Diversity and Convergences in Theories of Learning

Diversity: According to Merriam Webster, Diversity is the condition of having or being composed of differing elements: variety; especially : the inclusion of different types of people (as people of different races or cultures) in a group or organization <programs intended to promote diversity in schools> Culture, social context, personal history, ethnicity, language, and racial identity to name only few factors, all shape personal characteristics such as knowledge and selfefficacy beliefs, environmental features such as resources and challenges, and behavioral action actions and choices. The power and value of diversity is part of the theoretical framework of social cognitive theories of learning and motivation. Social cognitive theory describes the unique reciprocal interaction among personal, environmental, and behavioral factors that shape the individuals learning and motivation. Convergences: According to Merriam Webster, Convergence is the coming together of two or more things to the same point. Each though there are cultural and gender differences in self-efficacy, these judgments are related to academic outcomes across cultures (Bandura, 2002). We have considered behavioral, cognitive, constructivist (individual and social), and social cognitive explanations of what people learn and how they learn it. Rather than debating the merits of each approach, consider their contributions to understanding learning and improving teaching. Dont feel that you must choose the best approach there is no such thing. Different views of learning can be used together to create productive learning environments for the diverse students you will teach. Behavioral theory help us understand the role of cues in setting the stage for behaviors and the role of consequences and practice in encouraging or discouraging particular behaviors. Bur much of humans lives and learning is more than behaviors. Language and higher order thinking require complex information processing and memory something the cognitive models help us understand. Finally, social cognitive theory highlights the important role of agency and selfdirection. Life requires self-regulated learning.

Four Views of Learning Behavioral Applied Behavioral Analysis B.F. Skinner Fixed body of knowledge to acquire stimulated from outside. Cognitive Information Processing J. Anderson -Fixed body of knowledge to acquire -Stimulated from outside -Prior knowledge influences how information is processed Acquisition of facts, skills, concepts, and strategies Occurs through the effective application of strategies Constructivist Individual Jean Piaget -Changing body of knowledge, -Individually constructed in social world -Built on what learner brings Active construction, restructuring prior knowledge. Occurs through multiple opportunities and diverse processes to connect to what is already known. Challenge, guide thinking toward more complete understandin g Facilitators, guide listen for students current conceptions, ideas, thinking Lev Vygotsky - Social constructed knowledge -Built on what participants contribute, construct together Collaborative construction of socially defined knowledge and values Occurs through socially constructed opportunities Social/ Situated Social Cognitive Social Cognitive Theory Albert Bandura Changing body of knowledge, constructed in interaction with others and the environment

Knowledg e

Learning

Acquisition of facts, skills, concepts Occurs through drill, guided practice

Active construction of knowledge based on observation, interacting in the physical and social world, and developing agencyBecoming more selfregulating Presenting models, demonstratin g, supporting Self-efficacy and selfregulation Model, facilitator, motivator Model of Selfregulated learning.

Teaching

Transmissio n Presentation (Telling)

Transmission Gide students toward more accurate and complete knowledge. Teach and model effective strategies Correct misconceptio ns

Co-construct knowledge with students

Role of Teacher

Manager, supervisor Correct wrong answers

Facilitator, guide Coparticipant Co-construct different interpretatio

Role of Peers

Not usually considered

Not necessary but can influence information processing

Not necessary but can stimulate thinking, raise questions Active construction (within mind) Active thinker Explainer, interpreter, questioner

n of knowledge; listen to socially constructed conceptions. Ordinary and necessary part of process of knowledge construction

Serve as models Ordinary and necessary part of process of knowledge construction Active coconstruction with others and self Active thinker, Explainer, interpreter, questioner, Active Social participator.

Role of Student

Passive reception of information Active listener, directionfollower

Active processor of information, strategy user organizer and reorganizer of information Rememberer

Active coconstruction with others and self active thinker, explainer, interpreter, questioner Active Social participator

Students must first understand and make sense of the material (constructivist); then, they must remember what they have understood (cognitive-information processing); then, they must practice and apply (behavioral) their new skills and understanding to make them more fluid and automatic - a permanent part of their repertoire. Finally, they must take charge of their own learning (social cognitive). Failure to attend to any of the process means lower quality of learning.