CHAPTER 8
THEORIES OF LEARNING
THEORIES OF LEARNING
Objectives:
•draw on theories of learning to critically inform your own practice and to meet the needs of individual learners
•draw on theories of learning in order to motivate and support learners
•draw on theories of learning to establish and maintain a supportive and safe learning environment
•understand the principles, frameworks and theories which underpin your practice
"How would you yourself define learning?"
The absorption of knowledge that directly or indirectly, informs future decisions and/or actions
-The teacher - learner relationship-
"what do we hope will result from the interaction between teacher and learner? Whatever the answer is, there is no reason why it's effects should be confined to the learner" ie "the learner becomes the receptacle for knowledge skills or attitudes all mediated through the teacher who, , remains unchanged by the process" like a "glorified ATM"
"Rogers (1983) - like Freire (1972) - presents the learning process as one which is to the mutual benifit of the learner and the facilitator."
The interaction of such learning rests not upon the teaching skills of the leader, not upon [their] scholarly knowledge of the field, not upon [their] curricular planning, not upon [their] use of audio visual aids, not upon the programmed learning [they] utilize, bnot upion [their] lectures and presentations. No, the facilitation of significant learning rests upon certain attitudinal quailities which exist in the personal relationship between facilitator and learner.
(Rogers, 1983, p121)
"There are two things that must strike us about this. Firstly, the list of teaching skills which he enumerates here could almost be seen as a paraphrase of the QTLS Standards; and secondly he is claiming the none of them is more important to the learning process than the relationship - of trust and respect - between the teacher and the learner."
This view is at present, not as fashionable as it was 20-30 years ago and "it could certainly be argued that that the rise of competence-based models of education and training had contributed to this change, arising as they do from the instrumental view of education as a process designed wholly, or at least largely, to meet the needs of employers and the economy."
•How would you distinguish between 'learning; and 'development'?
•Do you see a difference between the terms 'teacher' and 'facilitator'? If so what is it?
•Doews the language we use about learning really matter? What about that word 'delivering' for example? Do you think it reflects on the teachers role and status?
Why is it less clear cut? If your teaching is inclusive and engaging surely there will be just as clear results as those gained from the previous teaching model - Discuss this within the group for answers
•draw on theories of learning to critically inform your own practice and to meet the needs of individual learners
•draw on theories of learning in order to motivate and support learners
•draw on theories of learning to establish and maintain a supportive and safe learning environment
•understand the principles, frameworks and theories which underpin your practice
"How would you yourself define learning?"
The absorption of knowledge that directly or indirectly, informs future decisions and/or actions
-The teacher - learner relationship-
"what do we hope will result from the interaction between teacher and learner? Whatever the answer is, there is no reason why it's effects should be confined to the learner" ie "the learner becomes the receptacle for knowledge skills or attitudes all mediated through the teacher who, , remains unchanged by the process" like a "glorified ATM"
"Rogers (1983) - like Freire (1972) - presents the learning process as one which is to the mutual benifit of the learner and the facilitator."
The interaction of such learning rests not upon the teaching skills of the leader, not upon [their] scholarly knowledge of the field, not upon [their] curricular planning, not upon [their] use of audio visual aids, not upon the programmed learning [they] utilize, bnot upion [their] lectures and presentations. No, the facilitation of significant learning rests upon certain attitudinal quailities which exist in the personal relationship between facilitator and learner.
(Rogers, 1983, p121)
"There are two things that must strike us about this. Firstly, the list of teaching skills which he enumerates here could almost be seen as a paraphrase of the QTLS Standards; and secondly he is claiming the none of them is more important to the learning process than the relationship - of trust and respect - between the teacher and the learner."
This view is at present, not as fashionable as it was 20-30 years ago and "it could certainly be argued that that the rise of competence-based models of education and training had contributed to this change, arising as they do from the instrumental view of education as a process designed wholly, or at least largely, to meet the needs of employers and the economy."
•How would you distinguish between 'learning; and 'development'?
•Do you see a difference between the terms 'teacher' and 'facilitator'? If so what is it?
•Doews the language we use about learning really matter? What about that word 'delivering' for example? Do you think it reflects on the teachers role and status?
