學(xué)習(xí)理論(英文)課件

TheoriesoflearningTheoriesoflearning1BroadGoals1.Operationallydefinetermsrelevantto

theoriesoflearning.

2.Examinelearningtheoriesthatare

currentlyimportant.BroadGoals1.Operationallyd2Definitions:Learningis:1. “apersistingchangeinhumanperformance orperformancepotential...(brought)about asaresultofthelearner’sinteractionwiththe environment”(Driscoll,1994,pp.8-9).

2. “therelativelypermanentchangeina person’sknowledgeorbehaviordueto experience”(Mayer,1982,p.1040).3. “anenduringchange

inbehavior,orinthe capacitytobehaveinagivenfashion,which resultsfrompracticeorotherformsof experience”(Shuell,1986,p.412).Definitions:Learningis:1. “3LearningTheoryQ:Howdopeoplelearn?A:Nobodyreallyknows.Butthereare6maintheories:BehaviorismCognitivismSocialLearningTheorySocialConstructivismMultipleIntelligencesBrain-BasedLearningLearningTheoryQ:Howdopeopl4BehaviorismConfinedtoobservableandmeasurablebehaviorClassicalConditioning-PavlovOperantConditioning-SkinnerBehaviorismConfinedtoobserva5BehaviorismClassicalConditioning-PavlovS RAstimulusispresentedinordertogetaresponse:BehaviorismClassicalCondition6BehaviorismClassicalConditioning-Pavlov

S US URCS US CRBehaviorismClassicalCondition7BehaviorismOperantConditioning-SkinnerTheresponseismadefirst,thenreinforcementfollows.BehaviorismOperantConditionin8BehaviorismLearningisdefinedbytheoutwardexpressionofnewbehaviorsFocusessolelyonobservablebehaviorsAbiologicalbasisforlearningLearningiscontext-independentClassical&OperantConditioningReflexes(Pavlov’sDogs)Feedback/Reinforcement(Skinner’sPigeonBox)BehaviorismLearningisdefined9BehaviorismintheClassroomRewardsandpunishmentsResponsibilityforstudentlearningrestssquarelywiththeteacherLecture-based,highlystructuredBehaviorismintheClassroomRe10CritiquesofBehaviorismDoesnotaccountforprocessestakingplaceinthemindthatcannotbeobservedAdvocatesforpassivestudentlearninginateacher-centricenvironmentOnesizefitsallKnowledgeitselfisgivenandabsoluteProgrammedinstruction&teacher-proofingCritiquesofBehaviorismDoesn11LearningTheoryBehaviorismCognitiveLearningTheorySocialLearningTheoryLearningTheoryBehaviorism12CognitivismGrewinresponsetoBehaviorismKnowledgeisstoredcognitivelyassymbolsLearningistheprocessofconnectingsymbolsinameaningful&memorablewayStudiesfocusedonthementalprocessesthatfacilitatesymbolconnectionCognitivismGrewinresponseto13CognitiveLearningTheoryDiscoveryLearning-JeromeBrunerMeaningfulVerbalLearning-DavidAusubelCognitiveLearningTheoryDisco14CognitiveLearningTheoryDiscoveryLearning1.Brunersaidanybodycanlearnanythingat anyage,provideditisstatedinterms theycanunderstand.CognitiveLearningTheoryDisco15CognitiveLearningTheoryDiscoveryLearning2.PowerfulConcepts(notisolatedfacts)a.Transfertomanydifferentsituationsb.OnlypossiblethroughDiscoveryLearningc.Confrontthelearnerwithproblemsandhelp themfindsolutions.Donotpresent sequencedmaterials.CognitiveLearningTheoryDisco16CognitiveLearningTheoryMeaningfulVerbalLearning

AdvanceOrganizers:Newmaterialispresentedinasystematicway,andisconnectedtoexistingcognitivestructuresinameaningfulway.CognitiveLearningTheoryMeani17MeaningfulVerbalLearning

