Theories Of Learning 2014
Major
Learning
Theories
Objectives
To
consider some of the major theories that try to account for how learning occurs
To think about the implications of these ideas for our work as teachers
References
Pritchard, A.
(2014) Ways of learning:
Learning theories and learning styles in the classroom (3rdedn). Abingdon:Routledge
Pollard, A. et al. (2014) Reflective Teaching in Schools (4th edn). London:Bloomsbury
Pound, L. (2005) How children learn: from
Montessori to Vygotsky – educational theories made easy. Step Forward
Publishing Ltd.
Teachers’ standard 2
Promote good progress and outcomes by pupils
be accountable for pupils’ attainment, progress and
outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study.
Assessment criteria
SS – Understanding – Grade C (level 6)
Sound understanding of how the theories, and pedagogy identified contribute to the learning process.
RT – Understanding of learners and the learning process – Grade C (level 7)
Ideas about how learners learn are synthesised to inform reflection on teaching approaches and the effectiveness of strategies employed
What is Learning?
The
process of gaining knowledge
Knowledge gained through study
The acquisition of knowledge, skills and understanding A change in behaviour as a result of experience or practice
The individual process of constructing understanding based on experience from a wide range of sources
Theories of Learning behaviourism PAVLOV
SKINNER
constructivism
PIAGET
VYGOTSKY
BRUNER
Behaviourism
Based
on a stimulusresponse relationship
Began with the work of
Pavlov and his dogs
Example of classical conditioning (natural
response)
Learning
Theories
Objectives
To
consider some of the major theories that try to account for how learning occurs
To think about the implications of these ideas for our work as teachers
References
Pritchard, A.
(2014) Ways of learning:
Learning theories and learning styles in the classroom (3rdedn). Abingdon:Routledge
Pollard, A. et al. (2014) Reflective Teaching in Schools (4th edn). London:Bloomsbury
Pound, L. (2005) How children learn: from
Montessori to Vygotsky – educational theories made easy. Step Forward
Publishing Ltd.
Teachers’ standard 2
Promote good progress and outcomes by pupils
be accountable for pupils’ attainment, progress and
outcomes be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these guide pupils to reflect on the progress they have made and their emerging needs demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching encourage pupils to take a responsible and conscientious attitude to their own work and study.
Assessment criteria
SS – Understanding – Grade C (level 6)
Sound understanding of how the theories, and pedagogy identified contribute to the learning process.
RT – Understanding of learners and the learning process – Grade C (level 7)
Ideas about how learners learn are synthesised to inform reflection on teaching approaches and the effectiveness of strategies employed
What is Learning?
The
process of gaining knowledge
Knowledge gained through study
The acquisition of knowledge, skills and understanding A change in behaviour as a result of experience or practice
The individual process of constructing understanding based on experience from a wide range of sources
Theories of Learning behaviourism PAVLOV
SKINNER
constructivism
PIAGET
VYGOTSKY
BRUNER
Behaviourism
Based
on a stimulusresponse relationship
Began with the work of
Pavlov and his dogs
Example of classical conditioning (natural
response)
References: (2014) Ways of learning: Learning theories and learning styles in the Skinner’s (1904-1990)