Saturday, September 3, 2011

Learning Theories


Learning theories are scientific explanations for how people do and should learn. The two dominant learning theories in education throughout the U. S.—behaviorism and constructivism. Behaviorism is the default learning theory, however, that guides the vast majority of educational practices in our school systems. Critical pedagogy challenges both behaviorism and constructivism as blinded by assumptions and mechanistic.


[Traditional Practices]
[Progressive Suggestions]
[Critical Lens]

Behaviorism
Constructivism
Critical Pedagogy
Role of TEACHER
Authoritarian
Facilitator/ Mentor (Coach)
Authoritative (teacher-student)
Role of STUDENT
Receptive (passive)
Active
Empowered (student-teacher)
Role of CONTENT (ends v. means)
Ends (goal)
Means
Means
Nature of REASONING (inductive v. deductive)
Instructional decisions = Deductive
Instructional decisions = Inductive
Not primary over affect;
Instructional decisions = Inductive
Assumptions about student thinking/ learning
Analytical (part to whole)
Global (whole to part)
To be monitored by teacher and learner
Responsibility for learning
Primarily the teacher
Primarily the student
Teacher-student/ Student-teacher
Central source of CURRICULUM
Traditions of the field
Student needs and interests
Discovered and defined during process
Nature of ASSESSMENT
Selected response/ serves to label and sort
Created response/ performances
Authentic/ integral part of learning
Nature of learning conditions (individual v. social)
Individual
Social
Social
Nature of QUESTIONS (opened v. closed)
Closed
Opened
Opened
Attitude toward ERROR
Must be avoided
Natural and even necessary element of learning
Sees “error” as dehumanizing and oppressive
Assumptions about MOTIVATION (intrinsic v. extrinsic)
Extrinsic
Intrinsic
To be monitored by teacher and learner
Role of psychology (behavioral v. cognitive)
Behavioral
Cognitive
Postformalism (Kincheloe)
Names associated with theory
Pavlov, Skinner, Thorndike, Watson
Piaget, Dewey, Vygotsky
Freire, hooks, Vygotsky, Giroux, Kincheloe, Apple
Attitude toward standardization
Appropriate goal
Flawed expectation
Dehumanizing
Goal of instruction (answers v. questions)
Answers (correctness)
Questions (possibilities)
Questions that confront norms, assumptions
Perception of the nature of the mind
Blank slate
Jungian (Collective Unconscious)
Cognitive and affective both valued, evolving
Nature of Truth/truth
Truth (absolute)
truth (relative)
Truths as normalized assumptions (oppressive)

The Spectrum of Educational Philosophies


“I believe in coyotes and time as an abstract. . .”
EDU 111—Educational Philosophy, the Spectrum

*This is not intended as either/or or “this v. that”—so ask yourself where you lean or stand on a spectrum—

Traditional












Progressive/ Radical
Content =
goal











Content =
means
Tradition












Change
Content-centered











Student-centered
Knowledge/ Big Ideas











Authentic performances
Analytical/ linear












Holistic/ chaotic
Quantitative












Qualitative
Capitalism/ Business











Democracy
Society












Individual
Authoritarian












Non-authoritarian
Indoctrination












Skepticism
Absolute Truth











relative truth
Teacher-focused











Student-focused
Cultural literacy











Multiculturalism
Great Books











Open canon
Behaviorism











Constructivism
Science that proves











Science that evolves
Passive learner











Active learner
Prescribed curriculum











Open curriculum
Cognitive domain











Affective domain
Dogs











Coyotes