Dewey
Learning by Doing
Learning occurs through experience.
Erikson
Socioemotional Development
Erikson's "Eight Stages of Man" describes a series of
crises individuals pass through at different ages. The stages
begin with "trust versus mistrust" in infancy and
continue through a series of paired outcomes for each age through
older adulthood.
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Outline of Educational Learning Theories and Theorists - 0 views
www.teachersgarden.com/...learningtheorists.html
theories of education learning theories theorists TPA
shared by Salvatore Maiorana on 23 Sep 13
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Piaget Genetic Epistemology Developmental stages of child development: 0-2 years: "sensorimotor" - motor development 3-7 years: "preoperation" - intuitive 8-11 years: "concrete operational" - logical, but non-abstract 12-15 years: "formal operations" - abstract thinking
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Kohlberg Stages of Moral Development Pre-Conventional - based on self-centered interests Conventional - based on conformity to local expectations Post-Conventional - based on higher principles
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Skinner Operant Conditioning (Behaviorism) Learning is the result of changes in behavior. As stimulus-response cycles are reinforced, individuals are "conditioned" to respond. Distinguished from Connectionism because individuals can initiate responses, not merely respond to stimuli.
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Constructivist Learning - 1 views
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Constructivism is an epistemological belief about what "knowing" is and how one "come to know."
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rejects the notions
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Constructivism, with focus on social nature of cognition, suggests an approach that
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learners the
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learners the
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learners the
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opportunity for concrete, contextually meaningful experience through which they can search for patterns, raise their own questions, and construct their own models.
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engage in activity, discourse, and reflection
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take on more ownership of the ideas, and to pursue autonomy, mutual reciprocity of social relations, and empowerment to be the goals.
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"knowledge proceeds neither solely from the experience of objects nor from an innate programming
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but from successive constructions."
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and the effect of social interaction, language, and culture on learning.
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This movement occurs in the so-called "zone of proximal development" as a result of social interaction.
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disappointed with the overwhelming control of environment over human behavior that is represented in behaviorism.
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recognized two
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internalization
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basic processes operating continuously at every level of human activity
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internalization and externalization
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complex mental function is first an interaction between people
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becomes a process within individuals
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This transformation involves the mastery of external means of thinking and learning to use symbols to control and regulate one's thinking.
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the claim is that mental processes can be understood only if we understand the tools and signs that mediate them
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the gesture of pointing could not have been established as a sign without the reaction of the other person.
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Bruner's key concepts
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mode of representing past events through appropriate motor responses
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which enables
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perceiver to "summarize events by organization of percepts and of images
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symbol system which represents things by design features that can be arbitrary and remote, e.g. language
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Bruner's influence on instruction
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Translating material into children's modes of thought:
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enable learners to develop cognitive growth: questioning, prompting
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discovery as" all forms of obtaining knowledge for oneself by the use of one's own mind
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Interpersonal interaction
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Discovery learning:
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Spiral Curriculum:
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promote concept discovery, the teacher presents the set of instances that will best help learners to develop an appropriate model of the concept.
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cognitive constructivists
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sociocultural constructivists
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focusing on the individual cognitive construction of mental structures;
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emphasizing the social interaction and cultural practice on the construction of knowledge
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Promote discovery in the exercise of problem solving
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Variables in instruction: nature of knowledge, nature of the knower, and nature of the knowledge-getting process
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Feedback must be provided in a mode that is both meaningful and within the information-processing capacity of the learner.
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Intrinsic pleasure of discovery promote a sense of self-reward
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Knowledge cannot exist independently from the knower;
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Learning is viewed as self-regulatory process
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Cognitive constructivists focus on the active mental construction struggling with the conflict between existing personal models of the world, and incoming information in the environment.
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Sociocultural constructivists emphasis
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in which learners construct their models of reality as a meaning-making undertaking with culturally developed tools and symbols
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and negotiate such meaning thorough cooperative social activity, discourse and debate (
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Learners are active in making sense of things instead of responding to stimuli.
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learners " make tentative interpretations of experience
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requires invention and self-organization
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Errors need to be perceived as a result of learners' conceptions and therefore not minimized or avoided.
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the learners are responsible for defending, proving, justifying, and communicating their ideas to the classroom community.
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humans seek to organize and generalize across experiences
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According to TIP's
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Theory Into Practice
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Spiral organization:
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Going beyond the information given:
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Readiness:
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learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
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learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
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learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
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that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
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Instruction must be structured so that it can be easily grasped by the student
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learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
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learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.
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Bruner's major theoretical framework is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.