LearningTheories

EDUC 3000- Collaborative Work on Learning Theories

Pick a theory (name a theorist here) || **Description** || **Implications for Education** || Edited by || Progressivists focus the curriculum on the needs of students. These needs include academic, social, and physical needs and are fueled by the interest of the students. Therefore, the material to be studied is determined jointly among the school, the teacher, and students. Learning is considered a natural response to curiosity and the need to solve problems. Progressivists believe there are great ideas and thoughts of the past that students should study, but they also believe knowledge is changing and the job of students is to learn how to learn so that they can cope successfully with new challenges in life and discover what truths are relevant to the present. Of prime importance is the idea that knowledge that is true in the present may not be true in the future. The progressivist teacher engages students in inquiries that the students themselves have developed. Students learn from one another, so the progressivist classroom fosters social learning by having students working in cooperative groups. The progressivist teacher is a facilitator, a resource person, and a co- inquirer. The primary role of students is to develop new and deeper understanding continuously through their own investigation. p. 51. ||  ||   || Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. In his view, humans must learn to resist oppression and not become its victims, nor oppress others. For social reconstructionists and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality. Strategies for dealing with controversial issues (particularly in social studies and literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based learning and bringing the world into the classroom are also strategies. ||  || Gregg ||
 * **Learning Theories** || **Theorist**
 * Perenialism ||  ||   ||   ||   ||
 * Essentialism ||  ||   ||   || Emitza ||
 * Progressivism || John Dewey || The philosphy of Progressivism promotes the idea that the focus of education should be the student rather than the content. To the progressivist, the purpose of education is to prepare students to be lifelong learners in an ever- changing society.
 * From Wadsworthmedia.com Chapter 2: Your philosophy of Education,
 * Existentialism ||  ||   ||   ||   ||
 * Social Re-constructivism || Paulo Freire || Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education.

Or you can pick one theorist from below.

As a teacher I agree with Lev Vygotsky as well as Jean Piaget's theories of learning and development.Lev Vygotsky proposed that children learn from the social environments that they are placed in. I agree with this completely because the more language, communication, and discussions that a child is engaged in promotes better language development as well as understanding of the social text. Children need to be continuously exposed to different opportunities to speak with other children, adults, and pretend play in order to strengthen language and cognitive skills. Children need to learn from the environment that he or she is placed in. If the child is not exposed to different people and/or environments, the child will only be aware of his or her thoughts which may be minimal and biased. Therefore, the more interactions that the child is able to be a part of, the better the child's opportunity to grow and prosper.Also, Vygotsky initiated the term "scaffolding." Scaffolding is an essential part of the classroom, especially with younger children. Scaffolding allows a child to try to exceed his or her Zone of Proximal Development in order to expand his or her range of knowledge. While the child continuously makes an effort to expand his or her knowledge, the teacher provides the guidance, strength, and support to motivate the child to continuously try harder. This allows the child to build his or her strength, confidence, and motivation to continue to try harder in his or her studies.Jean Piaget also proposed the idea that children continuously build off of his or her existing knowledge. He used the terms "schemas" and "assimilation." I feel that these two terms are a basic and essential part of a child's education. Children are constantly researching new ideas and topics based on their interests. These research techniques allow the students to continuously prosper and acquire new knowledge. This is apparent when students are able to recall facts or ideas from previous lessons and formulate their previous knowledge into their newly acquired knowledge. || Defazio ||
 * **Theorist** || **Theory** || **Description** || **Implications for Education** ||
 * Ausubel ||  ||   ||   ||
 * Bandura ||  ||   ||   ||
 * Bruner ||  ||   ||   ||
 * Comenius ||  ||   ||   ||
 * Dewey ||  ||   ||   ||
 * Erikson ||  ||   ||   ||
 * Festinger ||  ||   ||   ||
 * Freire ||  ||   ||   ||
 * Freud ||  ||   ||   ||
 * Gagne ||  ||   ||   ||
 * Gardner ||  ||   ||   ||
 * Kohlberg ||  ||   ||   ||
 * Locke || Liberalism || Known as the father of liberalism, englishman John Locke was a pioneer and driving influence in the Enlightenment era. His writings influenced Voltaire and Rousseau, many enlightenment thinkers, as well as the main thinkers of the American Revolution. His contributions to the classic form of building a republic and liberal theory are reflected in the writing of the American Declaration of Independence. He wrote that the mind was a blank slate, referred to as Tabula Rasa. He wrote about religious tolerance, the value of property, political theory, and human nature. He believed human nature was based upon reason and tolerance, and everyone had a natural right to defend his “Life, health, Liberty, or Possessions". This was the basis to the phrase in the declaration of independence, "Life, Liberty, and the pursuit of Happiness". John Locke is an interesting and captivating figure, who as influenced our whole society and the foundations of our nation. || Ray Rudolph ||
 * Maslow ||  ||   ||   ||
 * Montesori ||  ||   ||   ||
 * Miller ||  ||   ||   ||
 * Pavlov ||  ||   ||   ||
 * Piaget ||  ||   ||   ||
 * Rogers ||  ||   ||   ||
 * Skinner ||  ||   ||   ||
 * Thorndike ||  ||   ||   ||
 * Vygotsky || Social Development Theory || Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.
 * Vygotsky || Social Development Theory || Social Development Theory argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior.
 * Watson ||  ||   ||   ||
 * Wertheimer ||  ||   ||   ||


