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2nd Edition: Learning theory study guide

   
Learning Theory Study Guide
   

Educational Philosophy

 

Behaviorism

 

Cognitivism

 

Humanism

 

Constructivism

Theorist

 

Condillac, 1754/1982, 1756; Itard 1801/1962; Skinner, 1954; Engelmann, 2010

 

Piaget, 1926,1936/1975; Bruner, 1960, 1966, 1971, 1986; Vygotsky, 1962

 

Maslow, 1954; Rogers 1951, 1993; Knowles, 1978; Glasser, 1984, 1996; Motschnig-Pitrik, 2005

 

Dewey, 1929, 1933/1998; Montessori, 1946; Kolb, 1976, 1984; Hase, 2007

Learning Process

 

Change in knowledge through controlled stimulus/response conditioning.

 

Sequential development of individual mental processes such as recognize, recall, analyze, reflect, apply, create, understand, and evaluate

 

In depth knowledge of self and others developed through guided interaction that evokes the affective component of learning to motivate fulfillment of maximum potential.

 

Experiential learning through real life experience that constructs and conditionalizes knowledge.

Type of Learning

 

Conditioned response or memorization of facts, assertions, rules, laws, and terminology through stimulation of senses until correct response is achieved.

 

Adoptive learning of techniques, procedures, organization, and structure to develop internal cognitive structure that strengthens synapses in the brain.

 

Needs based adaptive, holistic learning.  Personal interpretation, evaluation, decision making, reasoning, and strategy developed to give expertise. 

 

Problem based adaptive learning challenges faulty schema, integrating new knowledge with existing knowledge allows for creation of original work and innovative procedures.

Type of Learner

 

Learner is dependent upon instructor for acquisition of knowledge. 

 

Learner requires assistance from teacher to develop prior knowledge and integrate new knowledge. 

 

Mentored acquisition, development, and integration of knowledge

 

Self-directed formation of new knowledge. 

Intelligence Development

 

Visual/Spatial, Musical/Rhythmic,
Bodily Kinesthetic

 

Verbal/Linguistic Logical/Mathematical

 

Interpersonal/Intrapersonal

 

Visual/Spatial, Musical/Rhythmic,
Bodily Kinesthetic, Verbal/Linguistic, Logical/Mathematical, Interpersonal/Intrapersonal

Purpose in Education

 

Learner must build initial schema by adopting knowledge from instructor through use of senses.

 

Learner must learn how to learn while developing existing schema and adopting knowledge from both people and the environment.

 

Learner becomes self-actualized with intrinsic motivation toward accomplishment.  Learner adapts prior knowledge to new experience with others and the environment to develop knowledge of synergy.

 

Learner analyzes, conceptualizes, and synthesizes experience/prior knowledge creatively generating original work and innovative methods that results in the formation of new knowledge.

Educator's Role

 

Diaskagogy:
Caregiver demonstrates factual knowledge.  Caregiver observes, measures, and modifies behavioral change in specified direction

 

Pedagogy:
Teacher develops conceptual knowledge and manages the content of learning activities. 

 

Andragogy:
Mentor encourages and enables learner by providing access to appropriate resources and refraining from obtrusive interference.

 

Heutagogy:
Self-directed learning to allow for modification of existing knowledge and creation of new knowledge.

Learning Goal

 

Lowest order learning:
Factual knowledge, skill development, and training

 

Low order learning:
Conceptual knowledge, techniques, procedures, algorithmic problem solving.

 

High order learning:
Strategy, expertise, procedural knowledge, reasoning, and analytical abilities

 

Highest order learning:
Heuristic problem solving, meta-cognitive knowledge, creativity, and originality.

 

 
     
Copyright ©2006-2014 Shirley Mullinax Lombardi stmullin@NCSU.edu