Learning+Theorists


 * Learning Theorists: **

'Learning Theorists: "Always a work in progress..." 09/17/2015'  I found in my research that there are many theorists and an abundance of information on this subject matter. My goal was to find quality sites to draw from as I have never researched this area of theory. Out of all three theorists I found, I picked one I thought was very interesting. David A. Kolb's model of experiential learning was a good start path for me. An altered approach to his model of the four elements comprised of Concrete Experience, Observation and Reflection. // [] // I also choose Robert Migagne, and HowardGarder. The comparisons for the three result in each of the three Learning Theorists, Robert Gagne, and David A. Kolb. Howard Gardner has proposed new theories to define intelligence, going beyond the educational system's traditional method of assessing intelligence.
 * Theorists: **

**Five similarities:** David A. Kolb's model of experiential learning was interesting to me by taking a different approach to his model out of four elements: Concrete Experience, Observation and Reflection, [|//http://www.infed.org/h-copy.htm.//] I also choose Robert Migagne, and HowardGarder
 * //Number One// - Each has non-traditional theory to define intelligence.
 * //Number Two// - Each theorist's methods are geared to help advance the individual student.
 * //Number Three// - Intelligences are used concurrently and are meant to complement each other as individuals develop skills or you can say - All intelligences are used concurrently and are meant to complement each other.
 * //Number Four// - Each formula is created in a manner that allows a wider range of students to successfully participate in classroom learning.
 * //Number Five//- All categorize different classes of intellectual skills in which human beings learn.

**Five differences:**
 * //Number One// - Not all are cyclical theories of learning ---Kolb
 * //Number Two// - Not all use the method of Hierarchy for learning --- Gardner
 * //Number Three// - Not all are based on psychology or cognitive reasoning ---Gagne
 * //Number Four// - Each Learning Theorist uses different criteria that defines concept of intelligence.
 * //Number Five// - Not all use internal and external methods as a tool for learning.

Constructivism: Knowledge is constructed; the Learner is an Active Creator, David Kolb General Theories of Memory & Intelligence Howard Gardner Multiple Intelligences Instructional Theories Robert Gagne Conditions of Learning

[] David Kolb Learning Styles Kolb's Model of Learning Styles Kolb (1981) developed the Learning Style Inventory (LSI) to evaluate the way people learn and work with ideas in day-to-day life. He used the LSI to help people understand how they make career choices, solve problems, set goals, manage others, and deal with new situations. The instrument consists of twelve questions in which the subject selects one of four possible responses. The four columns in the instrument relate to the four stages Kolb identified as a cycle of learning: Concrete Experience (CE), Reflective Observation (RO), Abstract Conceptualization (AC), and Active Experimentation (AE). He paired AE and RO as polar opposites (doing vs. watching), and CE and AC as polar opposites (feeling vs. thinking). According to Kolb (1981), Concrete Experience (CE) emphasizes active involvement, relating with other people, and learning by experience. Learners in the CE phase of learning are open-minded and adaptable, and are sensitive to the feelings of themselves and others. Reflective Observation (RO) is the stage in which the learner watches and listens, views issues from different points of view, and discovers meaning in the learning material. Abstract Conceptualization (AC) is the application of thought and logic, as opposed to feelings, to the learning situation. Planning, developing theories, and analysis are part of this stage. The last stage is Active Experimentation (AE) and involves testing theories, carrying out plans, and influencing people and events through activity. Kolb believed that a complete cycle of learning involved each of these stages. Since people use all four stages in many learning situations, Kolb (1981) used combined scores to determine which of four learning styles an individual preferred. He encouraged learners to become familiar with their own learning style, including its strengths and weaknesses, as a means to getting more out of each learning experience. The combined scores are derived from the polar pairs (AC minus CE) and (AE minus RO). The results are then plotted on a two axis grid, and finding the point of interception in one of the four quadrants.