IMAGE
"What is important here is the body of knowledge, or the set of competences, which must be transferred to the learner. A 'successful' learner, therefore, is one for whom this transfer has been satisfactorily completed." This model basis learning on "active teacher and passive learner" with the premise being on the knowledge being all important, and learning being measured by the students ability as a receptacle to retain information - Surely this would make the teacher, nothing more than a slightly interactive book? This would also suggest that anybody with appropriate knowledge can teach, as it is the knowledge that is key and not the 'role' of the teacher, whom simply has to regurgitate information in a lackluster fashion to perform their part.IMAGE
"Here it is the people - the teacher and the learner - who are important. What is gained from the learning process is thereby left more open-minded; and the measure of success less clear cut."Why is it less clear cut? If your teaching is inclusive and engaging surely there will be just as clear results as those gained from the previous teaching model - Discuss this within the group for answers
-The Behaviorists and Neo-Behaviorists-
This section talks of the application of Neo/Behaviorist notions within the classroom environment. By taking the concept that most humans are goal orientated it is possible to encourage learners to behave in a way we want them to. By rewarding positive behavior and ignoring negative behavior "For example, if you find you are praised for attempting to answer a question, even if you get it wrong, you'll be even more inclined to risk offering an answer next time too"
However, as pointed out in the example this method also works well at encouraging negative behavior, in the example it explains how restating your class for late comers is like a reward, which they accept as the norm and will continue to turn up late in future.
However, as pointed out in the example this method also works well at encouraging negative behavior, in the example it explains how restating your class for late comers is like a reward, which they accept as the norm and will continue to turn up late in future.
-The Gestaltists-
"The teacher should view the learner's experience as a gestalt, a whole, in which the learner achieves understanding by a process of reorganising their thoughts. Often this will involve discovering how one fact might relate to another, or how a 'gap' in the pattern or structure should be filled. The idea of wholeness, then, is important in two ways: as a way of construing the learning process, and as a significant part of that process when learning leads to insight and we suddenly 'see the whole picture'.
reminding us "of the importance of encouraging learners to find their own solutions, and to make their own connections and discoveries. It will also prompt us to ensure that learners have understood how they have achieved their ask or solved their problem."
-The Cognitivists-
"Cognitivists argue that thinking is central to the learning process. - the learner gaining progressively more and newer knowledge, while at the same time adapting or discarding old knowledge which no longer fits their growing insight into the world. It is most important that we provide learning opportunities which will develop the learners' understanding and allow them to explore the relationships between ideas and concepts, rather than, for example, simply learning to recite the bare fact about them. Names most often associated with Cognitivists are; Dewey (1859-1952) and Bruner (b. 1915) Both place the learner at the centre of learning and believe/d that the curriculum should be designed to meet the needs of the learner - the structure and sequencing of learning being of key importance to the teaching and learning experience.
This could be social as well as personal within an e-environment. ie; Learning from watching an online video then repeating to make sense of it. Or 'chatting' via forums or blogs to gain insight that helps you make sense of your own thoughts/quires.
-Humanists-
"Carl Rogers (1902-87) - argued that the relationship between learner and teacher is the key to successful learning. Indeed he went further than this, claiming that the facilitator/teacher should demonstrate an 'unconditional positive regard' for learners (Rogers, 1983). In other words, the teachers attitude should be non-judgmental and accepting; the learner should be made to feel valued and cared for."
"Abraham Maslow (1908-70) - used the term'self-actualisation' to express the notion of the individual's realisation of their full human potential. Maslow's most widely recognised theory: the hierarchy of needs suggests Unless our basic needs for safety and comfort, a sense of belonging and a sense of self worh are met, argued Maslow, we will be unable to self-actualise; that is, reach a state of readiness for real learning and development. This could explored as such: Are our learners warm enough? Are they hungry or tired? Do they have anxieties which are creating a barrier to their learning? Do we scare them? Are we sufficiently approachable? Are they being bullied? Are they scared of looking stupid? According to Maslow, any obstacle to a learners well-being may also be an obstacle to their learning.
The Humanist are often regarded as being somehow in opposition to the Behaviorists. - However, to view the Behaviorist and Humanist theories as an either/or choice would be to throw away much that is useful. Taken together, they offer the teacher a range of possible strategies and responses to try out depending on the circumstances and the situation.
Poignant
Undeniably there are contradictions. Faced with a disruptive student, for example, a Behaviorist might caution: 'Ignore her. Any attention you give her will amount to positive reinforcement. She'll take it as a reward and keep repeating the behavior.'
The Rogers inspired Humanist, however, could well advise: 'Despite this learner's disruptive behavior, she still deserves your unconditional positive regard. How can possibly ignore her?'
And Humanist inspired Maslow would proberbly say: 'This learner can't learn until her basic needs are met. Perhaps she is afraid. Perhaps she fears that if she actually sits down and tries to apply herself to the task you've set her, she won't be able to do it and she will lose what little self-esteem she has.'
