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Learning Theories & Theorists

Learning Theories & Theorists
Many Learning Theories have been developed over a long period of time, though a majority of those now in use have arisen in the last century or so. These theories apply to many different levels of educational learning. Several theories and theorists stand out among this group, many for quite different reasons. This page covers major theorists and their theories. For information on Learning & Teaching Styles, related methods and further information, go to this page. Bandura, Albert Bandura and his Social Cognitive Theory. Albert BanduraText presentation on the man and his theories. Bloom’s Taxonomy Benjamin BloomThe man and his works. Constructivism Constructivism and the Five E’sBrief rundown then goes to seven E’s. De Bono, Edward Edward De Bono and lateral & creative thinking. Critical Thinking ResourcesTertiary level. Dewey, John Centre for Dewey StudiesPublications, papers, audio, reading list, more. Educational Theories Emilia, Reggio An approach rather than an individual’s theory. Anthony F. Related:  Learning TheoriesTheoristsTraining courses / Uni

Influential theories of learning | Education Learning is defined as a process that brings together personal and environmental experiences and influences for acquiring, enriching or modifying one’s knowledge, skills, values, attitudes, behaviour and world views. Learning theories develop hypotheses that describe how this process takes place. The scientific study of learning started in earnest at the dawn of the 20th century. The major concepts and theories of learning include behaviourist theories, cognitive psychology, constructivism, social constructivism, experiential learning, multiple intelligence, and situated learning theory and community of practice. Behaviourism The behaviourist perspectives of learning originated in the early 1900s, and became dominant in early 20th century. Cognitive psychology Cognitive psychology was initiated in the late 1950s, and contributed to the move away from behaviourism. Constructivism Social learning theory Socio-constructivism Experiential learning Multiple intelligences

Developmental fossils—unearthing the artefacts of early childhood education: The reification of Child Development' (free full-text available) The AJEC Committee invites readers' thoughts on the matters raised in this article, as well as elsewhere within the journal. Letters to the editor, enquiries, comments, submissions and contributions can be sent to Marilyn Fleer Monash University In recent years sociocultural theory has provided an important conceptual tool for re-thinking many practices in early childhood education (e.g. Anning, Cullen & Fleer, 2004; Edwards, 2001; Edwards, 2003). Keywords: child development, sociocultural, early childhood education, cross-cultural, culturally and linguistically diverse. Introduction Contemporary early childhood education in many English-speaking countries foregrounds the importance of educators' ‘Child Development' knowledge. Once [Polynesian] babies could walk, mothers released them into the care of 3- to 4-year-old siblings, who played nearby, checking periodically on the young ones (Rogoff, 2003, p.123, drawing upon Martini and Kirkpatrick, 1992).

Principles of Instructional Technology Instructivism In educational circles everywhere presently, one of the most hyped theories of learning is the student-centered, discovery-based, self-directed theory of constructivism. At the other end of this educational theory spectrum is the idea of instructivism. Instructivism, by this name or any other, has been around for many years and has formed the basis of the American, among others, educational system. Based on behaviorist theories, Instructivism, sometimes referred to as Direct Instruction incorporates a teacher-directed, carefully planned curriculum, with purposeful teaching at its core. For students, there is little room for self-discovery and reflection. Arguments from both sides of the spectrum, constructivism and instructivism, cite data to support their view of learning. Further possible criticism of instructivism are many and beyond the scope of this paper to outline. References Diaz, D. Finn, Chester, E. & Ravitch, Diane (1996). Fosnot, C.T. (1996). Gardiner, L.

Lev Vygotsky and Social Learning Theories Instruction that supports social learning: Students work together on a task Students develop across the curriculum Instructors choose meaningful and challenging tasks for the students to work Instructors manage socratic dialogue that promote deeper learning. Vygotsky argued, "that language is the main tool that promotes thinking, develops reasoning, and supports cultural activities like reading and writing" (Vygotsky 1978). As a result, instructional strategies that promote literacy across the curriculum play a significant role in knowledge construction as well as the combination of whole class leadership, individual and group coaching, and independent learning. In essence, Vygotsky recognizes that learning always occurs and cannot be separated from a social context. Vygotsky, L.S. (1978) Mind in Society: The development of higher psychological processes.

Learning Theories One of the key issues to look at when examining any Learning Theory is Transfer of Learning. Indeed, this is such an important idea, that it is a field of research in its own right. Researchers and practitioners in this field work to understand how to increase transfer of learning -- how to teach for transfer. Introduction Constructivism Situated Learning Transfer of Learning General Learning Theory References Top of Page Introduction The intent of this Website is to help support the work of IT in education materials and users of such materials. There are many additional different learning theories related to use of IT in education include: Anchored Instruction (John Bransford). Funderstanding: About Learning [Online]. Funderstanding: About Learning. Constructivism The following definition is quoted from the Website: psparks/theorists/501const.htm. References on Constructivism College of Education, University of Denver, Constructivism Site [Online].

The Difference Between Instructivism, Constructivism, And Connectivism - The Difference Between Instructivism, Constructivism, And Connectivism by Terry Heick We spend so much time in education trying to make things better. Better policies. Better technology. Better standards. Better curriculum. Better instruction. Better assessment. Better response to assessment data. And too with research, teacher collaboration, school design, parent communication, and so on. So while viewing a presentation from Jackie Gerstein recently, I was stopped at the very simple distinction she made between instructivism, constructivism, and connectivism. So as you focus in your PLC or staff meetings on better “research-based instruction,” you’re looking at ways to improve how to better deliver instruction–more to understand how to better “give learning” than to cause it. Instructivism is definitely more teacher and institutionally centered, where policy-makers and “power-holders” create processes, resource-pools, and conditions for success. Gerstein’s definition’s appear below. Instructivism

Theories of Play « Marie Marthe Noble Weblog Theories of Play Many theorists support the idea that play is central in children’s lives and researach indicates that those children who do not get ample opportunities for play do not have the opportunities to make permanent neurological connections neccessary for learning (Packer Isenberg, 2002, p.2). Constructivism: Piaget Constructivist theorists, such as Piaget, believe play is an important concept necessary for cognitive growth. The constructivist paradigm, based on Piaget’s theory of cognitive development, provides the theoretical framework for education practice. In this practice children acquire concepts through active involvement with the environment, and construct their own knowledge as they explore their surroundings (Kirova & Bhargava, 2002). Socio-culturalism: Vygotsky Socio-cultural theorists believe attitudes towards play depend on the ‘attitudes of parents, teachers and society in general’ (Packer Isenberg, 2002, p.2) and on the provisions for play such as time and space.

How to Increase Higher Order Thinking Higher order thinking (HOT) is thinking on a level that is higher than memorizing facts or telling something back to someone exactly the way it was told to you. HOT takes thinking to higher levels than restating the facts and requires students to do something with the facts — understand them, infer from them, connect them to other facts and concepts, categorize them, manipulate them, put them together in new or novel ways, and apply them as we seek new solutions to new problems. Answer children's questions in a way that promotes HOT Parents and teachers can do a lot to encourage higher order thinking, even when they are answering children's questions. Level 1: Reject the question Example:"Why do I have to eat my vegetables?"" Level 2: Restate or almost restate the question as a response Example: "Why do I have to eat my vegetables?" "Why is that man acting so crazy?" "Why is it so cold?"" Level 3: Admit ignorance or present information Example: "I don't know, but that's a good question."