// [] //

A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behavior. Originators: David A. Kolb (1939-) Key Terms: Learning cycles, learning styles, concrete experience, reflective observation, abstract conceptualization, active experimentation Building upon earlier work by John Dewey and Kurt Levin, American educational theorist David A. Kolb believes “learning is the process whereby knowledge is created through the transformation of experience” (1984, p. 38). The theory presents a cyclical model of learning, consisting of four stages shown below.
 * Conclusion **
 * concrete experience (or “DO”)
 * reflective observation (or “OBSERVE”)
 * abstract conceptualization (or “THINK”)
 * active experimentation (or “PLAN”)

Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are: Assimilators, who learn better when presented with sound logical theories to consider Convergers, who learn better when provided with practical applications of concepts and theories. Accommodators, who learn better when provided with “hands-on” experiences. Divergers, who learn better when allowed to observe and collect a wide range of information.

Multiple Intelligences: Gardner's Theory Amy C. Brualdi ERIC/AE // [] // Arguing that "reason, intelligence, logic, knowledge are not synonymous.” “Howard Gardner (1983)” proposed a new view of intelligence that is rapidly being incorporated in school curricula. In his Theory of Multiple Intelligences, Gardner expanded the concept of intelligence to also include such areas as music, spatial relations, and interpersonal knowledge in addition to mathematical and linguistic ability.

Gardner defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural setting" (Gardner & Hatch, 1989). Using biological as well as cultural research, he formulated a list of seven intelligences. This new outlook on intelligence differs greatly from the traditional view which usually recognizes only two intelligences, verbal and computational. The seven intelligences Gardner defines are: Logical-Mathematical Intelligence--consists of the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. Linguistic Intelligence-- involves having a mastery of language. This intelligence includes the ability to effectively manipulate language to express oneself rhetorically or poetically. It also allows one to use language as a means to remember information. Spatial Intelligence-- gives one the ability to manipulate and create mental images in order to solve problems. This intelligence is not limited to visual domains. Gardner notes that spatial intelligence is also formed in blind children. Musical Intelligence-- encompasses the capability to recognize and compose musical pitches, tones, and rhythms. (Auditory functions are required for a person to develop this intelligence in relation to pitch and tone, but it is not needed for the knowledge of rhythm.) Bodily Kinesthetic Intelligence is the ability to use one's mental abilities to coordinate one's own bodily movements. This intelligence challenges the popular belief that mental and physical activities are unrelated.
 * Seven Intelligences: **

The Personal Intelligences-- includes interpersonal intelligence -- the ability to understand and discern the feelings and intentions of others-- and intrapersonal intelligence --the ability to understand one's own feelings and motivations. These two intelligences are separate from each other. Nevertheless, because of their close association in most cultures, they are often linked together. Although the intelligences are anatomically separated from each other, Gardner claims that the seven intelligences very rarely operate independently. Rather, the intelligences are used concurrently and typically complement each other as individuals develop skills or solve problems.

**Using Multiple Intelligences in the Classroom** If an instructor accepts the Gardner's Theories of Multiple Intelligences; this could have several effects for teachers in terms of classroom instruction. The theory states that students must have all seven intelligences to productively function in society. Teachers, therefore, should think of all intelligences as equally important. Everyone is born possessing the seven intelligences. Nevertheless, all students will come into the classroom with different sets of developed intelligences. This means that each child will have his own unique set of intellectual strengths and weaknesses

**Conclusion** Schools have often sought to help students develop a sense of accomplishment and self-confidence. Gardner's Theory of Multiple Intelligences provides a theoretical foundation for recognizing the different abilities and talents of students. This theory acknowledges that while all students may not be verbally or mathematically gifted, children may have an expertise in other areas, such as music, spatial relations, or interpersonal knowledge. Approaching and assessing learning in this manner allows a wider range of students to successfully participate in classroom learning.

Theory: Conditions of Learning Theorist: Robert M. Gagne // [|http://www.csulb.edu/~dkumrow/conference/learning_theory.html] // In 1965 Robert Gagne published his book entitled The Conditions of Learning. In his book, Gagne (1965) described the analysis of learning objectives, and how these different classes of learning objectives relate to the appropriate instructional designs. Gagne (1985) distinguishes between two types of conditions, internal and external. The internal conditions can be described as "states" and include attention, motivation and recall. The external conditions can be thought of as factors surrounding one's behavior, and include the arrangement and timing of stimulus events. Thus, his phases of learning include:
 * Phase I: receiving the stimulus situation
 * Phase II stage of acquisition
 * Phase III storage
 * Phase IV retrieval

