Learning Theories What*Why*WHY not

1. Learning TheoriesWhat*Why*WHY not SenthuranParamasamy

2. Behaviourist Theories • Classical Conditioning (Pavlov) Theory: Classical conditioning is a reflexive or automatic type of learning in which a stimulus acquires the capacity to evoke a response that was originally evoked by another stimulus. Works well: when there is a reward i.e when the teacher offer candy for correct answer. May also work with students have low motivation. Will not work: Long term retention will not work. This will make the students to become dependent of rewards . • GOMS Model (Card, Moran, and Newell) • Operant Conditioning (Skinner) • Social Learning Theory(Bandura)

3. Cognitivist Theories • Assimilation Theory (Ausubel) • Attribution Theory (Weiner) • Cognitive Load Theory (Sweller) • Cognitive Theory of Multimedia Learning ( Mayer) Theory: A cognitive theory of multimedia learning based on three main assumptions: there are two separate channels (auditory and visual) for processing information; there is limited channel capacity; and that learning is an active process of filtering, selecting, organizing, and integrating information. Will Work :Cognitive Theory of Multimedia Learning works well to use a tablet to write and talk at the same time. Students have the ability to learn through each approach, but they only have a certain capacity with each approach. Will not work: Cognitive Theory of Multimedia Learning doesn’t work when you are trying to do a worksheet while watching a movie. The students become overwhelmed and don’t fully understand what they movie is because you are focused on the sheet.  • Component Display Theory (unknown) • Elaboration Theory (Reigeluth) • Gestalt Psychology (Tolman) • Mental Models (Laird) • Schema Theory (unknown) • Stage Theory of Cognitive Development (Piaget)

4. Motivational and Humanist Theories • ARCS Model of Motivational Design (Keller) Theory: According to John Keller’s ARCS Model of Motivational Design, there are four steps for promoting and sustaining motivation in the learning process: Attention, Relevance, Confidence, Satisfaction (ARCS). Will work: Teaching probabilities since it relates to students’ prior knowledge. Will not work: Concepts that students cannot relate or the students think it is not important e.g logarithms • Emotional Intelligence (Goleman) • Experiential Learning (Kolb) • Maslow's Hierarchy of Needs (Maslow) • Self-Determination Theory (Deciand Ryan)

5. Constructivist, Social, and Situational Theories • Cognitive Apprenticeship (Collins) • Communities of Practice (Lave and Wenger) • Discovery Learning (Bruner) Theory: Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves. Will work: Cognitive Apprenticeship works well when with grouped assignments, presentations and scaffolding. Will not work: Cognitive Apprenticeship does not work when you are learning the basics. When you need to teach the students the basics of a concept, you will need to use another theory. • Social Development Theory (Vygtosky) • Problem-Based Learning (unknown) • Situated Learning (Lave)

6. Design Theories • ADDIE Model of Instructional Design ( unknown) • ARCS Model of Motivational Design (Keller) • Elaboration Theory ( Reigeluth) Theory: Elaboration theory is an instructional design theory that argues that content to be learned should be organized from simple to complex order, while providing a meaningful context in which subsequent ideas can be integrated. Will work:  Elaboration Theory is useful for math in general. The foundational knowledge is essential for students to have a proper understanding. Once they have the basics understood, than you can elaborate on the concept and move into harder problems. Will not work:  Elaboration Theory does not work when there is nothing to elaborate on- i.e for the basics.