Online Seminar: Theories of Learning in Initial Teacher Education

 
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This presentation is part of a collection of resources for initial teacher
education. The other resources can be found on our website.
https://www.bathspa.ac.uk/projects/learning-sciences-in-teacher-education/
 and
permanently on 
BathSpa Data.
Please adapt it for your own educational purposes.
 
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Image credit: Parish, Bunny. bp019.jpg. 1956.
Pics4Learning. 12 Jan 2021
 
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To consider implications for teaching and
learning
To introduce and pose questions about
major theories of learning
To recognise learning theories in action
 
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1.
A change in behaviour as a result of experience or frequent
practice 
2.
To gain knowledge of, or skill in, something through study,
teaching, instruction or experience
3.
A process by which behaviour is changed, shaped and
controlled
4.
The individual process of constructing understanding based
on experience from a wider range of sources
 
5.
A cognitive process that enables us to store, retrieve,
process and use information and develop skills
                                                             Adapted from Pritchard (2018)
 
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 ‘Learning is a natural process.  Yet, understanding
how we learn is not so straightforward.’  
(Wray, 2018, p66)
 
Theories of learning have developed from a range
of perspectives: educational, social, cultural,
psychological, neurological
 
Their purpose is to help us understand how
children learn and therefore to help inform planning
and teaching.
 
 
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Behaviourism
Cognitive 
Constructivism
Social Constructivism
Socio-Cultural
 
Constructivism
Science of Learning
 
 
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1.
You will be allocated a room
2.
In your room you will watch a short video about one
learning theory/theorist
3.
There is information on each learning theory for you to
engage with
4.
As a group decide the key messages about that theory,
how it may help us understand learning and how it applies
to classroom practice
5.
You will then work as a team to prepare a sketch of an
interview
a.
One or two people take on the role of the key theorist/s
b.
Others can be ‘specialists’ in this theory
c.
One person acts as the interviewer
 
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Behaviourism: 
B.F. Skinner’s Concept of Behaviourism
Cognitive Constructivism 
Cognitive constructivism
Social Constructivism 
Social Constructivism
Sociocultural Constructivism: 
Robin Alexander’s Dialogic
Teaching
Science of Learning: 
Learning in schools: Memory and
learning
 
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Knowledge as a repertoire
of behaviours, or
behavioural capacities
Mind is a ‘black box’
Child as an empty vessel
(tabula rasa): knowledge
transmitted to the child
Stimulus-response
sequences
Positive and negative
reinforcement
Repetition – ‘skill and drill’
Key theorist: Skinner
 
Source: Wray (2018) in core text
 
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Teacher as deliverer with
expert skills and
knowledge
Focus on observing new
learning as new b
ehaviour
s
(
skills
)
Rote learning/regu
lar
practice
Modelling and imitation
Behaviour modification
through praise
 
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Children come to learning with
ideas and experiences
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What is in the learner’s mind
matters – importance of elicitation
Key theorist: Piaget
 
 
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Learning planned to
build on prior knowledge
and experiences
Learners are active and
self motivated - learning
as play, discovery,
testing out theories
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Learning as a collaborative
process
Children as co-constructors  of
learning
More knowledgeable other
(MKO)
Zone of Proximal
Development: MKO supports
new learning beyond what is
already understood
Social Creativity
Role of emotions in learning
Action and reflection
Learning context is crucial
Key theorist: Vygotsky
 
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Teachers act as guides/
facilitators/scaffolders
Dialogic approach: talk
and learning partners
Collaborative and
cooperative learning and
problem-solving
Peer assessment/oral
feedback
 
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Culture
/
society 
mediates
learning - we cannot just
focus on the individual but
also the social world
around them
Learning is influenced by
your context: language,
symbols and thinking
‘Situated learning’ -
learning is embedded
within social events and
interactions in a cultural
setting
Key theorists: Bruner, Neil
Mercer, Robin Alexander
(dialogic teaching)
 
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Empathy, respect and
acknowledgement of
children’s different cultural
interpretations
Multilingual classrooms (EAL)
Awareness of the context of
learning and how it can be
seen from different cultural
perspectives
World and global events give
a macro lens for learning
 
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Includes research findings
from psychology and
cognitive neuroscience
A relatively young, complex
science that is still in its
infancy
Uses a range of terminology
e.g. ‘Learning Sciences’ and
‘educational neuroscience’
Uses information from
different kinds of
neuroimaging (brain scans)
alongside behavioural data
Learning is understood in
terms of memory: ‘working
memory’ and ‘long term
memory’.
 
