EDUC 275 January 19, 2006

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EDUC 275January 19, 2006

• Getting Started In your nametag list the way
  you prefer to learn
• a. How to use electronic devices.b. How to
  play video or board games.c. Lists and/or
  definitions.
• AGENDA1. Discuss learning theory.2.
  Inspiration activity.

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Learning Theory

• EDUC 275 - Winthrop University
• Lisa Harris, Marshall Jones, Suzanne Sprouse,
  Lisa Johnson

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WHY?

• Why do we study learning theory in a class about
  technology?

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WHY?

• Helps explain
• how learning occurs.
• factors that influence learning.
• the role of memory.
• how students transfer information to other
  contexts.
• how instruction should be structured to
  facilitate learning.

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HOW?

• Provides a foundation for planning, application,
  and assessment.
• Explains relationships among instructional
  strategies and instructional contexts.
• Allow teachers to select strategies that are the
  most likely to work.
• PRINCIPLE PRACTICE

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Three Ways of Knowing
Knowledge has a separate, real existence of its
own outside the human mind. Learning happens when
this knowledge is transmitted to people and they
store it in their minds (Roblyer, 2006, p. 37).
Humans construct all knowledge in their minds by
participating in certain experiences learning
happens when one constructs both mechanisms for
learning and his or her own unique version of the
knowledge (Roblyer, 2006, p. 37).
Learning is concerned not so much with what
learners do but with what they know and how they
come to acquire it. Knowledge is described as a
mental activity that entails internal coding and
structuring by the learner (Ertmer Newby, 1993,
p. 7).
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Three Ways of Knowing
Knowledge has a separate, real existence of its
own outside the human mind. Learning happens when
this knowledge is transmitted to people and they
store it in their minds (Roblyer, 2006, p. 37).
Humans construct all knowledge in their minds by
participating in certain experiences learning
happens when one constructs both mechanisms for
learning and his or her own unique version of the
knowledge (Roblyer, 2006, p. 37).
COGNITIVIST
Learning is concerned not so much with what
learners do but with what they know and how they
come to acquire it. Knowledge is described as a
mental activity that entails internal coding and
structuring by the learner (Ertmer Newby, 1993,
p. 7).
CONSTRUCTIVIST
BEHAVIORIST
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Behaviorism

• Learning proper response to the given stimulus
• Methods include the use of instructional cues,
  reinforcement and practice.
• Students learn basic skills before moving to more
  complex processes.

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Behaviorism

• Teacher role Transmitter of knowledge/expert
  source
• Student role Receive information demonstrate
  competence all students learn the same
  material
• Curriculum Skills are taught in a set sequence
• Learning goals Stated in terms of mastery
  learning
• Types of activities Lecture, demonstration,
  seatwork, practice, testing
• Assessment strategies Written tests, same
  measures for all students

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BehaviorismExamples of Content

• Multiplication Tables
• Branches of Government
• Procedural tasks
• Driving a stick shift
• Listing State Capitals

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Cognitivism

• Shift in thinking about learning
• Behaviorists learning as observable behavior
• Cognitivists learning as cognitive processes
• How people reason, problem solve, learn language
  and process information
• Learners thoughts, beliefs, attitudes and values
  impact learning
• Focus on relationships between pieces of
  information (ex. chunking)

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Cognitivism

• Teacher role Construct appropriate learning
  environments and materials, scaffolding the
  learning process
• Student role Actively involved in the learning
  process through self-planning, monitoring,
  revising, understanding relationships
• Curriculum Relationships among information is
  stressed
• Learning goals Understanding processes as well
  as basic skills, learning how to learn
• Types of activities using graphic organizers,
  demonstration/ think aloud, matrices, advanced
  organizers
• Assessment strategies performance assessment,
  project-based learning, essay questions (i. e.
  summarize, compare and contrast)

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CognitivistExamples of Content

• Compare and contrast two characters in a novel.
• Draw the stages of the water cycle.
• Engage in the writing process (drafts and
  revision).

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Constructivist

• Knowledge is a function of how the individual
  makes meaning from his/her experiences.
• Meaning is created rather than acquired.
• Content knowledge is embedded in the context in
  which it is used.

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Constructivist

• Teacher role Acts as a guide and facilitator
  collaborative resource as students explore
  topics
• Student role Collaborate develop competence
  may learn different material
• Curriculum Based on projects that foster higher
  level and lower level skills at the same time
• Learning Goals Stated in terms of growth from
  where the student began work independently and
  with groups
• Types of Activities Group projects, hand-on
  exploration product development
• Assessment Performance tests and products (ex.
  Portfolios) quality measured by rubrics and
  checklists measure may differ among students

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ConstructivistExamples of Content

• Causes of WWII
• The strengths and weaknesses of Democracy
• How technology fosters collaboration
• The effects of global warming

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Which theory is better?

• Neither
• Depends on your needs
• Depends on your content
• Depends on your environment
• Depends on your students

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An Activity

• As a group, list ways you like to learn
• To use a new electronic device (phone, PDA, etc)
• Manuals? Play around? Watch an expert? Others?
• To play a new board/card/video game
• Read directions? Play a practice round? Others?
• A list of items or set of definitions
• Read? Recite many times? Flash cards? Others?

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• Rank your learning strategies by voting on them.
  
• Record your votes on the list
• 100, or ¾, or 1 out of 3
• Find out which ones your group thinks are best to
  use.
• Are they behaviorist, cognitivist or
  constructivist in nature?

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Consider This

• Thinking as a teacher, your group should pick
  three learning strategies from your list that you
  would recommend to your students. You must pick
  three and only three.
• Thinking as a teacher, your group should pick
  three learning strategies from your list would
  you NEVER use. You must pick three and only
  three.

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Heres the thing

• Good teaching is all about examples and options
  for learning
• You should never discard a possible learning
  theory PARTICULARLY the ones that few people will
  use.
• Dont forget the principles of UDL/ Multiple
  Intelligence

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If They Were Teachers Today

• Create a concept map of three theorists that
  represent each of the theoretical frameworks
  Skinner, Gagne, Vygotsky, Piaget, Bruner,
  Bandura, Gardner, Pavlov
• List the theorist.
• Categorize as behaviorist, cognitivist, or
  constructivist.
• Give BRIEF highlights of the theory (i.e.,
  teaching principles).
• Find a graphic representation of theorist (think
  beyond their picture).
• How would ______ integrate technology? Give at
  least two examples.
• Save on the tshare (file name johnson_jones)

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Sources

• Ertmer, P.A. Newby, T.J. (1993). Behaviorism,
  Cognitivism, Constructivism Comparing Critical
  features from an instructional design
  perspective. Improvement Quarterly, 6 (4)
  50-72.
• Integrating Educational Technology into Teaching,
  M.D. Roblyer
• http//chd.gse.gmu.edu/immersion/knowledgebase/
• Constructivist vs. Directed PowerPoint by Dr.
  Marshall Jones