THEORIES OF LEARNING

Behavioral Cognitive Developmental Social-Cognitive Constructivist

- Reward system Allan Paivio - Considers the stages/ - behavioral and - social and cultural
Dual Coding Theory phases of development cognitive. determinants of learning.
- verbal and visual and compatibility of - stresses the interaction - Motivation
codes in learning. teaching to age levels. of thinking human with
- Knowledge Construction the social environment.
- Consider individual
differences.
Cognitive Load Theory Reciprocal Determinism Lev Semeonovich
- learn from multi-media Vygotsky
presentations. - Zone of Proximal
Development (ZPD)

Albert Bandura Jerome Bruner

Social Learning Theory Scaffolding
Observational Learning

Weiner (1986)
Attribution Theory-
learning depends on the
interest and intrinsic
motivation, personal goal,
and beliefs.
 Social- Cognitive Theory
- behavioral and cognitive.
- stresses the interaction of thinking human with the social environment.
Reciprocal Determinism
- The person, his behavior, and the environment affect each other.
Crain (2005)
- when we acquire a new behavior, learning appears to be cognitive.
- we use our perception, attention, memory, language.
- imitation is guided by cognitive cues and symbols to facilitate correct performance.
Albert Bandura (Social Learning Theory)

- humans are capable of making connections between their behavior and its consequences.
- motivating and self-regulating role of cognition in human behavior.
Modeling
- observation and learning of new behaviors from others.
Observational Learning
- behavioral changes as a result of observing other’s (models) behavior and consequences.
- most important means of changing human behavior.
Benefits of Observation
 Provides mental representations that serves as guide before we perform the behavior. We anticipate possible consequences based
on what we have observed.
 Provides us with what to do and not to do.
 With the use of cognitive representations, we carefully organize things and create mental pictures of ourselves.
 We learn from personal and vicarious experiences.
VICARIOUS EXPEREINCES
- those that we do not actually experience, but other people have provided it for us.

PROCESSES OF OBSERVATIONAL LEARNING

(Bandura)

ATTENTION - Provide mental focus or serious - express gestures and body

consideration of various steps. movements
- juxtaposed (comparison) Cognitive
modelling
 - Divide skills to be learned in
segments
- Highlight
- Repetition
RETENTION - create cognitive symbols to retain - Connect to old or familiar
information. activities.
- use verbal cues associated with - Verbal descriptions to label
the task actions
- create mental strategies to follow - Utilize physical and cognitive
accurately. rehearsals.
MOTOR REPRODUCTION - actual performance. - Feedback
- develop motor skills, muscle - Corrective and constructive Metacognitive
coordination criticisms.
REINFORCEMENT AND - motivated to imitate - Indicate importance of adopting
MOTIVATION - purpose for adopting new the modeled behavior.
behavior. - Direct and vicarious
reinforcement.

SOCIAL CONSTRUCTIVISM

Social constructivism has recognized the following:

 Learners can make sense of new experiences by relating them to their own previous experiences.
 Memorizing facts and reproducing information on tests are not the paths to develop a deep ad flexible understanding.
 Learning is something that the learner does.
 Effective teaching involves continual probing. Know the strengths and weaknesses of the learners.
 Connections between discipline and knowledge.
 Lessons should be meaningful and should be made authentic in such a way that each lesson is connected to the next lesson.
 Reflective practice.
PREMISES OF CONSTRUCTIVIST INSTRUCTIONAL APPROACH
(PERKINS)
1. Knowledge and understanding are actively acquired (assume, debate, investigate, expound).
2. Knowledge and understanding are socially constructed in dialogue with others.
 3. Knowledge and understanding are created and recreated (reinforce learning).

COMPONENTS OF CONSTRUCTIVISM
DISCOVERY LEARNING - Active involvement
- Students are supervised according to the type of help they
need.
INQUIRY LEARNING - Seeking by questioning
COOPERATIVE LEARNING - Promote unity, interdependence, collegiality
- Mixed groupings
- Clear guidelines and goals
- Individual tasks should be delegated
- Specify timeframe
- Assessment that evaluate each member of the group.
INDIVIDUALIZED LEARNING - Meet individual needs
- Provide specific instructions
COMPUTER-AIDED INSTRUCTION - Learning with technology
LEV SEMEONOVICH VYGOSTKY
- Russian Jew - How culture affects the course of one’s development.
- Psychologist - Cognitive development is shaped by sociocultural contexts
- Born 1896 (same year as Piaget) and develops from our own interactions with the members of
- Works became forbidden in the Soviet Union our culture.
- Died of tuberculosis at the age of 38 - Acquiring novel information is facilitated by an adult or a
more knowledgeable person (later termed as Scaffolding by
Bruner)
ZONE OF PROXIMAL DEVELOPMENT (ZPD)
- An area where a child cannot solve a problem alone, but may be able to successfully solve it with appropriate assistance from an adult
or a skilled peer.
JEROME BRUNER
SCAFFOLDING
- The process of learning a new behavior by which a more competent person leads the child to a step-by-step procedure in learning a
new task.
- The assistance is likened to a temporary scaffold that comes down when construction is finished (Crain, 2005).
 SITUATED LEARNING THEORY
- Cognition Theory
- Situated cognition
- Focus on problem-solving skills
Santrock (2004)
- Learning is embedded or in connected to the context in which knowledge and skills are developed.
- Students are given learning task in realistic content.
JEAN LAVE
COMMUNITIES OF PRACTICE
SNOWMAN & BEIHLER (2006)
1. Learning is made meaningful when it is anchored on realistic context.
2.