CognitiveLearningTheoryWhenlearnershavedifficultywithnewmaterial,gobacktotheconcreteanchors(AdvanceOrganizers).ProvideaDiscoveryapproach,andthey’lllearn.MeaningfulVerbalLearningCog18CognitivismintheClassroomInquiry-orientedprojectsOpportunitiesforthetestingofhypothesesCuriosityencouragedStagedscaffoldingCognitivismintheClassroomIn19CritiquesofCognitivismLikeBehaviorism,knowledgeitselfisgivenandabsoluteInput–Process–OutputmodelismechanisticanddeterministicDoesnotaccountenoughforindividualityLittleemphasisonaffectivecharacteristicsCritiquesofCognitivismLikeB20LearningTheoryBehaviorismSocialLearningTheoryCognitiveLearningTheoryLearningTheoryBehaviorism21SocialLearningTheory(SLT)GrewoutofCognitivismA.Bandura(1973)LearningtakesplacethroughobservationandsensorialexperiencesImitationisthesincerestformofflatterySLTisthebasisofthemovementagainstviolenceinmedia&videogamesSocialLearningTheory(SLT)Gr22SocialLearningTheoryLearningFromModels-AlbertBandura1.Attendtopertinentclues2.Codeformemory(storeavisualimage)3.Retaininmemory4.Accuratelyreproducetheobservedactivity5.PossesssufficientmotivationtoapplynewlearningSocialLearningTheoryLearning23SocialLearningTheoryResearchindicatesthatthefollowingfactorsinfluencethestrengthoflearningfrommodels:1.Howmuchpowerthemodelseemstohave2.Howcapablethemodelseemstobe3.Hownurturing(caring)themodelseemstobe4.Howsimilarthelearnerperceivesselfandmodel5.HowmanymodelsthelearnerobservesSocialLearningTheoryResearch24SocialLearningTheoryFourinterrelatedprocessesestablishandstrengthenidentificationwiththemodel:1.Childrenwanttobelikethemodel2.Childrenbelievetheyarelikethemodel3.Childrenexperienceemotionslikethosethemodelisfeeling.4.Childrenactlikethemodel.SocialLearningTheoryFourint25SocialLearningTheoryThroughidentification,childrencometobelievetheyhavethesamecharacteristicsasthemodel.Whentheyidentifywithanurturantandcompetentmodel,childrenfeelpleasedandproud.Whentheyidentifywithaninadequatemodel,childrenfeelunhappyandinsecure.SocialLearningTheoryThrough26SLTintheClassroomCollaborativelearningandgroupworkModelingresponsesandexpectationsOpportunitiestoobserveexpertsinactionSLTintheClassroomCollaborat27CritiquesofSocialLearningTheoryDoesnottakeintoaccountindividuality,context,andexperienceasmediatingfactorsSuggestsstudentslearnbestaspassivereceiversofsensorystimuli,asopposedtobeingactivelearnersEmotionsandmotivationnotconsideredimportantorconnectedtolearningCritiquesofSocialLearningT28SocialConstructivismGrewoutofandinresponsetoCognitivism,framedaroundmetacognitionKnowledgeisactivelyconstructedLearningis…AsearchformeaningbythelearnerContextualizedAninherentlysocialactivityDialogicandrecursiveTheresponsibilityofthelearnerLevVygotskySocialLearningZoneofProximalDevelopmentSocialConstructivismGrewout29SocialConstructivismintheClassroomJournalingExperientialactivitiesPersonalfocusCollaborative&cooperativelearningSocialConstructivismintheC30CritiquesofSocialConstructivismSuggeststhatknowledgeisneithergivennorabsoluteOftenseenaslessrigorousthantraditionalapproachestoinstructionDoesnotfitwellwithtraditionalagegroupingandrigidterms/semestersCritiquesofSocialConstructi31MultipleIntelligences(MI)GrewoutofConstructivism,framedaroundmetacognitionH.Gardner(1983topresent)Allpeoplearebornwitheightintelligences:Enablesstudentstoleveragetheirstrengthsandpurposefullytargetanddeveloptheirweaknesses1.Verbal-Linguistic5.Musical2.Visual-Spatial6.Naturalist3.Logical-Mathematical7.Interpersonal4.Kinesthetic8.IntrapersonalMultipleIntelligences(MI)Gre32MIintheClassroomDeliveryofinstructionviamultiplemediumsStudent-centeredclassroomAuthenticAssessmentSelf-directedlearningMIintheClassroomDeliveryof33CritiquesofMILackofquantifiableevidencethatMIexistLackofevidencethatuseofMIasacurricularandmethodologicalapproachhasanydiscernableimpactonlearningSuggestiveofadeparturefromcorecurriculaandstandardsCritiquesofMILackofquantif34Brain-BasedLearning(BBL)GrewoutofNeuroscience&ConstructivismD.Souza,N.Caine&G.Caine,E.Jensen(1980’stopresent)12governingprinciples1.Brainisaparallelprocessor7.Focusedattention&peripheralperception2.Wholebodylearning8.Conscious&unconsciousprocesses3.Asearchformeaning9.Severaltypesofmemory4.Patterning10.Embeddedlearningsticks5.Emotionsarecritical11.Challenge&threat6.Processingofpartsandwholes12.EverybrainisuniqueBrain-BasedLearning(BBL)Grew35BBLintheClassroomOpportunitiesforgrouplearningRegularenvironmentalchangesAmulti-sensoryenvironmentOpportunitiesforself-expressionandmakingpersonalconnectionstocontentCommunity-basedlearningBBLintheClassroomOpportunit36CritiquesofBBLResearchconductedbyneuroscientists,n