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So what¶s happening inside the box?


 
4 Ôearning is defined by the outward
expression of new behaviors
4 Focuses solely on observable behaviors
4 A biological basis for learning
4 Ôearning is context-independent
4 Classical & Operant Conditioning
Reflexes (Pavlov¶s Dogs)
Feedback/Reinforcement (Skinner¶s Pigeon Box)

     
4 Rewards and
punishments
4 Responsibility for
student learning
rests squarely
with the teacher
4 Ôecture-based,
highly structured
  
4 ‰rew in response to Behaviorism
4 Knowledge is stored cognitively as symbols
4 Ôearning is the process of connecting
symbols in a meaningful & memorable way
4 Studies focused on the mental processes
that facilitate symbol connection
    
4 Îean Piaget
‰enetic Epistemology
4 Assimilation and Accommodation

4 Îerome Bruner
Discovery Ôearning
4 Ôearner as independent problem-solver
      
4 ünquiry-oriented
projects
4 Opportunities for the
testing of hypotheses
4 Curiosity encouraged
4 Staged scaffolding
    
4 Ôike Behaviorism, knowledge itself is given
and absolute
4 ünput ± Process ± Output model is
mechanistic and deterministic
4 Does not account enough for individuality
4 Ôittle emphasis on affective characteristics
      

4 ‰rew out of Cognitivism
4 A. Bandura (1973)
4 Ôearning takes place through observation
and sensorial experiences
4 ümitation is the sincerest form of flattery
4 SÔ is the basis of the movement against
violence in media & video games
Bobo Doll Experiment
    
4 Collaborative
learning and group
work
4 Modeling responses
and expectations
4 Opportunities to
observe experts in
action
        

4 Does not take into account individuality,

context, and experience as mediating
factors
4 Suggests students learn best as passive
receivers of sensory stimuli, as opposed to
being active learners
4 Emotions and motivation not considered
important or connected to learning
   
4 ‰rew out of and in response to Cognitivism,
framed around metacognition
4 Knowledge is actively constructed
4 Ôearning is«
A search for meaning by the learner
Contextualized
An inherently social activity
Dialogic and recursive
he responsibility of the learner

Social Ôearning
4 Zone of Proximal Development
       
4 Îournaling
4 Experiential
activities
4 Personal focus
4 Collaborative &
cooperative learning
     
4 Suggests that knowledge is neither given
nor absolute
4 Often seen as less rigorous than
traditional approaches to instruction
4 Does not fit well with traditional age
grouping and rigid terms/semesters
    
4 ‰rew out of Constructivism, framed around
metacognition

4 H. ‰ardner (1983 to present)

4 All people are born with eight intelligences:

1. Verbal-Ôinguistic 5. Musical
2. Visual-Spatial 6. Naturalist
3. Ôogical-Mathematical 7. ünterpersonal
4. Kinesthetic 8. üntrapersonal

4 Enables students to leverage their strengths and

purposefully target and develop their weaknesses
    
4 Delivery of
instruction via
multiple mediums
4 Student-centered
classroom
4 Authentic
Assessment
4 Self-directed
learning
  
4 Ôack of quantifiable evidence that Mü exist
4 Ôack of evidence that use of Mü as a
curricular and methodological approach
has any discernable impact on learning
4 Development process is a time-sink
4 Suggestive of a departure from core
curricula and standards

 
    


4 ‰rew out of Neuroscience & Constructivism
4 D. Souza, N. Caine & ‰. Caine, E. Îensen
(1980¶s to present)
4 12 governing principles
1. Brain is a parallel processor 7. Focused attention & peripheral perception
2. Whole body learning 8. Conscious & unconscious processes
3. A search for meaning 9. Several types of memory
4. Patterning 10. Embedded learning sticks
5. Emotions are critical 11. Challenge & threat
6. Processing of parts and wholes 12. Every brain is unique


    
4 Opportunities for group
learning
4 Regular environmental
changes
4 A multi-sensory
environment
4 Opportunities for self-
expression and making
personal connections to
content
4 Community-based
learning
 


4 Research conducted by neuroscientists, not
teachers & educational researchers
4 Ôack of understanding of the brain itself
makes ³brain-based´ learning questionable
4 ündividual principles have been
scientifically questioned
£       ! 
4 Andragogy (M. Knowles)
4 Flow (M. Czikszentmihalyi)
4 Situated Ôearning (Î. Ôave)
4 Subsumption heory (D. Ausubel)
4 Conditions of Ôearning (R. ‰agne)
     !