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Key Learning Theories

Key Learning Theories. Who do you know?. Piaget Vygotsky Bloom Gardner Skinner Kolb Bloom. Cognitive development Social cognition Taxonomy of learning Multiple intelligences Behaviourism Learning styles Taxonomy of learning. Jean Piaget (1896-1980). Schemas Processes

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Key Learning Theories

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  1. Key Learning Theories

  2. Who do you know? • Piaget • Vygotsky • Bloom • Gardner • Skinner • Kolb • Bloom • Cognitive development • Social cognition • Taxonomy of learning • Multiple intelligences • Behaviourism • Learning styles • Taxonomy of learning

  3. Jean Piaget (1896-1980) • Schemas • Processes • Stages of Development

  4. Schemas • The basic building blocks of knowledge (how we make sense of the world) • a set of linked mental representations of the world, which we use both to understand and to respond to situations. The assumption is that we store these mental representations and apply them when needed. • The schema is a stored pattern of behaviour which we re-run when faced with the same situation. This is an example of a type of schema called a 'script'.

  5. Adaptation • Assimilation; Which is using an existing schema to deal with a new object or situation. • Accommodation; This happens when the existing schema (knowledge) does not work, and needs to be changed to deal with a new object or situation. • Equilibration; This is the force, which moves development along. Equilibrium occurs when a child's schemas can deal with most new information through assimilation

  6. Stages of Development Cognitive stage of development Key features Object permanence Egocentricity Conservation Abstract reasoning • Sensorimotor (0-2 years) • Pre-operational (2-7 years) • Concrete operational (7-11 years) • Formal operations (11 years +)

  7. Lev Vygotsky (1896-1934) • Social cognition • The More Knowledgeable Other (MKO) • The Zone of Proximal Development (ZPD)

  8. Social Cognition • Much important learning by the child occurs through social interaction with others. An adult models behaviours or provides instructions for the child. Vygotsky refers to this as co-operative or collaborative dialogue. The child seeks to understand the actions or instructions provided by then internalisesthe information, using it to guide or regulate their own performance. • Social interaction involving co-operative or collaborative dialogue promotes cognitive development

  9. More Knowledgeable Other • Self-explanatory, the MKO refers to someone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept.  • The MKO is not necessarily an adult but could be a peer with more knowledge or experience. • The MKO need not actually be human! The child could learn electronically. • The key to MKOs is that they must have (or be programmed with) more knowledge about the topic being learned than the learner does.

  10. Zone of Proximal Development • This is an important concept that relates to the difference between what a child can achieve independently and what a child can achieve with guidance and encouragement from a skilled partner. • The ZPD is the area where the most sensitive instruction or guidance should be given - allowing the child to develop skills they will then use on their own - developing higher mental functions. • Vygotskysuggests that teachers use cooperative learning exercises where less competent children develop with help from more skillful peers - within the zone of proximal development.

  11. THE ZONE OF PROXIMAL DEVELOPMENT fear of failure involvement difficulty of task boredom depression competence of the child

  12. Howard Gardner (b 1943) • The Multiple Intelligences concepts and VAK learning styles models offer relatively simple and accessible methods to understand and explain people's preferred ways to learn and develop. Occasionally well-intentioned people will write that the use of such models and tests is wrong because it 'pigeon-holes' people, and ignores the point that we are all a mixture of styles and preferences, and not just one single type, which is true. Over-reliance on, or extreme interpretation of, any methodology or tool can be counter-productive.

  13. VAK • Visual-Auditory-Kinestheticlearning styles model was first developed by psychologists and teaching specialists beginning in the 1920's. It was originally concerned with the teaching of dyslexic children and other learners for whom conventional teaching methods were not effective. • VAK theory is a favourite of the accelerated learning community, and continues to feature in pedagogy. VAK learning does not overlay Gardner's multiple intelligences; it provides a simple perspective for understanding a person's preferred or dominant thinking and learning style.

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