 * Link to resources:**

Pick a learning theory [|http://en.wikipedia.org/wiki/Learning_theory_(education)] and countribute to our wiki page.

Here is a chart- []

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EMSE 2800- Collaborative Work on Learning Theories

(1896-1934) || (published after Vygotsky's death:1960) Zone of Proximal Development(ZPD) More Knowledgeable Other(MKO) Social Interactions Scaffolding
 * Theory || Theorist || Info || Student || Teacher || Implications ||
 * Social Constructivism || Lev Vyotsky

4 principles in a "Vygotskian" classroom: 1. Learning and development is a social, collaborative activity. 2. The Zone of Proximal Development can serve as a guide for curricular and lesson planning. 3. School learning should occur in a meaningful context and not be separated from learning and knowledge children develop in the "real world.". 4. Out-of-school experiences should be related to the child's school experience. || perform a task under adult guidance, peer collaboration, ability to solve problems independently || One who has already mastered the information guides the child/student. Implications: A child learns through social interaction with a skillful tutor/anyone that has a better understanding. The use of technology is helpful too. || Vygotsky Developmental Theory video:http://www.youtube.com/ watch?v=hx84h-i3w8U || Born: March 20, 1904 Death: August 18, 1990 The Teaching Machine: 1954
 * || Erikson ||  ||   ||   ||   ||
 * || Skinner || Behaviorism

Skinner B. F. Skinner’s entire system is based on operant conditioning. The organism is in the process of “operating” on the environment, which in ordinary terms means it is bouncing around its world, doing what it does. During this “operating,” the organism encounters a special kind of stimulus, called a reinforcing stimulus, or simply a reinforcer. This special stimulus has the effect of increasing the operant -- that is, the behavior occurring just before the reinforcer. This is operant conditioning: “the behavior is followed by a consequence, and the nature of the consequence modifies the organisms tendency to repeat the behavior in the future.”

The theory of B.F. Skinner is based upon the idea that learning was active and schooling unnecessarily long and restrictive. His idea was is a function of change in overt behavior. Changes in behavior are the result of an individual's response to events (stimuli) that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. occur in the environment. Reinforcement is the key element in Skinner's S-R theory. ||  ||   ||   || by salivating each time he saw his owner in a labcoat. He realized that this was connected with the habit of feeding the dog. Pavlov tested this theory by attaching a bell to being associated with feeding time. From this experiment Pavlov came up with the processes of systematic desensitization and extinction.
 * Progressivism || John Dewey || Believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. || Active learning || Teachers do not teach the class, they let the students || Students research a topic and then teach it to the class. ||
 * || Ivan Pavlov || Pavlov's Dogs - Pavlov discovered, accidentally, that his dog reacted

systematic desensitization assists humans with strong anxieties and phobias to overcome their problems. They were taught a relaxation technique and then made to imagine a stressful situation while using this relaxation technique over a period of days. Afterwards, the subject was exposed to a situation with the highest stress provoking possibility and showed great improvement if not a complete cure.

