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Learning theory presentation

Presentation · October 2019

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All things both Liberal and Progressive have their ultimate origins in Rationalism.
The first citation of the term "progressivism" in the Oxford English Dictionary is dated to
1892, in England.

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One possible link between the social and political movement called "progressivism"
and educational reform.

The rapid growth of urban areas after the Civil War was partially responsible for creating
this goal.
Urbanisation presented the American public with the ugly picture of rapidly sprawling
slums and the innumerable
problems connected with municipal government. Many reformers felt that the closeness
of urban living required the development of individual social responsibility. If the
problems of the city were to be solved, people had to learn how to cooperate and
sacrifice their own interests for the welfare of the community.

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The key organisational terms for these new corporate structures were specialisation and
cooperation.
Four representative figures in this progressive movement were George W. Perkins,
Samuel Gompers, Theodore Roosevelt and Herbert Croly.

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Most progressive educators believe that children learn as if they were scientists,
following a process similar to John Dewey's model of learning:
Become aware of the problem. Define the problem. Propose hypotheses to solve it.
Evaluate the consequences of the hypotheses from one's past experience. Test the
likeliest solution.
Given this view of human nature, a progressivist teacher desires to provide not just
reading and drill, but also real‐world experiences and activities that center on the real
life of the students. Typical progressivist slogans are "Learn by Doing!" and "Learn by
Discovery.“

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Workforce education was promoted as an intervention for many different social
problems.

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The philosophy of the early vocational guidance leaders reflected a strong desire to
create a highly organised and cooperative society.

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Although numerous educational viewpoints exist, two major belief systems or
philosophies have emerged in contemporary schools and academies.

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Hello colleagues. I’m David I’m going to share some ideas about constructivism with you.
As indicated from this image, a learning theory, constructivism, is about constructing
knowledge.

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There are a lot of definitions on this theory and most of them include the concepts like
interpretation of knowledge, transaction with the environment, and existing beliefs,
attitudes, and knowledge that impact their meaning. In other words, constructivism
focuses on the process of learning rather than on the products of learning. So, to be
brief on this theory, individuals are constructing, creating, and developing their own
knowledge and meaning in transaction with their environment.

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The philosophy of constructivism starts from the conventional question: “what reality is
like” and “how reality is known”, and, in this dispute, constructivism supports the idea
that reality is the result of individual’s perception.

Historically, constructivism has two major streams: individual constructivism and social
constructivism.

Piaget’s theory of cognitive development is called cognitive constructivism because it

focuses on personal exploration and construction with internal development. Following
radical constructivism puts more importance on the individual’s role as a constructor,
ignoring the influence of environments or communications with others.

On the contrary, social constructivism situates the individual within an environment

where individuals construct knowledge through transaction. So, the active individual and
the active environment are the basis of this theory. Building on this understanding,
cultural constructivism regards prior generation’s culture as one more essential element
in the process of knowledge construction.

But, in general, constructivism refers more to social or cultural constructivism rather

than individual constructivism.

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In fact, there are some variations between theories, but the general key concepts of
constructivism are as follows:
Knowledge construction takes place from the social negotiation among individuals who
have ownership and multiple perspectives in learning.

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In the knowledge construction process, existing knowledge and characteristics of
students are the essential factors and also collaboration with teachers and other
students are regarded very crucial for learning.

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Basically constructivism is a learner‐centered approach, and it had a strong influence
especially on the self‐directed or situated types of learning like e‐learning, problem‐
based learning, and so forth. So, in this context, the role of teachers changes from an
instructor of knowledge to a facilitator who helps students with their learning.

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Along with behaviourism and cognitive theory, constructivism is regarded one of the
most influential learning theories and is continuously studied and applied in various
educational settings.

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And there are a lot of related concepts and educational methodologies like these. In
addition, you’ll see other important learning theories which have a close relationship
with constructivism during our team’s presentation.

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Concept was introduced in the early 1980s by researchers including Mezirow and Freire.
Kolb felt the concept of reflection needed to be defined further.

Kolb later on developed the learning style inventory still used today. In fact you can take
it yourself online.

