Behaviorism

Theorist
◦ Skinner

Conception of Learning
◦ Start out as “blank slate”
◦ Knowledge is given/received
◦ Positive and negative reinforcement

Role of the Teacher

◦ Transmit knowledge
◦ Reinforce correct behavior

Role of the Learner

◦ Receive knowledge
◦ All humans behave the same way
Cognitivism
Theorist
◦ Piaget

Conception of Learning
◦ Genetics establish predetermined knowledge
◦ Knowledge is investigated/discovered

Role of the Teacher

◦ Observers

Role of the Learner

◦ Find own answers
◦ Humans are all different
◦ Can only learn what they are cognitively ready for
Social Constructivism
Theorist
◦ Vygotsky

Conception of Learning
◦ Knowledge is creatively produced

Role of the Teacher

◦ Mediate, co-collaborate
◦ Push learners to investigate more

Role of the Learner

◦ Active
◦ Differences contribute to growth
 Multiple Intelligence
Theorist
◦ Howard Gardner

Conception of Learning
Seven ways of knowing:
1. Language
2. Logical/mathematical analysis
3. Visual/spatial representations
4. Musical thinking
5. Use of the body
6. Interpersonal understanding of others
7. Intrapersonal understanding of self

Role of the Teacher

◦ Use a variety of techniques to teach

Role of the Learner

◦ Multitude of options to showcase understanding
Mallonee, R. (1998). Applying Multiple Intelligence Theory in the Music Classroom. The
Choral Journal, 38(8), 37-41. Retrieved from http://www.jstor.org/stable/23552494
 Situated Learning
Theorists
◦ Lave
◦ Wenger

Conception of Learning
◦ Learning occurs through social interaction

Role of the Teacher

◦ Promote interactive behaviors that benefit the community

Role of the Learner

◦ Participate in activities

Alessia Contu, & Hugh Willmott. (2003). Re-Embedding Situatedness: The Importance of Power Relations in Learning
Theory. Organization Science, 14(3), 283. Retrieved from
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