Extinction was found when Pavlov continuously rang the bell. Initially the dog continued to salivate but then the association of the bell with food was broken and the dog no longer salivated. ||  ||   ||   || **Assimilation** The process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit. **Accommodation** The difference made to one's mind or concepts by the process of assimilation. Note that assimilation and accommodation go together: you can't have one without the other. **Decentration** The ability to move away from one system of classification to another one as appropriate. Under Creative Commons License: Attribution Non-Commercial No Derivatives ||
 * Multicultural, Pedagogy of the Oppressed || Paulo Freire || T he education system is like a bank, a large repository where students come to withdraw the knowledge they need for life. Knowledge is not a set commodity that is passed from the teachers to the students. || Students must construct knowledge from knowledge they already possess. They are the oppressed. || Teachers must learn how the students understand the world so that the teacher understands how the student can learn. Teachers are the oppressors. || See the different cultures in the classroom as an advantage, gain more knowledge from them. ||
 * Behaviorism || Montesori || //Montessori// is a revolutionary method of observing and supporting the natural development of children. Montessori educational practice helps children develop creativity, problem solving, critical thinking and time-management skills, to contribute to society and the environment, and to become fulfilled persons in their particular time and place on Earth. The basis of Montessori practice in the classroom is mixed age group (3 ages - 6 ages in one class), individual choice of research and work, and uninterrupted concentration. Group lessons are seldom found in a Montessori classroom, but learning abounds. ||  ||   ||   ||
 * Discovery Learning || Jeroe Bruner || Constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. || Students explore and discover and that is how they learn. || Teachers act as an observer.Teachers are there for assistance if needed but students teach themselves. || Go to the computer and let the students research a specfic topic. They are discovering and exploring the internet and learning information and teaching themselves. ||
 * || Piaget(1896-1980) || Cognitive Development  **Adaptation** What it says: adapting to the world through assimilation and accommodation
 * Classification** The ability to group objects together on the basis of common features.
 * Class Inclusion** The understanding, more advanced than simple classification, that some classes or sets of objects are also sub-sets of a larger class. (E.g. there is a class of objects called dogs. There is also a class called animals. But all dogs are also animals, so the class of animals includes that of dogs)
 * Conservation** The realisation that objects or sets of objects stay the same even when they are changed about or made to look different.
 * Egocentrism** The belief that you are the centre of the universe and everything revolves around you: the corresponding inability to see the world as someone else does and adapt to it. Not moral "selfishness", just an early stage of psychological development.
 * Operation** The process of working something out in your head. Young children (in the sensorimotor and pre-operational stages) have to act, and try things out in the real world, to work things out (like count on fingers): older children and adults can do more in their heads.
 * Schema (or scheme)** The representation in the mind of a set of perceptions, ideas, and/or actions, which go together.
 * Stage** A period in a child's development in which he or she is capable of understanding some things but not others ||  ||   || Read more: Piaget's developmental theory http://www. learningandteaching.info/ learning/piaget.htm# ixzz1KYJFoGtQ


 * || ||   ||   ||


 * Erikson's Psychosocial Crisis Stages. || Erikson || Autonomy vs. Shame and Doubt. Children begin to break away from their mother and assert their independence. If children in this stage are encouraged they will increase their independence and confidence. If they are discouraged, overly controlled, or not allowed to be assertive they will begin to feel inadequate in their ability to survive then they become overly dependent and develop a sense of shame and doubt. || Use your freedom and independence to advance yourself and gain a greater sense of pride and self-approval. || Give your students freedom and room to develop themselves. Use positive reinforcement to encourage self-growth among your students. || Positive enforcement of independence is beneficial while negative reinforcement causes regression. ||