This document outlines several major theories of learning in psychology, including: 1) Behaviorism, which focuses on observable behaviors and conditioning. 2) Cognitivism, which views learning as connecting symbols mentally. 3) Social Learning Theory, which emphasizes learning through observation and imitation of models. 4) Social Constructivism, where knowledge is actively constructed through social and contextualized processes. 5) Multiple Intelligences Theory, which proposes individuals possess different types of intelligences. 6) Brain-Based Learning, which is informed by neuroscience and principles like emotional engagement. The document compares key aspects of each theory and critiques their implications for classroom practice.

1. THEORIES
OF
LEARNING
PSYCHOLOGY

2. MAIN THEORIES
1. Behaviorism
2. Cognitivism
3. Social Learning
Theory
4. Social
Constructivism
5. Multiple
Intelligences
6. Brain-Based
Learning

3. BEHAVIORISM

4. BEHAVIORISM
•
It is confined to
observable and
measurable behavior.
•
Learning is defined
by the outward
expression of new
behaviors and
context-independent.
•
Biological basis for
learning.
•
Focuses on
observable
behaviors.

5. BEHAVIORISM
CLASSICAL
CONDITIONING
(PAVLOV)
• A stimulus is
presented in order
to get a response.
• It is about reflexes.
OPERANT
CONDITIONING
(SKINNER)
• The response is
made first then
reinforcement
follows.
• It is about
feedback/reinforce
ment.

6. BEHAVIORISM IN THE
CLASSROOM
•
Rewards and
Punishments
•
Responsibility for student
learning rests squarely
with the teacher.
•
Lecture-Based and Highly
Structured

7. CRITIQUES OF
BEHAVIORISM
•
•
•
•
•
It does not account
for processes taking
place in the mind that
cannot be observed.
Advocates for
passive student
learning in a teachercentric environment.
One size fits all.
Knowledge itself is
given and absolute.
There is programmed
instruction and
teacher-proofing.

8. COGNITIVISM

9. COGNITIVISM
•
•
•
•
Grew in response to
Behaviorism.
Knowledge is stored
cognitively as
symbols.
Learning is the
process of
connecting symbols
in a meaningful and
memorable way.
Studies focused on
the mental processes
that facilitate symbol
connection.

10. COGNITIVE LEARNING
THEORIES
DISCOVERY
LEARNING (BRUNER)
MEANINGFUL VERBAL
LEARNING (AUSUBEL)
•
•
•
Anybody can learn
anything at any age,
provided it is stated in
terms they can
understand.
Powerful Concepts (Not
Isolated Facts)
•
•
•
Transfer to many
different situations.
Only possible through
Discovery Learning.
Confront the learner with
problems and help them
find solutions. Do not
present sequenced
materials.
Advance Organizers:
•
New material is
presented in a systematic
way and is connected to
existing cognitive
structures in a
meaningful way.
•
When learners have
difficulty with new
material, go back to the
concrete anchors
(Advance Organizers).
•
Provide a discovery
approach and they will
learn.

11. COGNITIVISM IN THE
CLASSROOM
•
Inquiry-Oriented Projects
•
Provide opportunities for
the testing of hypotheses.
•
Curiosity is encouraged.
•
Stage Scaffholding

12. CRITIQUES OF
COGNITIVISM
• Like Behaviorism, knowledge itself is
given and absolute.
• Input – Process – Output model is
mechanistic and deterministic.
• It does not account enough for
individuality.
• It has little emphasis on affective
characteristics.

13. SOCIAL
LEARNING
THEORY

14. SOCIAL LEARNING
THEORY
•
•
•
•
Grew out of
Cognitivism.
Learning takes place
through observation
and sensorial
experiences.
Imitation is the
sincerest form of
flattery.
Social Learning
Theory is the basis of
the movement
against violence in
media and video
games.

15. SOCIAL LEARNING
THEORY
Learning from Models:
1. Attend to pertinent
clues.
2. Code for memory
(store a visual
image).
3. Retain in memory.
4. Accurately
reproduce the
observed activity.
5. Possess sufficient
motivation to apply
new learning.

16. SOCIAL LEARNING
THEORY
Research indicates that the
following factors influence
the strength of learning
from models:
1.
How much power the
model seems to have.
2.
How capable the model
seems to be.
3.
How nurturing/caring
the model seems to be.
4.
How similar the learner
perceives self and
model.
5.
How many models the
learner observes.

