3 main schema’s of learning theories

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It is based on the idea that knowledge is independent and on the exterior of the learner.

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The learner is a blank slate that should be provided with the information to be learnt.

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Through interaction, new associations are made and thus learning occurs.

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Learning is achieved when the provided stimulus changes behavior.

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A non educational example of behaviorism is the work done by Pavlov.

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Pavlov showed that a stimulus (in this case ringing a bell every time he fed the dog) caused the dog to eventually start salivating when he heard a bell ring.

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It involves repeated actions, verbal reinforcement and incentives to take part.

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It is great for establishing rules, especially for behavior management.

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It focuses on the idea that students process information they receive rather than just responding to a stimulus, as with behaviorism.

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There is still a behavior change evident, but this is in response to thinking and processing information.

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Learning occurs when the student reorganizes information, either by finding new explanations or adapting old ones.

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This is viewed as a change in knowledge and is stored in the memory rather than just being viewed as a change in behavior.

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Cognitive learning theories are mainly attributed to

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Examples of how teachers can include cognitivism in their classroom include

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It is based on the premise that we construct learning new ideas based on our own prior knowledge and experiences.

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Learning, therefore, is unique to the individual learner.

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Students adapt their models of understanding either by reflecting on prior theories or resolving misconceptions.

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Students need to have a prior base of knowledge for constructivist approaches to be effective.

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As students are constructing their own knowledge base, outcomes cannot always be anticipated, therefore, the teacher should check and challenge misconceptions that may have arisen.

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Examples of constructivism in the classroom include

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Learning and behavior changes are acquired by linking stimuli and response

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Learning is internal and is a result of a student processing and organizing new information

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Knowledge is constructed by adapting new information based on previous experience

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Defined learning as a more or less permanent change in behavior

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They postulated that behavior is a result of a series of conditioned reflexes, and all emotion and thought are a result of behavior learned through conditioning.

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Proposed that stimulus response bonds are strengthened by reinforcements such as reward or punishment

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Reinforcement Theorists or Radical Behaviorists

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He hypothesized that behavior that is rewarded is more likely to reoccur.

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Proposed that new information is subsumed into existing thought and memory structures

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Meaningful learning is thought to occur only if existing cognitive structures are organized and differentiated

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Theory of David Paul Ausubel

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To learn and remember information about aseptic technique, the person would have to have some memory and understanding of germ theory and be able to differentiate helpful from harmful germs.

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A process by which new material is related to relevant ideas in the existing cognitive.

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4 Process for Meaning Learning

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This describes the situation in which the new information you learn is an example of a concept that you have already learned.

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Example: Let’s you have acquired a basic concept such as “bird”. You know that a bird has feathers, break and lay eggs.

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It enriches the higher-level concept.

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Example: You see a new kind of bird that has a really big body and long strong legs. It doesn’t fly but it can run fast. You may now include your concept of an ostrich to your previous concept of what a bird is.

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You already knew a lot examples of the concept but did not know the concept itself until it was taught.

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Example: A child was well acquainted with banana, mango, guava, etc. but the child did not know, until she was taught, that these were all examples of fruits.

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This is when newly acquired knowledge combines with prior knowledge to enrich the understanding of both concepts.

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Example: To teach someone about how, plants “breathe” you might relate it to previously acquired knowledge of human respiration where man inhales oxygen and exhales carbon dioxide.

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A major instructional tool proposed by David P. Ausubel.

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Describes the new content.

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Presents the new information in the form of a story to students.

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Is done by looking over the new material to gain a basic overview.

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Visuals to set up or outline the information. This may include pictographs, descriptive patterns, concept patterns and concept maps.

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The most general ideas of a subject should be presented first and then progressively differentiated in terms of detail and specificity.

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The purpose of this is to increase the stability and clarity of anchoring ideas.

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Developed the concept of Schema or Schemata

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These are knowledge structures that store concepts, and the knowledge of how to use them in memory.

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Example:

Remembering how to bottle feed an infant

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Example:

Remembering the route to work

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Example:

Remembering patterns of facts or visual, auditory, or tactile cues

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Delineated (3) kinds of learning based on Schema Theory:

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Kind of learning based on Schema Theory:

New information is learned.

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Kind of learning based on Schema Theory:

No changes are made to existing knowledge

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Kind of learning based on Schema Theory:

Formation of new conceptual structures or schema

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Kind of learning based on Schema Theory:

Existing schemata are refined throughout the lifespan as new situations and issues are encountered.

