theories of learning.ppt

theories of learning

1. Theoriesoflearning
DR RUPASI TIWARI
ICAR-INDIAN VETERINARY RESEARCH INSTITUTE

2. Learning
1.A persisting changein human performance or performance
potential . . . (brought) about as a result of the learner’s interaction
with the environment” (driscoll, 1994, pp. 8-9).
2.“The relatively permanent changein a person’s knowledge or
behavior due to experience” (mayer, 1982, p. 1040).
3. “An enduring changein behavior, or in the capacity to behave
in a given fashion, which results from practice or other forms of
experience” (shuell, 1986, p. 412).

3. Learning Theory
Learning
Theories
Behavioris
m
Cognitivism
Constructivi
sm
Humanism
Connectivis
m
Transforma
tive
Social
Learning
Theory
Experiential
Learning

4. Behaviourism
•Behavioral theory holdsthat psychological
events can be described and explained in
terms of observable behavior and its
associations with environmental stimuli
and occurrences.
•Main tenet is that all behavior is caused by
a corresponding external stimulus.
•Behavior is determined by the environment
through either association or
reinforcement.
•Behaviorists look at learning as an aspect of
conditioning and will advocate a system of
rewards and targets in education.

5. Behaviourism
Confinedtoobservableandmeasurablebehavior
ClassicalConditioning-Pavlov
Aprocessofbehaviormodificationbywhichasubjectcomesto
respondinadesiredmannertoapreviouslyneutralstimulusthat
hasbeenrepeatedlypresentedalongwithanunconditioned
stimulus(US)thatelicitsthedesiredresponsecalledclassical
conditioning.
OperantConditioning–Skinner
Operantconditioningisatypeoflearningwherebehavioris
controlledbyconsequences.Keyconceptsinoperantconditioning
arepositivereinforcement,negativereinforcement,positive
punishmentandnegativepunishment

6. Classical Conditioning: Ivan Pavlov (1849-
1936)
•Stimulus presented—Response Elicited
•He is known for using dogs for behavioral tests. He used a bell to teach the dogs to
know that food was being given and it resulted in the dogs salivating while waiting
for the food.
Ringing of the bell (CS) caused the dog to secrete the saliva (CR)

7. Behaviourism
Operant Conditioning -Skinner
A behaviorist, he developed the theory of operant conditioning --the
idea that behavior is determined by its consequences, (something that
happen as a result of some activity) be they reinforcements or
punishments, which make it more or less likely that the behavior will
occur again.

8. Connectionism: Thorndike (1874-1949)
•Thorndike:lawofeffect,(whichemergedfromhisresearchonhow
catslearntoescapefrompuzzleboxes).
•Accordingtothelawofeffect,responsesthatareimmediatelyfollowed
byasatisfactoryoutcomebecomemorestronglyassociatedwiththe
situationandarethereforemorelikelytooccuragaininthefuture.Inhis
view,behaviorsandresponsesthatarerewardedwillbecome
strengthenedandhabitual.
•Otherlaws:LawofReadiness,LawofExercise

9. Examples
•Teachers in a classroom can utilize positive reinforcement to help
students better learn a concept.
•Students who receive positive reinforcement are more likely to
retain information moving forward, a direct result of the
behaviorism theory.

10. Cognitivism
The word cognitive is derived from “cognition”, which describes
your ability to think, perceive, remember and solve problems.
Cognitive learning is a learning process that results from the
effective use and application of the brain.
It focuses on helping you learn ways to maximiseyour brain's
potential.
When you master cognitive learning, you inculcate a habit of
lifelong continuous learning.
Grew in response to Behaviorism
Rather than simply responding to stimuli and responding through
conditioning,learnersthink about and analyze their responses.
Learning is the process of connecting symbols in a meaningful &
memorable way

