Fresno Pacific University

School of Education

Learning Theory

Principle 1 - Learning is a meaning searching activity

Fundamentally, learning is a student’s quest to make sense of the world and acquire those
resources that enable that student to be a contributing participant in the events of their lives.
Learning activities, therefore, are most powerfully amplified when they enable the student to
solve the challenges and of their own lived experiences (Dweck, 1999; Freire, 1970).
Educators, then, should help students find those connections between the curriculum and those
things that matter most to them (Dewey, 1997). "Teachers and organizers of schools need to
encourage learners to bring real life problems into the school or take the children out of school
to observe real life so they can think, talk, and write about significant, relevant life situations"
(Goleman, 1995, p. 3).

A student’s emotional life cannot, therefore, be separated from this process. As emotions are
driven by our most deeply held and cherished values and beliefs (Nussbaum, 2001), they
should not, and cannot, be ignored in the pedagogical process. An educator is wise, then, to
view students’ emotional expressions as “windows to their soul” and evidence of that which
matters most to them.

Principle 2 - Learning is actively constructed

The process of learning is best realized when students are encouraged to build upon their
existing knowledge rather than passively receiving the expertise of others (Vygotsky, 1978). As
links between prior experiences and new information are established, the existing knowledge
base is modified, reorganized, and enriched. Until integration occurs, new information remains
isolated and does not transfer readily to new situations. Scholars such as Dewey (1997), Piaget
(1951) , Bruner (1985) and Vygotsky (1978) all support the view that knowledge acquisition is
highly dependent the active engagement of the learner.

Principle 3 - Learning is a social and collaborative process

Learning to teach is shaped by and through experiences in social contexts (Bandura, 1986,
1997; Bandura, Barbaranelli, Caprara, & Pastorelli, 2001). Each student’s understanding and
subsequent development is enriched by the collaborative efforts of co-participants as they
contemplate perspectives different from their own (Kolb, 1984). Group inquiries and open
discussions that embrace both intellectual and emotional realms are seen as critical means of
refining and advancing knowledge (Goleman, 1995).

Just as learning is social, it is also autonomous—the personal responsibility of the learner.

Comfortable with reflection and operating from internal loci-of-control, autonomous learners

Updated and Approved by The School of Education Caucus 2/27/18 J.Zoller

question their convictions and assumptions in order to increase their understanding of whom
they are, where they come from, and what they know (Dweck, 1999). They recognize the value
of making mistakes and are not afraid to fail. They frequently experiment with theories of
teaching and learning to better understand and respond to changing dynamics within the
classroom. Finally, they are sensitive to individual differences in intelligence learning styles,
temperament and personality (Gardner, 2006).

Principle 4 - Learning is situated and context-specific

Learning is situated in environments unique to each student (Lave & Wenger, 1990). This
principle requires educators to understand and affirm the socio-cultural contexts of their
students (Bourdieu, 1977). The educator’s successful translation of theory to practice depends
heavily upon their informed response to variables such as poverty, race, culture, language,
gender, special needs, and unique ways of learning. While it is necessary to understand the
constraints particular to any given context, it is also vital to recognize the many rich
opportunities that diversity affords (Goldenberg & Gallimore, 1995).

Learning is context specific; educators cannot overemphasize the importance of culture in

learning environments, particularly in the highly diverse communities of California (Hollins,
1996). Educators can be highly effective when they adopt practices that are culturally
responsive. These practices include: respecting students and believing in their potential;
creating caring environments and personal connections with students and families; providing
cultural continuity between home and school; and employing a wide range of authentic
assessments that relate in meaningful ways to students' learning (Darling-Hammond, 2002;
Gay, 2000).

Principle 5 - Learning is a reflective process

Learning is viewed as a process of reflection involving the observation, modification, and
evaluation of experience. Dewey (1938) characterized the reflective thinker as one who open-
mindedly seeks alternatives, responsibly recognizes consequences and wholeheartedly
reexamines the self. Zeichner and Liston (1996) point out that a reflective educator examines,
frames and attempts to solve the dilemmas of classroom practice; is aware of and questions the
assumptions and values he or she brings to teaching; is attentive to the institutional and cultural
contexts which he or she brings to teaching; is attentive to those same contexts in which he or
she teaches; and takes part in curriculum development and is involved in school change.

Learning is a developmental process consisting of recurring or spiraling events, experiences,

and insights. It is not a fixed, linear progression (Bruner, 1985). Prior understandings, when
revisited, can acquire new depth; ideas, when reworked, can assume greater sophistication and
complexity. Accomplished teachers realize that cognitive gains may recede, and that the
creative reintroduction of content at later stages is necessary for the maintenance and
enhancement of skills and knowledge.

Updated and Approved by The School of Education Caucus 2/27/18 J.Zoller

Principle 6 - Meaningful assessment is integral to learning
Effective educators realize that assessment is an integral part of the learning process.
Assessment not only provides critical information concerning the outcomes of learning—
summative assessment—but also provides ongoing evidence regarding the degree to which a
particular student is understanding key content areas—formative assessment. With formative
evidence i.e.progress monitoring, "teachers adjust their ongoing instructional activities or
students adjust the procedures they're currently using to try to learn whatever they're trying to
learn" (Popham, 2008, p. 8).

These ongoing adjustments are particularly effective when they include research-based
instructional strategies such as: identifying similarities and differences, summarizing, note
taking, reinforcing effort, practice, cooperative learning, setting objectives and providing
feedback (Marzano, Pickering, & Pollock, 2001). Ultimately, this assessment-driven instruction
enables effective teachers to continuously modify their instructional procedures in order to meet
their pre-established goals.

Principle 7 – All students can learn

Effective educators embrace the diversity of the student populations they serve. Educators
believe all students can learn, be successful, and create positive classroom climates where all
students feel included. This is accomplished by proactively designing lessons that address
learner variability and adjusting instruction according to student need. Brain function and
learning have no finite capacity or limitation (Daggett & Nussbaum, 2014), therefore instruction
must be dynamic and malleable to stimulate the academic growth of diverse learners. Learning
potential exists in all students at every developmental level (Gregory & Chapman, 2012), and
helping students unlock their own potential is the responsibility of all educators.

Updated and Approved by The School of Education Caucus 2/27/18 J.Zoller

 References

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Updated and Approved by The School of Education Caucus 2/27/18 J.Zoller