Transcript Research on Computers in Education
Learning Theories, Learning Styles and Differentiated Instruction
Rhonda Christensen University of North Texas
What is Learning?
Learning is a transfer of knowledge
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Not necessarily directly from teacher to student
Multiple Theories of how we Learn
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Behaviorist
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Cognitivist
Variables Affecting Learning
Environmental Factors
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Hunger, sleep, lighting, temperature Psychological Factors
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Emotions, self concept Personal Filters
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Individual’s beliefs, values, attitudes, cultural differences
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Filters are present in both the sender and receiver
Learning as Communication
Graphic from Allyn and Bacon 2005
Theories Supporting Computer Use in Education
Behaviorist Theory Cognitive Theory
Behaviorism
Expect any effective instructional activity, such as a computer-based tutorial, to change the student in some obvious and measurable way In education we use behavioral objectives
Behaviorism
Thorndike’s connectionism theory – learning is based on a series of associations or connections between new situation and previous situation – Provided the impetus to the programmed instruction movement
Behaviorism
Pavlov’s classical conditioning – Ring bell, feed dog, dog salivates because of food – Ring bell, remove food stimulus, dog salivates – Over time, the new stimulus (bell) will produce the response even if the original stimulus is removed
Behaviorism
B.F. Skinner’s operant conditioning – involves the use of reinforcement to promote desirable changes in behavior Skinner’s contributions to educational practice and CBI – stating objectives in terms of desired outcomes – assessing learner prior to instruction – recording learners’ progress for feedback
Cognitive Theory
Moving from behaviorism to internal processes that occur during instruction Cognitive Theory concentrates on the conceptualization of students’ learning process Influential proponents - Jerome Bruner, Jean Piaget, Seymour Papert
Cognitive Theory
Believe instruction must be based on a student’s existing state of mental organization, or schema Where behaviorists were more outcome based, cognitive theorists are more interested in the content of instruction
Cognitivist/Constructivist
Jean Piaget
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A developmentalist in which learning occurs through assimilation and accommodation
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Learning is in progressive stages
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Theorized that children build cognitive structures during all developmental stages
Cognitive Guidelines for Designing or Evaluating CBI
Predisposition to learning Structure and form of knowledge (concrete vs. abstract) Sequencing of instructional material Form and pacing of reinforcement must be considered Discovery learning is an important technique (LOGO)
Learning Theories (differences)
Cognitive theory provides educators with a missing piece of the puzzle - they look at learners Behaviorists look at outcome
Learning Theories (commonalities)
All approaches advocate feedback All are interested in how experiences are sequenced
Learning Styles
Based on sensory preferences - the conditions under which we best learn
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Auditory - Learn best by hearing
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Visual - Learn best by seeing
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Kinesthetic - Learn best by doing/touching
The instructional event should seek to match teaching style with learner style
Personality Types
Myers-Briggs has developed a typology for personality types
This is another piece of the puzzle for knowing your learners
Myers-Briggs Types
Extrovert outer world of persons Introvert inner world of concepts Sensing perceptions based on objects and solid facts Intuitive perceptions based on personal meaning Thinking decides based on objectively analyzing facts Judging lives in planned, organized way, prefers control Feeling decides based on subjective values and views Perceiving prefers more flexible and spontaneous way of life
Measuring Intelligence
Intelligence Quotient - a quantitative measure of intelligence Stanford-Binet is most commonly used IQ test - measures verbal and mathematical ability.
Gardner’s New View of Intelligence includes more thantwo types of intelligences.
Gardner’s Multiple Intelligences
According to Gardner, everyone possesses some degree of each of the intelligences but one or more dominates for each individual.
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Linguistic Logical-mathematical Musical Spatial Bodily-Kinesthetic - Interpersonal - Intrapersonal - Naturalistic - Existential
Teaching Style
Every teacher has his/her own learning style, cognitive style, and dominant intelligence.
Teaching style is a reflection of one’s learning style.
Teachers must be aware of matching their teaching style to the learning style of their students.
Teaching and Learning
Teaching = a systematic, planned sequence of events – A process that communicates ideas/skills – Takes into account individual and environmental factors – Aware of learning theories & learner characteristics
Learning Differences
Physical Psychological Style of Learning Processing of information Type of intelligence that is dominant Hemispheric Dominance Gender learning differences
Gender Learning Differences
Boys learn better from abstract to specific (big picture to details).
Girls learn better specific to abstract (incremental steps).
Girls can go between hemispheres of their brains more quickly than males.
Boys tend to have advantage in left hemisphere by being able to recall facts and rules and categorize.
The New Gender Gap
Boys are scoring lower than girls on national writing tests (an avg of 24 points).
By fourth grade, the average boy is developmentally two years behind the average girl in reading and writing.
Boys make up 70% of special ed. Classes and are as much as four times as likely to be diagnosed with ADHD.
College age - for every 100 young men earning a BA, 133 young women do.
Helping Boys Succeed
Tap into visual spatial strengths Allow time for movement Use hands-on materials Incorporate technology Provide male role models Allow opportunities for completion Choose books that appeal to boys Create a supportive classroom environment From “The New Gender Gap” by D. Connell & B. Gunzelmann
Differentiated Instruction
A simple yet often overlooked fact is that our students are not all the same.
"If students can't learn the way we teach, we must teach them the way they learn” Carol Ann Tomlinson ( Webpage )
Differentiated instruction is something teachers do every day in the classroom so that every student’s learning needs are met.
Resources students.
are available to help reach all
Differentiated Instruction
Curriculum should be differentiated in three areas:
– Content: Multiple options for taking in information – Process: Multiple options for making sense of the ideas – Product: Multiple options for expressing what they know
Can Technology Enhance Learning?
Computers, like any tool, can be used correctly or incorrectly. Teachers should attempt to maximize the positive effect computers can have and minimize potential negative influences.
Technology should one of the components considered in a well-planned instructional event, selected to enhance instruction.
How Can Technology Help in the Teaching/Learning Process?
A resource to facilitate learning Matches particular student’s learning style (sequential, organized, etc.)
Help the learner construct and test mental models in a safe environment
Support the construction of new knowledge through social interaction
Recommended Resources
“A Mind at a Time” by Mel Levine “Boys and Girls Learn Differently” by Michael Gurian “Brain-Based Strategies to Reach Every Learner” by J. Diane Connell “Why Gender Matters” by Leonard Sax
Online Resources
Brain Dominance (
http://brain.web-us.com/brain/LRBrain.html
) Multiple Intelligences ( http://www.mitest.com/ ) Multiple Intelligences and Technology http://www.casacanada.com/multech.html
Using Technology to Address Multiple Intelligences ( http://eduscapes.com/tap/topic68.htm)