11. Cognitivism
•Cognitivists argue that a person goes from one layer of the cognitive domain to
another for deeper learning.
•Each domain personalizes the learning experience of an individual.
•The cognitive theory looks at each individual as a separate entity with individual
cognitive domains and ways of understanding to various degrees.
•In this way,recalling and retention of knowledgebecome very important.
•Propounders:

12. Examples
Insidetheclassroom,cognitivismemergesviainteractiveactivities
thatsparkthethinkingpotentialofstudents.
Forexample,whenstudentsreceivethought-provoking
questions,itguidestheirbrainstolookdeeperintotheirpresent
knowledgetofindsolutions.
Activitiesinvolvingself-reflectionandmemorizingalsohelpin
buildingthelearningpotentialofstudents.
Askingstudentstodemonstrateaconcept,recitingandretaining
poetry,givingthemhands-onproblems,andinteractive
discussionsaresomewaysthatenforcecognitivelearninginside
theclassrooms.

13. Cognitive Learning Theory
Discovery Learning: -By Jerome Bruner
This popular theory encourages learners to build on past experiences and
knowledge, use their intuition, imagination and creativity, and search for new
information to discover facts, correlations and new truths.
Subsumption Theory:-David Ausubel
•A primary process in learning is subsumption in which new material is related
to relevant ideas in the existing cognitive structure on a substantive, non-
verbatim basis.
•Cognitive structures represent the residue of all learning experiences;
forgetting occurs because certain details get integrated and lose their
individual identity.

14. Constructivism Learning Theory
Constructivism is the theory that says learners construct knowledge
rather than just passively take in information.
As people experience the world and reflect upon those experiences,
they build their own representations and incorporate new information
into their pre-existing knowledge (schemas).
Related to this are the processes of assimilation and accommodation.
•Assimilationrefers to the process of taking new information and fitting it
into an existing schema.
•Accommodationrefers to using newly acquired information to revise and
redevelop an existing schema.
The essence of constructivist theory is the idea that learners must
individually discover and transform complex information if they are
to make it their own.
Propounders: Jerome Bruner, Jean Piaget, Lev Vygotsky, John Dewey

15. Benefits
•It’s active.
•It develops advanced skills such as critical thinking, analysis, evaluation, and
creation.
•It promotes diverse viewpoints.
•It encourages students to reflect, evaluate their work, and identify
intermediary skills to acquire based on their needs.
•It reflects our modern world’s vast access to content.
•Suggests that knowledge is neither given nor absolute
•Often seen as less rigorous than traditional approaches to instruction
•Does not fit well with traditional age grouping and rigid terms/semesters
Criticism

16. Example
•Teacherscanutilizeconstructivismtohelpunderstandthateach
studentwillbringtheirownpasttotheclassroomeveryday.
•Teachersinconstructivistclassroomsactasmoreofaguideto
helpingstudentscreatetheirownlearningandunderstanding.
•Theyhelpthemcreatetheirownprocessandrealitybasedon
theirownpast.
•Thisiscrucialtohelpingmanykindsofstudentstaketheirown
experiencesandincludethemintheirlearning.

17. Humanist Theory
•Approacheslearningasawaytofulfillanindividual’spotential
ratherthanmeetingspecificlearningtargets.
•Maslow’sresearchonthehierarchyofneedsisamajorconcept
withinthistheory,asitfocusesonthewholeperson,specifically
thecognitiveandaffectiveneedsofthelearner.
•Thetheoryholdsthatself-actualizationistheultimategoalof
eachindividual.
•Learnersaretrustedtodeterminetheirowngoals,setstandards,
andevaluatetheirownwork.
•Thus,studentsareatthecenterofthehumanistclassroom.
•Teachersarefacilitatorsandcoaches,recognizingtheunique
needsofeachstudentandsupportingtheiracademicandsocial
development.

18. Examples
•Teachers can create classroom environments that help students
get closer to their self-actualization.
•Educators can help fulfill students’ emotional and physical
needs, giving them a safe and comfortable place to learn, plenty
of food, and the support they need to succeed.
•This kind of environment is the most conducive to helping
students learn.

