Learning Theory
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Transcript of Learning Theory
Learning TheoryDr Linda Rush Vice Dean, Teacher Education
Objective
To explore the theory underpinning the interaction between the teacher and learner in the classroom setting
Structure Explore the notion of interaction
and mediation
Consider learning theory associated with interaction
Present theoretical frameworks for reflecting on interaction in the classroom
Introducing interactionAt its most simplest, interaction can be seen as
reciprocal action, that is: a return made for something given, felt or shown – an interactive exchange allowing a two-way flow of information
The centrality of importance of interaction was taken up by some sociologists and some psychologists who call themselves 'symbolic interactionists’
Symbolic Interactionists posit the idea of two types of human interaction, symbolic and non-symbolic
Interaction and mediationOften the terms interaction and
mediation are used synonymously
To mediate adds a qualitative dimension to interaction
Mediation can be viewed as an arrangement of actions and interactions
Types of interaction A teacher might interact
with their class with a view to imparting new knowledge or they may interact to confront misconceptions being held on behalf of a learner.
Alternatively they may interact with a view to encouraging and maintaining motivation.
Types of interaction Reed (1999) writes about
forms of interaction such as appraisal and assessment.
Within early years education there is general agreement about teachers interacting with their children (through questioning, modelling language, skills and behaviour) with a view to extending their learning.
Types of interaction A teacher's intervention or
mediation can be 'outside' whereby the teacher is on the periphery of the learning going on, but providing comments or encouragement, or on the 'inside' where the teacher takes on a role, joins in and models, maybe, language, skill or behaviour.
The relationship between learning and development
Piaget’s cognitive -developmental theoryPiaget's theory is based on the
idea that the developing child builds cognitive structures - in other words, mental "maps," schemes, or networked concepts for understanding and responding to physical experiences within his or her environment.
Piaget's four developmental stages Sensorimotor stage (birth - 2
years old)
Preoperational stage (ages 2-7)
Concrete operations (ages 7-11)
Formal operations (beginning at ages 11-15)
http://www.youtube.com/watch?v=9yhXjJVFA14&feature=youtube_gdata
Piaget’s principles for building cognitive structures
Assimilation
Piaget’s principles for building cognitive structures
Accommodation
Piaget’s principles for building cognitive structures
Equilibrium
How Piaget's theory impacts on learning Curriculum - Educators must plan a
developmentally appropriate curriculum that enhances their students' logical and conceptual growth.
Instruction - Teachers must emphasize the critical role that experiences - or interactions with the surrounding environment--play in student learning.
Behaviourism
Behavior theorists define learning as nothing more than the acquisition of new behavior.
Behaviourism - conditioning as a universal learning process.
Classic conditioning occurs when a natural reflex responds to a stimulus.
Behavioral or operant conditioning occurs when a response to a stimulus is reinforced.
Criticisms of BehaviourismDoes not account for all kinds of
learning, since it disregards the activities of the mind
Does not explain some learning - such as the recognition of new language patterns by young children - for which there is no reinforcement mechanism
Reinforced patterns of behaviour will alter with new information
How Behaviorism impacts on learning Its positive and negative
reinforcement techniques can be very effective - both in animals, and in treatments for human disorders such as autism and antisocial behavior. Behaviorism often is used by teachers, who reward or punish student behaviors.
Vygotsky’s socio-culural theory
The social cognition learning model asserts that culture is the prime determinant of individual development.
Culture makes two sorts of contributions to a child's intellectual development
Through culture children acquire much of the content of their thinking, that is, their knowledge
The surrounding culture provides a child with the processes or means of their thinking, what Vygotskians call the tools of intellectual adaptation
Vygotsky’s socio-culural theoryA dialectical process – involving
problem solving with more knowledgeable other (MKO)
Language - primary form of interaction
Zone of proximal development (ZPD)
Scaffolding
Internalisation
http://www.youtube.com/watch?v=9yhXjJVFA14&feature=youtube_gdata
How Vygotsky’s socio-cultural theory impacts on learningCurricula should be designed to
emphasize interaction between learners and learning tasks.
Role of ‘scaffolding’ - where the adult continually adjusts the level of his or her help in response to the child's level of performance--is an effective form of teaching
Assessment – prospective, not retrospective!
http://www.youtube.com/watch?v=9yhXjJVFA14&feature=youtube_gdata
Meaningful Learning
Meaningful learning occurs when new ideas are incorporated into a structure of thought that has already been established by previous learning (see Bruner’s notion of a Spiral Curriculum)
Meaningful Learning: Two dimensions
The degree of meaningfulness
The mode of encounter.
Meaningful Learning: Three conditions1.The material itself must be meaningful; it
must make sense or conform to experience
2.The learner must have enough relevant knowledge for the meaning in the material to be within their grasp.
3. The learner must intend to learn meaningfully, that s/he must intend to fit the new material into what s/he already knows rather than to memorise from word to word