorization
| Types of Education
Education 1.0
84
Meaning is...
Dictated
| Types of Education
Education 1.0
85
Technology is...
Confiscated at the
classroom door (digital refugees)
| Types of Education
Education 1.0
86
Teaching is done
Teacher to student
| Types of Education
Education 1.0
87
Schools are located...
In a building (brick)
| Types of Education
Education 1.0
88
Parents view
schools as... Daycare
| Types of Education
Education 1.0 and Education 2.0
89
Teachers are...Licensed professionals
| Types of Education
Education 1.0 and Education 2.0
89
Hardware and software in schools...Are purchased at great cost and ignored
| Types of Education
Education 1.0
90
Industry views
graduates as...Assembly line workers
| Types of Education
Education 1.0
91
Internet-enabled learning
| Types of Education
Education 2.0
92
Technology is...
Cautiously adopted (digital immigrants)
| Types of Education
Education 2.0
92
Meaning is...
Socially constructed
| Types of Education
Education 2.0
93
Schools are located...
In a building or online
(brick and click)
| Types of Education
Education 2.0
94
Hardware and
software in schools...
Are open source and
available at lower cost
| Types of Education
Education 2.0
95
# Types of Education
Industry views
graduates as...
As ill-prepared assembly
line workers in a
knowledge economy
Education 2.0
95
Knowledge-based learning
| Types of Education
Education 3.0
96
Meaning is...
Socially constructed and contextually reinvented
| Types of Education
Education 3.0
97
Technology is...
Everywhere (digital universe)
| Types of Education
Education 3.0
98
Teaching is done
Teacher to student, student to student, student to teacher, people-technology- people (co-constructivism)
| Types of Education
Education 3.0
99
Schools are located...
Everywhere (thoroughly infused into society: cafes, bowling alleys, bars, workplaces, etc.)
| Types of Education
Education 3.0
100
Parents view schools as...
A place for them to learn, too
| Types of Education
Education 3.0
101
Teachers are...
Everybody, everywhere
| Types of Education
Education 3.0
101
Hardware and software in schools...
Are available at low cost and are used purposively
| Types of Education
Education 3.0
102
Industry views
graduates as...
As co-workers or entrepreneurs
| Types of Education
Education 3.0
102
Teaching is done...
Teacher to student and student to student (progressivism)
| Types of Education
Education 2.0
103
A “connectivist, heutagogical approach” (p. 1). The model noted that schools are literally everywhere and resources are there for the
taking.
| Types of Education
Education 3.0
(Gerstein, 2013)
104
These can include open educational resources, MOOCs, and
multimedia in addition to traditional learning resources.
| Types of Education
Education 3.0
(Gerstein, 2013)
104
concept of “information discernment” which includes informational
and digital literacy and how learners can categorize and
appropriately use the information they have access to in order to
optimize their learning experiences.
| Types of Education
Education 3.0
(Gerstein, 2013)
105
Learning can be anytime, anywhere
| Types of Education
Education 4.0.
106
Learning is personalized to individual students
| Types of Education
Education 4.0.
107
Students have a choice in determining how they want to learn
| Types of Education
Education 4.0.
108
Students will be exposed to more project-based learning
| Types of Education
Education 4.0.
109
# Types of Education
Students will be exposed to more hands-on learning through field experience including internships, mentoring projects, and collaborative projects.
Education 4.0.
109
Students will be exposed to data interpretation in which they are required to apply their tech or ethical knowledge to numbers and use their reasoning skills to make inferences based on logic and trends from given sets of data
| Types of Education
Education 4.0.
110
Students will be assessed differently
| Types of Education
Education 4.0.
111
Students’ opinions will be considered in designing and updating the curriculum
| Types of Education
Education 4.0.
112
Students will become more independent in their own learning
| Types of Education
Education 4.0.