19. Connectivism Learning Theory
•Is one of the newest educational learning theories.
•It focuses on the idea that people learn and grow when they form connections.
•This can be connections with each other or connections with their roles and
obligations in their lives.
•Hobbies, goals, and people can all be connections that influence learning.
•Teachers can utilize connectivism in their classrooms to help students make
connections to things that excite them, helping them learn.
•Teachers can use digital media to make good, positive connections to learning.
•They can help create connections and relationships with their students and with
their peer groups to help students feel motivated about learning.

20. Examples
•Teacherscanutilizeconnectivismintheirclassroomstohelp
studentsmakeconnectionstothingsthatexcitethem,helping
themlearn.
•Teacherscanusedigitalmediatomakegood,positive
connectionstolearning.
•Theycanhelpcreateconnectionsandrelationshipswiththeir
studentsandwiththeirpeergroupstohelpstudentsfeel
motivatedaboutlearning.

21. Transformative Learning Theory
•Transformative learning theoryis a great approach for adult education and
young adult learning.
•Also referred to as transformation learning, transformative learning theory
focuses on the idea that learners can adjust their thinking based on new
information.
•This learning theory was founded by jack mezirow, who discovered it after
doing studies on adult women who went back to school.
•Works well for adult students
•Overall, the theory states that our worldview is changed the more we learn,
which helps us grasp new concepts and ideas

22. Social Learning Theory (SLT)
•New behaviors can be acquired by observing and imitating others
•Learning is a cognitive process in a social context
•Can occur purely through observation or direct instruction, even in the
absence of motor reproduction or directreinforcement.
•learning also occurs through the observation of rewards and punishments, a
process known as vicarious reinforcement.
•A. Bandura (1973)
•SLT is the basis of the movement against violence in media & video game

23. Social Learning Theory (SLT)
Modeling and underlying cognitive processes
Social Learning Theory draws heavily on the concept of modeling Bandura
outlined three types of modeling stimuli:
1.Livemodels,whereapersonisdemonstratingthedesiredbehavior
2.Verbalinstruction,inwhichanindividualdescribesthedesiredbehaviorin
detailandinstructstheparticipantinhowtoengageinthebehavior
3.Symbolic,inwhichmodelingoccursbymeansofthemedia,includingmovies,
television,Internet,literature,andradio.Stimulicanbeeitherrealorfictional
characters.

24. Experiential learning theory
•Experientiallearningtheoryfocusesonlearningbydoing.
•Usingthistheory,studentsareencouragedtolearnthrough
experiencesthatcanhelpthemretaininformationandrecallfacts.
•Experientiallearningtheory,orELT,wasidentifiedbyDavidKolbin
1984.
•ThoughhisinfluencecamefromothertheoristssuchasJohnDewey,
KurtLewin,andJeanPiaget,
•KolbwasabletoidentifyfourstagesofELT.
1.Concretelearning,2.Reflectiveobservation(focusongraspingan
experience)3.Abstractconceptualizationand4.Activeexperimentation
(areabouttransforminganexperience)

25. Example
•Someexamplesofthisformoflearningincludetakingstudentsto
thezootolearnaboutanimalsinsteadofjustreadingaboutthem
orgrowingagardentolearnaboutphotosynthesisinsteadof
watchingavideoaboutit.
•Bycreatingenvironmentswherestudentscanlearnand
experienceatthesametime,teachersofferstudentsthe
opportunitytoimmediatelyapplytheirknowledgeandgetreal-
worldexperiences.
•Thisapproachalsoencouragesteamworkandisshownto
improvemotivation.

26. Assignment
Prepare a writeup on the learning Theories
1. Year
2. Propounders: Names with photos
3. Main concepts
◦a. Specific concepts of each
4. Advantages/ Benefits
5. Criticisms
6. Examples of each theory
7. How can we use it now