Learning Theories, Learning Styles and

Differentiated Instruction

Rhonda Christensen

University of North Texas

What is Learning?

Learning is a transfer of knowledge – Not necessarily directly from teacher to

student Multiple Theories of how we Learn

– Behaviorist– Cognitivist

Variables Affecting Learning

Environmental Factors– Hunger, sleep, lighting, temperature

Psychological Factors– Emotions, self concept

Personal Filters– Individual’s beliefs, values, attitudes, cultural

differences– Filters are present in both the sender and receiver

Learning as Communication

Graphic from Allyn and Bacon 2005

Theories Supporting Computer Use in Education

Behaviorist TheoryCognitive Theory

Behaviorism

Expect any effective instructional activity, such as a computer-based tutorial, to change the student in some obvious and measurable way

In education we use behavioral objectives

Behaviorism

Thorndike’s connectionism theory– learning is based on a series of

associations or connections between new situation and previous situation

– Provided the impetus to the programmed instruction movement

Behaviorism

Pavlov’s classical conditioning– Ring bell, feed dog, dog salivates because

of food– Ring bell, remove food stimulus, dog

salivates– Over time, the new stimulus (bell) will

produce the response even if the original stimulus is removed

Behaviorism B.F. Skinner’s operant conditioning

– involves the use of reinforcement to promote desirable changes in behavior

Skinner’s contributions to educational practice and CBI– stating objectives in terms of desired

outcomes– assessing learner prior to instruction– recording learners’ progress for feedback

Cognitive Theory

Moving from behaviorism to internal processes that occur during instruction

Cognitive Theory concentrates on the conceptualization of students’ learning process

Influential proponents - Jerome Bruner, Jean Piaget, Seymour Papert

Cognitive Theory

Believe instruction must be based on a student’s existing state of mental organization, or schema

Where behaviorists were more outcome based, cognitive theorists are more interested in the content of instruction

Cognitivist/Constructivist

Jean Piaget– A developmentalist in which learning

occurs through assimilation and accommodation

– Learning is in progressive stages– Theorized that children build cognitive

structures during all developmental stages

Cognitive Guidelines for Designing or Evaluating CBI Predisposition to learning Structure and form of knowledge

(concrete vs. abstract) Sequencing of instructional material Form and pacing of reinforcement must

be considered Discovery learning is an important

technique (LOGO)

Learning Theories(differences)

Cognitive theory provides educators with a missing piece of the puzzle - they look at learners

Behaviorists look at outcome

Learning Theories(commonalities)

All approaches advocate feedback All are interested in how experiences

are sequenced

Learning Styles

Based on sensory preferences - the conditions under which we best learn– Auditory - Learn best by hearing– Visual - Learn best by seeing– Kinesthetic - Learn best by doing/touching

The instructional event should seek to match teaching style with learner style

Personality Types

Myers-Briggs has developed a typology for personality types

This is another piece of the puzzle for knowing your learners

Myers-Briggs TypesExtrovert - outer world of persons

Introvert -inner world

of concepts

Sensing - perceptions based on objects and solid facts

Intuitive - perceptions based on personal meaning

Thinking - decides based on objectively analyzing facts

Feeling - decides based on subjective values and views

Judging - lives in planned, organized way, prefers control

Perceiving - prefers more flexible and spontaneous way of life

Measuring Intelligence

Intelligence Quotient - a quantitative measure of intelligence

Stanford-Binet is most commonly used IQ test - measures verbal and mathematical ability.

Gardner’s New View of Intelligence includes more thantwo types of intelligences.

Gardner’s Multiple Intelligences

According to Gardner, everyone possesses some degree of each of the intelligences but one or more dominates for each individual.– Linguistic - Interpersonal– Logical-mathematical - Intrapersonal– Musical - Naturalistic– Spatial - Existential– Bodily-Kinesthetic

Teaching Style

Every teacher has his/her own learning style, cognitive style, and dominant intelligence.

Teaching style is a reflection of one’s learning style.

Teachers must be aware of matching their teaching style to the learning style of their students.

Teaching and Learning

Teaching = a systematic, planned sequence of events – A process that communicates ideas/skills– Takes into account individual and

environmental factors– Aware of learning theories & learner

characteristics

Learning Differences

Physical Psychological Style of Learning Processing of information Type of intelligence that is dominant Hemispheric Dominance Gender learning differences

Gender Learning Differences

Boys learn better from abstract to specific (big picture to details).

Girls learn better specific to abstract (incremental steps).

Girls can go between hemispheres of their brains more quickly than males.

Boys tend to have advantage in left hemisphere by being able to recall facts and rules and categorize.

The New Gender Gap

Boys are scoring lower than girls on national writing tests (an avg of 24 points).

By fourth grade, the average boy is developmentally two years behind the average girl in reading and writing.

Boys make up 70% of special ed. Classes and are as much as four times as likely to be diagnosed with ADHD.

College age - for every 100 young men earning a BA, 133 young women do.

Helping Boys Succeed

Tap into visual spatial strengths Allow time for movement Use hands-on materials Incorporate technology Provide male role models Allow opportunities for completion Choose books that appeal to boys Create a supportive classroom environment

From “The New Gender Gap” by D. Connell & B. Gunzelmann

Differentiated Instruction

A simple yet often overlooked fact is that our students are not all the same.

"If students can't learn the way we teach, we must teach them the way they learn” - Carol Ann Tomlinson (Webpage)

Differentiated instruction is something teachers do every day in the classroom so that every student’s learning needs are met.

Resources are available to help reach all students.

Differentiated Instruction

Curriculum should be differentiated in three areas:– Content: Multiple options for taking in

information– Process: Multiple options for making

sense of the ideas– Product: Multiple options for

expressing what they know

Can Technology Enhance Learning?

Computers, like any tool, can be used correctly or incorrectly. Teachers should attempt to maximize the positive effect computers can have and minimize potential negative influences.

Technology should one of the components considered in a well-planned instructional event, selected to enhance instruction.

How Can Technology Help in the Teaching/Learning

Process? A resource to facilitate learning Matches particular student’s learning

style (sequential, organized, etc.) Help the learner construct and test

mental models in a safe environment Support the construction of new

knowledge through social interaction

Recommended Resources

“A Mind at a Time” by Mel Levine “Boys and Girls Learn Differently” by

Michael Gurian “Brain-Based Strategies to Reach Every

Learner” by J. Diane Connell “Why Gender Matters” by Leonard Sax

Online Resources

Brain Dominance (http://brain.web-us.com/brain/LRBrain.html)

Multiple Intelligences (http://www.mitest.com/)

Multiple Intelligences and Technology http://www.casacanada.com/multech.html

Using Technology to Address Multiple Intelligences (http://eduscapes.com/tap/topic68.htm)