17. SOCIAL LEARNING
THEORY
Four interrelated
processes establish and
strengthen identification
with the model:
1. Children want to be
like the model.
2. Children believe they
are like the model.
3. Children experience
emotions like those
the model is feeling.
4. Children act like the
model.

18. SOCIAL LEARNING
THEORY
• Through identification, children come to
believe they have the same
characteristics as the model.
• When they identify with a nurturing and
competent model, children feel pleased
and proud.
• When they identify with an inadequate
model, children feel unhappy and
insecure.

19. SOCIAL LEARNING
THEORY IN THE
CLASSROOM
•
Collaborative
Learning and
Group Work
•
Modeling
Responses and
Expectations
•
There are
opportunities to
observe experts
in action.

20. CRITIQUES OF SOCIAL
LEARNING THEORY
• It does not take into account individuality,
context and experience as mediating
factors.
• Suggests students learn best as passive
receivers of sensory stimuli, as opposed
to being active learners.
• Emotions and motivation are not
considered important or connected to
learning.

21. SOCIAL
CONSTRUCTIVISM

22. SOCIAL
CONSTRUCTIVISM
•
Grew out of and in
response to Cognitivism
and was framed around
Metacognition.
•
Knowledge is actively
constructed.
•
Learning is:
•
•
•
•
•
A search for meaning by the
learner.
Contextualized
An Inherently Social Activity
Dialogic and Recursive
The Responsibility of the
Learner

23. SOCIAL
CONSTRUCTIVISM IN
THE CLASSROOM
• Journaling
• Experiential
Activities
• Personal Focus
• Collaborative
and
Cooperative
Learning

24. CRITIQUES OF SOCIAL
CONSTRUCTIVISM
• Suggests that knowledge is neither given
nor absolute.
• It is often seen as less rigorous than
traditional approaches to instruction.
• It does not fit well with traditional age
grouping and rigid terms/semesters.

25. MULTIPLE
INTELLIGENCES

26. MULTIPLE
INTELLIGENCES
•
Grew out of Constructivism and was framed around
Metacognition.
•
All people are born with 8 intelligences:
•
1. Verbal-Linguistic
2. Visual-Spatial
3. Logical-Mathematical
4. Kinesthetic
5. Musical
6. Naturalist
7. Interpresonal
8. Intrapersonal
Enable students to leverage their strengths and
purposefully target and develop their weaknesses.

27. MULTIPLE
INTELLIGENCES IN THE
CLASSROOM
•
Delivery of instruction via
multiple mediums.
•
Student-Centered
Classroom
•
Authentic Assessment
•
Self-Directed Learning

28. CRITIQUES OF MULTIPLE
INTELLIGENCES
• Lack of quantifiable evidence that MI
exist.
• Lack of evidence that use of MI as a
curricular and methodological approach
has any discernible impact on learning.
• Suggestive of a departure from core
curricula and standards.

29. BRAIN-BASED
LEARNING
•
Grew out of Neuroscience and Constructivism.
•
12 governing principles:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Brain is a parallel processor.
Whole Body Learning
A search for meaning.
Patterning
Emotions are critical.
Processing of Parts and Wholes
Focused Attention and Peripheral Perception
Conscious and Unconscious Processes
Several Types of Memory
Embedded Learning Sticks
Challenge and Threat
Every brain is unique.

30. BRAIN-BASED LEARNING
IN THE CLASSROOM
• Opportunities for Group Learning
• Regular Environmental Changes
• Multi-Sensory Environment
• Opportunities for Self-Expression and
Making Personal Connections to Content
• Community-Based Learning

31. CRITIQUES OF BRAINBASED LEARNING
•
Research conducted by
neuroscientists, not by
teachers and educational
researchers.
•
Lack of understanding of
the brain itself makes
“brian-based” learning
questionable.
•
Individual principles have
been scientifically
questioned.

32. HUMANIST

33. HUMANIST
•
•
•
All students are
intrinsically
motivated to self
actualize or learn.
Learning is
dependent upon
meeting a
hierarchy of
needs
(physiological,
psychological
and intellectual).
Learning should
be reinforced.

34. OTHER
LEARNING
THEORIES
OF NOTE

35. OTHERS
• Andragogy (Knowles)
• Flow (Czikszentmihalyi)
• Situated Learning (Lave)
• Subsumption Theory (Ausubel)
• Conditions of Learning (Gagne)