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It is the development of new schemata by copying an old schema and adding new elements that are different enough to warrant a new schema.

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It often represents automatic behavior that is not available to reflection

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They developed the 3 kinds of learning based on Schema Theory:

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Rumelhart & Norman (1981) extended their model to include (a)   : a new schema is created by modelling it on an existing schema and then modifying it based upon further experiences.

He first proposed three domains of learning

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Bloom’s Domains of Learning

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Bloom’s Taxonomy

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This was the first domain to be proposed in 1956.

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It focuses on the idea that objectives that are related to cognition could be divided into subdivisions and ranked in order of cognitive difficulty.

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The original subdivisions of cognitive domain (knowledge is the lowest with evaluation being the most cognitively difficult)

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The updated taxonomy

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Sometimes referred to as the feeling domain

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It is concerned with feelings and emotions and also divides objectives into hierarchical subcategories. It was proposed by Krathwohl and Bloom in 1964.

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The full ranked list of affective domain

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Examples of Receiving Affective Domain

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Affective Domain:

Being aware of an external stimulus

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Affective Domain:

Responding to the external stimulus

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Affective Domain:

Referring to the student’s belief or appropriation of worth

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Affective Domain:

The conceptualising and organising of values

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Affective Domain:

The ability to practice and act on their values

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Examples of Responding Affective Domain

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Examples of Valuing Affective Domain

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Examples of Organizing Affective Domain

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Examples of Characterization Affective Domain

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Refers to those objectives that are specific to reflex actions, interpretive movements and discreet physical functions

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Refers to how we use our bodies and senses to interact with the world around us, such as learning how to move our bodies in dance or gymnastics.

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Proposes that individual learners actively constructs their own learning on the basis of their prior knowledge and experiences, and interaction with their environment.

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The learner is an active manipulator of information.

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3 Stages Theory of Information in Constructivism

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Stage Theory of Information in Constructivism

Fleeting

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Stage Theory of Information in Constructivism

Objects we SEE may last only for ½ a second

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Stage Theory of Information in Constructivism

Things we HEAR may remain in sensory memory for about 3 sec.

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Stage Theory of Information in Constructivism

Sometimes called working memory

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Stage Theory of Information in Constructivism

Lasts about 20 sec.

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Stage Theory of Information in Constructivism

Firmly tied to an existing schema in the brain.

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Who developed Theory of Cognitive

Development

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Stages of Cognitive Development

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Runs from 7 years to 11 years and this is the Stage when children start to work things out in their head rather than physically in the real world.

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They also develop the ability to Conserve (understand that something stays the same quantity even if it looks different).

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Runs from birth to 2 years and the child spends their time learning basic Schemas and Object Permanence (the idea that something still exists when you can’t see it).

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Runs from 2 years to 7 years and the child develops more Schemas and the ability to think Symbolically (the idea that one thing can stand for another; words for example, or objects).

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At this point, children still struggle with Theory of Mind (Empathy) and can’t really get their head around the viewpoints of others.

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Runs from 11 years into adulthood and this is where abstract thought develops, as does logic and hypothesis testing.

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Who developed the Theory of Social Learning

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He reckons that social learning is an integral part of cognitive development and it is culture, not developmental Stage that underlies cognitive development.

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It is an integral part of cognitive development and it is culture, not developmental Stage that underlies cognitive development.

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He argues that learning varies across cultures rather than being a universal process driven by the kind of structures and processes put forward by Piaget.

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What are crucial in this social learning theory are the ideas of:

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The social environment in which children learn has a massive impact on how they think and what they think about.

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For Piaget, (a)   drives language

For Vygotsky, (a)   become intertwined at about 3 years and become a sort of internal dialogue for understanding the world

The basic cognitive processes of Attention, Sensation, Perception and Memory.

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What are the elementary mental functions?

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It can be (but doesn’t have to be) a person who literally knows more than the child.

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Process of enlarging the ZPD is called

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For Vygotsky, it is at the heart of all

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It is the primary means by which the MKO and the child communicate ideas and internalising it is enormously powerful in cementing understanding about the world.

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The child’s “inner voice” and isdistinct from Social Speech, which occurs between people

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Objectives and skills that help you process information. This is where we find Bloom's taxonomy.

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Affective objects deal with feelings, emotions, attitudes, appreciation, and preference.

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Objectives that include those related to motor skills, coordination, and physical movement

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