Learning Theories Simplified: ...and how to apply them to teaching

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Skinner, B. F. (1948). ‘Superstition’in the pigeon. Journal of experimental psychology, 38(2), 168. Ego Integrity Vs. Despair (Age 65+). Those in late adulthood reflect on their lives, feeling a sense of satisfaction or failure. Those who feel failure will often obsess with ideas of what they “should have” or “could have” done. For every 10 minutes a person spends on household chores, they can spend 5 minutes on a favorite hobby. Adaptation processes: These allow the transition from one stage to another. He called these: Equilibrium, Assimilation and Accommodation. Prizing, Accepting and Trusting. A teacher should care about their students and accept their feelings, regardless of whether they assist or detract from learning. Through these characteristics, deeper trust and respect is built.

The ranked domain subcategories range from “receiving” at the lower end up to “characterization” at the top. The full ranked list is as follows:

Roger’s proposed three attitudinal core characteristics that a teacher should possess for facilitative learning to be successful: Imagine a rat in a “Skinner box.” In operant conditioning, if no food pellet is delivered immediately after the lever is pressed then after several attempts the rat stops pressing the lever (how long would someone continue to go to work if their employer stopped paying them?). The behavior has been extinguished. It’s important to note that any group of students will have learners at different levels, some may not have the lower levels met at home so making sure these students feel safe and secure is of the utmost importance as they will find it very hard to move to the upper levels.

Educational theories of learning are one thing. Adult learning theories are another. Learn more on our blog. Are you struggling to get your head around John Dewey’s educational pragmatism? What exactly is Jean Piaget saying about cognitive development? Maybe you’re running out of time and patience making sense of Rosenshine's Principles of Instruction? Have you reached breaking point reading Daniel T. Willingham on educational neuroscience? Musical intelligence. Having skill in appreciation, composition and performance of musical patterns, including the ability to recognize tone, pitch and rhythm. Cognitive theories were developed in the early 1900s in Germany from Gestalt psychology by Wolfgang Kohler. In English, Gestalt roughly translates to the organization of something as a whole, that is viewed as more than the sum of its individual parts.Are you wincing at those academic-sounding terms? We get it. Fortunately, we’re going to break each one of these learning theories down in detail. Let’s get to it. Originally the book was supposed to be a satirical view on how people are promoted in organizations but it became popular as it actually made a valid point. Assertive discipline is a structured system to enable teachers to manage their classrooms. It focuses on the teacher developing a positive behavior management strategy rather than being dictatorial.

In contrast to behaviorism, cognitivism focuses on the idea that students process information they receive rather than just responding to a stimulus, as with behaviorism. To do this, the conditions (or contingencies) required to receive the reward should shift each time the organism moves a step closer to the desired behavior. A student who dislikes history but loves art might earn extra time in the art studio for each history chapter reviewed.Gardner perceived intelligence as the ability to solve problems or make products that are useful in one or more cultural settings. Industry Vs. Inferiority (Age 5 – 12). In this stage, children start comparing themselves with their peers. Success at this will result in a sense of accomplishment in their school work, social and family activities and sports. Reinforcers: Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative.