Theories of Learning

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Theories of Learning

• Class 3 Wed. Sept. 19/07
• EDUC 4214
• J/I Language Arts
• Anna-Marie Aquino

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Read Aloud

• The Report Card
• By Andrew Clements
• Jot Note grade, themes, subjects

3
Stories to Share with J/I Students
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Theories about Learning

• Piagets Periods of Development
  http//www.etr.org/recapp/theories/AdolescentDevel
  opment/developmentalTheories.htm
• Kohlbergs Stages of Moral Development
  http//faculty.plts.edu/gpence/html/kohlberg.htm
• Vygotskys Educational Theory http//www.newfounda
  tions.com/GALLERY/Vygotsky.html
• Scroll down to IVTheory of Learning
• Maslows Hierarchy of Needs http//en.wikipedia.or
  g/wiki/Maslow's_hierarchy_of_needs
• Eriksons Psychosocial Stages http//www.etr.org/r
  ecapp/theories/AdolescentDevelopment/developmental
  Theories.htm
• Transformative Learning (http//members.iinet.net.
  au/rstack1/transformative.htm)

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Theories

• Organize yourselves into 6 groups
• Task each group will be responsible for
  researching a particular theorist and prepare an
  outline to share with the rest of the class. The
  outline will be put on chart paper and posted at
  the front of the classroom. You will have 30
  minutes to prepare and 5 minutes to share the
  information with the class.
• Group 1 Piagets Periods of Development
• Group 2 Kohlbergs Stages of Moral Development
• Group 3 Vygotskys Educational Theory
• Group 4 Maslows Hierarchy of Needs
• Group 5 Eriksons Psychosocial Stages
• Group 6 Transformative Learning

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Knowing Ourselves as Learners
Who am I?
What am I good at?
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Multiple Intelligences
Different ways to demonstrate intellectual abilit
y
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Verbal Linguistic

• The learner
• is sensitive to the sounds and meaning of
  words
• uses language for a variety of purposes
• responds to oral language
• enjoys reading.

9
Logical/Mathematical

• The learner
• recognizes abstract patterns and sees
  relationships
• reasons logically
• hypothesizes
• investigates issues scientifically.

10
Musical/Rhythmic
The learner learns through rhythm, rhyme and
repetition makes personal connections to sounds
in the environment responds to auditory stimuli
using rhythm, melody, patterned sound, song, rap
and dance.
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Bodily/Kinesthetic
The learner is active and energetic learns
best by doing processes information through
touch, movement and dramatics.
12
Visual/Spatial Intelligence
The learner needs to see in order to
understand uses visual clues to make
meaning communicates ideas with images, mind
mapping, visualizing and drawing.
13
Interpersonal
The learner is people oriented and
outgoing learns best cooperatively demonstrate
s confident and appropriate social skills.
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Intrapersonal

• The learner
• understands self as a learner
• is self-directed
• reflects on and analyzes personal learning
• can be reserved.

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Naturalist

• The learner
• Relates to and is curious about nature
• Notices patterns in the environment
• Has extensive knowledge of the living world and
• Spends time outdoors.

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How Am I Smart?

• Take a few moments to complete the Multiple
  Intelligences Survey.

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Reflect with a Partner

• Are the results what you would have predicted?
• How might these results influence the
  instructional approaches you use in your
  classroom?
• Share with a partner

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Multiple Ways of Knowing

• If we provide students with the opportunity to
  develop the full range of their intellectual
  capacities and teach them how to use their
  multiple ways of knowing in the learning task,
  they will learn the things we are trying to teach
  more thoroughly than if we only permit them to
  learn in the more traditional verbal linguistic
  and logical mathematical ways.
• David Lazear, 1989

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Putting it All Together

• Characteristics of the junior/intermediate
  learner
• Theories of learning
• Multiple intelligences
• Understanding of how
• students learn

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So What?

• Think/Pair/Share
• Reflect on the development of junior/intermediate
  children and what that means for the classroom
  (think about both the theories of learning as
  well as the physical, emotional, intellectual and
  social development from last class).
• Share your thoughts with a partner.

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Implications for the Classroom(adapted from
Teaching and Learning in the Junior Division,
North York Board of Education)

• Junior/Intermediate students need
• a stimulating, secure environment that encourages
  risk taking, exploration and investigation
• choices within guidelines
• experience day to day problem solving situations
• participate in organizing the classroom

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• opportunities to work in small groups
• opportunities to explore individual interests
• opportunities to regularly monitor and evaluate
  their own work
• use concrete material
• Junior/Intermediate students need to be actively
  involved in their own learning.

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• Model Read Aloud/Teaching Strategy

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• Sign up for Read Aloud and Strategy
• No reading
• Four Corners
• Literacy Stories Next Class