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Out of perceiving and processing came the stage called, “Abstract conceptualisation”

Key: time to reflect on learning is important. Remember to give time for pple to reflect
on what you say.

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Abstract‐In this stage we make generalisation, form hypothesis and draw conclusions.

Key‐ use logic and systematic planning rather than feelings to solve problems.
Handout to include diagram of learning cycle.

Active Experimentation‐ stage where we put our thoughts into motion. Where
experiments occur and we try to change situations.

Key‐ goal is to answer what really works.

Inventory‐ shows a person their preferred learning style. Can identify strengths,
weaknesses and potential career paths.

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Cooperative education students participate in experiential learning.
Welding for example, have to learn by doing.
Nurses have to work with actual people, not just manikins.

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Experiential learning has helped shift learning in a classroom from teacher‐oriented back
to student‐oriented.

E‐Learning systems are creeping into the classroom at an alarming rate; simulations are
an example of artificial experiential learning.

Until recently was classroom exclusive

Help students with problem solving
Experience the occupation first‐hand
Vocational co‐op students need to be aware of technology
Many occupations becoming automated
Need to keep with the times

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There is always going to “yay” and “nay” Sayers no matter what.

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I would like you to take this opportunity to turn to someone in close proximity and say
as enthusiastically as possible “You look marvelous” If this made you smile or laugh,
serotonin and dopamine were released from your brain and you are now ready to learn.

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Brain based learning is derived from the structure and function of the brain.

In order to understand brain based learning , we must understand basic facts about the
brain.

The brain is a wet, fragile mass, weighs over 3 pounds, is the size of a grapefruit and
looks like a walnut. Neurons communicate with each other and grow dendrites (fibers)
when you listen to, write about or practice something.

These dendrites are constantly searching for information but the brain does not learn
things that are not logical and have no meaning. The natural tendencies are to integrate
information because we resist learning isolated bits of information. Our brain performs
multiple functions simultaneously and will engage creativity, emotions, physiology and
intellect.

Think of our brain as this vast network where store information influences what and
how we learn.

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The brain is a wet, fragile mass, weighs over 3 pounds, is the size of a grapefruit and
looks like a walnut. Neurons communicate with each other and grow dendrites (fibers)
when you listen to, write about or practice something.

These dendrites are constantly searching for information but the brain does not learn
things that are not logical and have no meaning. will engage creativity, emotions,
physiology and intellect.

Think of our brain as this vast network where store information influences what and
how we learn.

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In the 1960’s Dr. Paul MacLean described the triune brain according to three stages of
evolution, brain stem where information enters and controls bodily functions. The
limbic area which controls emotions and the decision making process. The frontal lobes
which are divided into 2 hemispheres, the left controls things like logic, time details and
math and the right creativity and emotion. The three stages of the brain he related to
three generations living in the same household. There is constant conflict and
contention. Thus our emotions are affected which impacts our behaviour, learning and
memory.

In the 1960’s Madeline Hunter introduced the notion of teachers using what science
was learning about learning to modify traditional classroom procedures and instruction.

The 1980’s became known as the decade of the brain. There was rapid growth
in this area due to increased use in technology and understanding of learning, the
most notable is Caine and Caine who developed the 12 brain mind principles.
These principles were an attempt to consolidated a huge amount of research and
to summarise how the brain affects education.

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(Handout 12 principles)

Based on the 12 principles here are some brain friendly practices:

Threats were found to impair brain cells, students must be able to recognise and control
their emotions for learning to take place. They need to create their own space for
learning.

Variety – vary the way you present the information, encourage co curricular activities
such as book clubs and community service organisations. Believe that the brain is
connected to the body and the entire body must be involved in the learning practice.
Use the senses!

High levels of expectations and positive learning environment throughout the school

Empower students – students should have input, they need to see the meaning in the
new information. The may be able to make a connection to a personal experience.
Share work and ideas

Transfer knowledge from the classroom to real life situations, problem solving, decision
making. Students must find a connection to what they already know. Various disciplines
such as math, literature, science and history are seen as separate disciplines, but in
reality they share information that the brain will recognise and organise.

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