Learning Theories, Models,

and Methods
A GILD Tutorial
Presenter: M.E. Sanseverino
Jan 22, 2003
"Aah, there's nothing more exciting than science. You
get all the fun of sitting still, being quiet, writing down
numbers, paying attention...yes, science has it all."
Principal Skinner
Tutorial Goals
1. THEORIES
2. MODELS
3. METHODS
4.
SCENARIO
5. LEARNING GOALS
AND ACTIVITIES
Segue to
Learning Tools
1.1 Theories: Behavioural
Primary Focus
Observable behaviour
Stimulus-response
connections
Assumptions
Learning is a result of
environmental forces
Subcategories
Contiguity
Respondent
(Classical)
Operant
(Instrumental)

Major Theorists
Thorndike
Pavlov
Watson
Skinner

Principles
Time/place pairings
Biological basis of
behaviour
Consequences
Modelling
1.2 Theories: Cognitive
Primary Focus
Mental behaviour
Knowledge
Intelligence
Critical Thinking
Assumptions
Learning is a result of
mental operations/
processing
Subcategories
Information Processing
Hierarchical
Developmental
Critical Thinking
Major Theorists
Bloom
Piaget
Gagne

Principles
Memory is limited
Changes in
complexity
Changes over time
Good thinking
requires standards

1.3 Theories: Humanistic
Primary Focus
Affect/Values
Self-Concept/Self-Esteem
Needs
Assumptions
Learning is a result of
affect/emotion and goal-
orientation
Subcategories
Affect
Motivation/Needs
Self-concept
Self-esteem
Major Theorists
Rogers
Maslow
N. V. Peale

Principles
Individual
uniqueness
Self-determination
Dreams and goals
are vital for success

1.4 Theories: Social Cognition
Primary Focus
Modelling
Vicarious Learning
Attitudes
Goals
Assumptions
Learning is a result of
influences of social
environment on thinking.
Subcategories
Observational (Social)
Self-efficacy
Goal-setting
Self-regulation
Major Theorists
Bandura
Vygotsky
Sears

Principles
Reciprocal
determinism
Individual
responsibility

3. Methods: Putting theories and models together
Adapted from Romiszowski, 1984
3.1 Methods: How do you think?
The Block Problem:
Visualisation
Draw a picture
Mathematically
How did you do it?
Were you successful on the first or second attempt?
Did you use more than one strategy?
(ie. Visualise and deduce that blocks have eight corners)
3.1 Methods: How do you think?
The Sticks Problem:
Visualising
Drawing
Manipulating Objects

If you manipulate objects:
Be aware of how it feels to do solve the problem this way.
Are you carrying on a verbal dialogue (verbalizing)? .



3.1 Methods: How do you think?
The Who Did It problem:
In this problem only one statement is true. Determine from
the information given who did it?
A said, "B did it."
B said, "D did it."
C said, "I did not do it."
D said, "B lied when he said I did it."
Verbal/Logical solution


Easy to confuse the information statement with the problem statement:
Many learners try to figure out which statement is a true,
rather than which person is guilty.




3.1 Methods: How do you think?
The Who Did It problem continued:

Begin by assuming A is guilty,
determine if it is the case that
only one statement is true, then
assume B is guilty, and so on
until you find that only one
statement is true.
(This method is most common
for those who do solve the
problem, and will result in a
correct answer)
If you noticed that since only one
statement is true and C says that he
didn't do it, one need only discover
that one of A, B, or D is telling the
truth to establish that C is guilty (if
A, B, or D is true, C is false; thus
C did it). Since B and D contradict
each other, only one of them can
be true. Since we've found one true
statement (it doesn't matter
whether it's B or D), we can
deduce that C did it.
(A more efficient, but often
overlooked strategy).
3.2 Methods: Determining Your Learning Styles
Principles of Thinking Styles
ACTIVE AND REFLECTIVE LEARNERS
How can active learners help themselves?
How can reflective learners help themselves?
SENSING AND INTUITIVE LEARNERS
How can sensing learners help themselves?
How can intuitive learners help themselves?
VISUAL AND VERBAL LEARNERS
How can visual learners help themselves?
How can verbal learners help themselves?
SEQUENTIAL AND GLOBAL LEARNERS
How can sequential learners help themselves?
How can global learners help themselves?
4.0 Scenario
GOALS WHY ACTIVITY
Explain/understand
why repetition is
needed.
To put the problem in
some context. Students
comprehend problem.
Students write a program
without a repetition
structure. KNOWLEDGE
Demo/explain
different repetition
structures.
To put structures
in a more defined
context.
Give a problem. Ask
students to code it in all
repetition types.
APPLICATION
Discuss why and when
one structure might be
more appropriate
than another.
To get the students
thinking of these
structures in terms of
problem solving.
Give a problem. Ask
students to select structure
and justify choice.
EVALUATION
Have students learn
debugging strategies
using repetition as a
catalyst.
To develop debugging
/logical problem
solving strategies.
Have an in-class find and
fix competition. Logical
errors, syntax, and run-
time. ANALYSIS
Bibliography
Educational Psychology Interactive
<http://chiron.valdosta.edu/whuitt/index.html>
Valdosta State University, Georgia, USA.
Recommended for GILD members
Looking at Carl Rogers (Humanistic Theory)
<http://facultyweb.cortland.edu/~ANDERSMD/ROGERS/ROGE
RS.HTML>
Learning to Learn
<http://www.ldrc.ca/projects/atutor/login.php>
Recommended for GILD members
The Next Step Teacher Education
<http://www.teachers.ash.org.au/teachereduc/indexTE.html>
Theory into Practice: TIP
<http://tip.psychology.org/>
Resources in Science and Engineering Education
<http://www2.ncsu.edu/unity/lockers/users/f/felder/public/>
Recommended for GILD members

Bibliography cont.
How People Learn, Expanded Edition.2000. John Bransford et al
Full book online at
<http://books.nap.edu/books/0309070368/html/index.html>
Recommended for GILD members -- if you can only fit in one
item on learning, make it this book. It blends theory and
practice into a very readable, useable resource.
Funderstanding: educational products for kids.
<http://www.funderstanding.com/engaging_kids.cfm>
Great Expectations: Leveraging America's Investment in
Educational Technology
<http://www.benton.org/e-rate/execsummary.html>
Integrating Technology in Learning and Teaching. Pat Maier and
Adam Warren. Kogan Page Limited, London, UK. 2000.