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Awareness of prior knowledge to
help learners to make connections
Reduce the load on children’s
working memory by giving clear,
concise instruction and minimise
distractions
A variety of connected contexts to
practice and develop skills and
concepts helps information to be
stored in long term memory
Recalling/retrieving information
from memory helps it to be learned
Anxiety makes it difficult to process
information and pay attention
Awareness that everyone is unique
but can learn and make progress
(the brain is ‘plastic’ and is changed
by learning)
 
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What did you learn?
How did you learn? On your own or with others?
How did you know?
What did you find difficult?
How did you overcome any barriers?
What would your next steps be?
 
Begin to think about what role learning plays in your role as a teacher.
 
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Learning theories are frameworks developed from a
wide range of perspectives
Five main theories to explore for your starting point:
Behaviourism
Cognitive Constructivism
Social Constructivism
Socio-cultural Constructivism
Science of Learning
There are many connections between the theories
Used by teachers to understand children’s learning
and to plan for progress
Exploring and recognising children’s learning is the
focus for an assignment.
 
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Unit 2.2 Wray D. (2018) ‘Looking at Learning’ in Cremin,
T. and Burnett, C. 
Learning to Teach in the Primary
School
 (4th Ed) London: Sage
 
Pritchard, A. (2018) 
Ways of Learning: Learning Theories
for the classroom. 
London: Routledge.
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This collection of online seminar slides introduces pre-service teachers to major theories of learning, including the Science of Learning through cognitive neuroscience. The presentation aims to help educators consider implications for teaching, recognize theories in action, and pose critical questions. Various perspectives on learning are explored, emphasizing the importance of understanding how children learn to inform effective planning and teaching practices. The content includes learning theory examples, intended learning outcomes, different perspectives on learning, and tasks for participants to engage with and apply these theories in educational contexts.


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  1. These slides provide an example of an online seminar for pre-service teachers introducing Theories of Learning that includes Science of Learning (cognitive neuroscience) as one lens among others for understanding learning. This presentation is part of a collection of resources for initial teacher education. The other resources can be found on our website. https://www.bathspa.ac.uk/projects/learning-sciences-in-teacher-education/ and permanently on BathSpa Data. Please adapt it for your own educational purposes.

  2. Theories of Learning Image credit: Parish, Bunny. bp019.jpg. 1956. Pics4Learning. 12 Jan 2021

  3. Intended Learning Outcomes To consider implications for teaching and learning To introduce and pose questions about major theories of learning To recognise learning theories in action

  4. What is learning?

  5. Different perspectives on learning 1. A change in behaviour as a result of experience or frequent practice 2. To gain knowledge of, or skill in, something through study, teaching, instruction or experience 3. A process by which behaviour is changed, shaped and controlled 4. The individual process of constructing understanding based on experience from a wider range of sources 5. A cognitive process that enables us to store, retrieve, process and use information and develop skills Adapted from Pritchard (2018)

  6. How do we understand learning? Learning is a natural process. Yet, understanding how we learn is not so straightforward. (Wray, 2018, p66) Theories of learning have developed from a range of perspectives: educational, social, cultural, psychological, neurological Their purpose is to help us understand how children learn and therefore to help inform planning and teaching.

  7. Theories of learning Behaviourism Cognitive Constructivism Social Constructivism Socio-Cultural Constructivism Science of Learning

  8. Task 1. You will be allocated a room 2. In your room you will watch a short video about one learning theory/theorist 3. There is information on each learning theory for you to engage with 4. As a group decide the key messages about that theory, how it may help us understand learning and how it applies to classroom practice 5. You will then work as a team to prepare a sketch of an interview a. One or two people take on the role of the key theorist/s b. Others can be specialists in this theory c. One person acts as the interviewer

  9. Reflecting on You as a Learner What did you learn? How did you learn? On your own or with others? How did you know? What did you find difficult? How did you overcome any barriers? What would your next steps be? Begin to think about what role learning plays in your role as a teacher.

  10. Key Messages Learning theories are frameworks developed from a wide range of perspectives Five main theories to explore for your starting point: Behaviourism Cognitive Constructivism Social Constructivism Socio-cultural Constructivism Science of Learning There are many connections between the theories Used by teachers to understand children s learning and to plan for progress Exploring and recognising children s learning is the focus for an assignment.

  11. References Unit 2.2 Wray D. (2018) Looking at Learning in Cremin, T. and Burnett, C. Learning to Teach in the Primary School (4th Ed) London: Sage Pritchard, A. (2018) Ways of Learning: Learning Theories for the classroom. London: Routledge.

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