Cognitivism online class

Four Overarching Paradigms of Learning Theory Behaviorism Cognitivism Humanism Constructivism

Basic Ideas

Operates on a principle of stimulus-response; All behavior caused by external stimuli Positive and negative reinforcement increase the probability of behavior All behavior can be explained without the need to consider internal mental states or consciousness Stimulus-Response-Reinforcement Behavior can be shaped by associating a desired response with a specific stimulus

Replaced Behaviorism; memory processing is a key component Gestalt Theory: Focus on perception (patterns recognition); whole is greater than sum of parts; principles are used to organize perceptions; Addresses learning with regard to insight to insight information processing, memory, perception Sees learning as the active acquisition of new knowledge and developing adequate mental constructions Uses the metaphor of the mind as a computer: information comes in, is processed, and learning takes place Focuses on what happens in the mind such as thinking and problem-solving Changes in behavior are observed, but only as an indication of what is taking place in the learner’s mind Focuses on inner mental activities — opening the “black box” of the human mind. It is necessary to determine how processes such as thinking, memory, knowing, and problem-solving occur People are not “programmed animals” that merely respond to environmental stimuli Emphasizes the role of prior knowledge and experiences for learning outcome Knowledge is active from the real world Learning is affected by the workings of the brain and how people think.

Learner has affective and cognitive needs Emphasis on the freedom, dignity, and potential of humans Learning is student-centered and personal, facilitated by teachers, with the goal of developing self-actualized people in a cooperative, supportive environment Believes learning is seen as a personal act to fulfill potential and can challenge status quo Focus on educating the whole person

Learning is an active, constructive process Learner viewed as an information constructor People actively construct or create their own subjective representations of objective reality New information is linked to prior knowledge, thus mental representations are subjective Constructivism is about learning being an active, contextualized process of constructing knowledge rather than acquiring it The learner brings past experiences and cultural factors to a current situation and each person has a different interpretation and construction of the knowledge process. Knowledge is active and based on current and past experiences Learning/knowledge is actively constructed and linked to existing knowledge (past experiences) by the learner

Time Began 1900s 1960s 1960s 1970s

Definition of Learning Development of desired behavior Acquisition of new knowledge and developing

mental constructions; learner constructs knowledge

A means to self-actualization, development of personal potential

Construction of new knowledge

Locus of Control Environment Learner Learner Learner

Role of Learner Passive; responds to external stimuli; learner is a blank slate

Active and central to the process; learns objective knowledge from an external world; learner is viewed as an information processor;

Active and discovery; personally involved in learning process

Active, constructing representation of knowledge using preferred learning styles

Role of Teacher Directive; Authoritative Facilitator, Coach, Mediator Coach; Facilitator; Providing a non-

threatening environment Facilitator, Coach, Mediator

Process of Learning

External supporting of desired or punishing of undesired behavior; programmatic repeated acts

Active process of acquiring and processing new information using prior knowledge and experience; builds on prior knowledge

Active learning through experience; self-initiated learning; relevant to real- world events

Construction of subjective representation of knowledge based on prior knowledge and experience Focus on real-world problems

Critics

Ignores the learner and their mental processes Depends exclusively on overt behavior

Views knowledge as objective and external to the learner

More psychologically then experimentally grounded approach based on assumptions of free will and a system of human values which are generally believed to be true, yet sometimes discredited through counterexamples

There is little evidence for some constructivist views, and some even contradict known findings

Theories / Ideas

Key Scholars

Watson: Emotional Conditioning Pavlov: Classical Conditioning Thorndike: Connectionism Skinner: Operant Conditioning

Gestalt Theory (Problem Solving): Wertheimer, Rubin, Kohler, Koffka Information Processing / Memory / Input into sensory register, processed in short-term memory, and transferred into long term memory for storage and retrieval. Atkinson & Shiffrin; Pavio; Mayer; Baddeley; Miller Bandura: Social Cognitive Learning Theory Gagne: Conditions of Learning / Information Processing Anderson: Schema Theory Ausubel: Assimilation Theory Bloom’s Taxonomy: Bloom Modified Bloom’s: Anderson & Krathwoll Schank: Script Theory Sweller: Cognitive Load Theory

Rogers: Facilitation Theory Maslow: Human Motivation / Hierarchy of Needs Kolb: Experiental Learning / Cycle of Learning Theory Mezirow: Transformative Learning Theory (Freire, Emdin, Ladson-Billings, Gay, Apple, Giroux, Delpit, Gorski)

Piaget: Stage Theory of Cognitive Development Bruner: Discovery Learning Dewey: Educative Experience Vygotsky: Social Development Theory Lave: Situated Learning Communities of Practice: Lave & Wenger Collins: Apprenticeship Rose: Universal Design for Learning Gardner: Multiple Intelligences

Novak: Concept Mapping Chomsky: Language Dave Merrill: Component Display Theory

Instructional Implications

Often used for Classroom Management Direct Instruction Madeline Hunter Lesson Planning Repeated Rehearsal / Repetition Programmed Instruction Skill and Drill Classroom Reward Systems / PBIS The Keller Plan Behavioral Objectives

Advance Organizers

Discovery Learning (Bruner): Constructing and testing hypothesis inductive reasoning Presentation of questions, problems, and puzzling situations Inquiry Teaching: Has varied levels of teacher direction Peer Tutoring Cooperative Learning Discussions and Debates Reflective Teaching Instructional Scaffolding (building on prior knowledge)