> Reception of patterns of neural impulses > Activating a process of executive control > Retrieval of prior learning to working memory > Emphasizing features for selective perception > Semantic encoding; cues for retrieval > Activating response organization > Establishing reinforcement > Activating retrieval; making reinforcement possible > Providing cues and strategies for retrieval
 * Instructional Events Relation to the Learning Process **
 * 1) Gaining attention
 * 1) Informing learner of the objectives:
 * 1) Stimulating recall of prerequisite learning:
 * 1) Presenting the stimulus material:
 * 1) Providing learning guidance:
 * 1) Eliciting the performance:
 * 1) Providing feedback about performance:
 * 1) Assessing performance:
 * 1) Enhancing retention and transfer:

ROBERT M GAGNE // [] // Robert M. Gagne (1916-) As an instructional psychologist, Gagne was primarily interested in determining what knowledge and skills are required for a person to effectively perform a given job. Gagne suggested that there are five categories of learning. Such categories can be formed because each leads to a different class of human performance and each requires a different set of instructional conditions for effective learning (Gagne. 1974).
 * The categories are: **

1. **Intellectual skills** - These skills are the capabilities that make the human individual competent. They enable him to respond to conceptualizations of his environment. 2. **Cognitive strategies** - These skills are the ones that govern the individual capability to learn, think and remember. 3. **Verbal information -** Stored in our memory to recall when needed, such as names of months, days of week, letters, and numeral e.t.a. 4. **Motor skills** - The capability to learn: to ride a bike, drive a car, write, and draw a straight line. 5. **Attitudes** - All of us possess attitudes of many sorts towards different things, persons and situations. These attitudes may affect our position toward those things These categories of learned capabilities are distinctive categories that also require different arrangements of conditions in order for the learning of each to occur.

Designing instruction would involve analyzing requirements, selecting media and designing the instructional events. Skills should be learned one at a time and lower level objectives must be mastered before higher-level objectives can be met. Objectives must be stipulated in concrete behavioral terms. Like Skinner he emphasizes use of positive reinforcement in a repetitive manner. When designing instruction, the analysis phase must identify and describe the prerequisite lower level skills and knowledge required for an instructional objective. Each new skill learned should build on previously acquired skills.

Gagne distinguished eight different classes of intellectual skills in which human beings learn. These intellectual skills can be categorized on a dimension of complexity. The more complex kinds of intellectual processing are based upon these simpler varieties (Gagne., Briggs., 1974). 1. Signal Learning. The individual learns to make a general, diffuse response to a signal. Such was the classical conditioned response of Pavlov. 2. Stimulus-Response Learning. The learner acquires a precise response to a discriminated stimulus. 3. Chaining. A chain of two or more stimulus-response connections is acquired. 4. Verbal Association. The learning of chains that is verbal. 5. Discrimination Learning. The individual learns to make different identifying responses to many different stimuli that may resemble each other in physical appearance. 6. Concept Learning. The learner acquires a capability of making a common response to a class of stimuli. 7. Rule Learning. A rule is a chain of two or more concepts. 8. Problem Solving. A kind of learning that requires the internal events usually called thinking (Gagne., Briggs., 1992).

Students’ performance measures are taken of the kind of student capabilities the program is intended to establish. Although objectively analyzing the condition for learning Gagne says: “Since the purpose of instruction is learning, the central focus for rational derivation of instructional techniques is the human learner. Development of rationally sound instructional procedures must take into account learner characteristics such as initiate capacities, experimental maturity, and current knowledge states. Such factors become parameters of the design of any particular program of instruction” (Gagne.1987.p.5)
 * Conclusion **


 * Created at Wordle @ ** [|**http://www.wordle.net**]
 * [[image:Wordle.jpg width="287" height="184" align="center"]]

||

||

|| =Bibliography: =

//Information cited in text - bib// //Information cited// //inline - bib//

© 2005-2014 Copyright Bioteams.com / Ken Thompson All rights reserved

Example 1: media type="prezi" key="rbeamdoc7nc1" width="375" height="274" align="left"

Example 2: media type="youtube" key="WcrD9ufag5s" width="377" height="225"