Theories of Learning

The behavioral learning theory , while older, is a solid ground upon which teachers build their lessons.  Human choices are controlled everyday by behavioral stimulation (ex: we buckle up in cars so the buzzer doesn’t go off as we drive).  Students are no exception to this learned behavior, and ultimately learn certain materials through a behavioral process.

The main concept behind the behavior learning theory is the positive reinforcement.  While this makes for excellent classroom management skills, it also ties into students grasping concepts quickly.  In using this learning theory throughout classroom planning, the first major step is establishing a foundational point, or observing the students background knowledge.  To do so in my classroom would consist of utilizing a Cultures of Thinking routine names “think, puzzle, explore”.  During this routine students look at images or ponder a unit as a whole.  This routine asks students to share their thinking about the topic, similar to the “K” of a KWL chart.  This area allows students to share what they already know, while putting it into a “thinking” context which allows them to alter their choices later (rather than a “know” context, which perceives it to already be correct).  The puzzle portion of the routine allows students to share their puzzles, or questions, they have about the topic.  Why are the prices different for the same item? Why do companies charge differently?  The explore portion gives the students a chance to brainstorm ways we could go about exploring answers to our questions.  What could we do to figure out the reasons for the different costs?

After completing the routine, the students would be guided into a partner activity.  The best activity for this learning style is a game, iPad app, etc. that allows for immediate feedback.  One of the tech tools that I love to use for such an occasion, is the clickers that go along with the SMARTBoard software we have in our classrooms.  These clickers allow students to text, type, calculate, and enter in their answer.  All while allowing them to see immediate feedback on their answers.  The SMARTBoard clicker file would have questions that ask students to “pick the better deal”, kind of like the old shopping game shows.  Teacher lead discussions between each questions to lead to an in-depth discussion on why the answers were correct.  As an end result, the classroom teacher would be able to see how the student thinking changed throughout the SMARTBoard clicker file, and would show if the students were able to grasp the concept by the end of the lesson.

Gagne’s Theory of Instruction is very similar to “traditional” lesson plans and workshop formats that are used today in classrooms.  Each lesson is conceived of many smaller pieces, which together form a complex lesson session designed to help guide student thinking throughout the day.  The key pieces to this workshop time lead to a complex, well thought-out, lesson plan.

To begin using Gagne’s theory in a classroom lesson, the lesson plan is broken into 9 key parts:

1) Gaining Attention – To begin the lesson I would pull my class to our group gathering space on the carpet.  On my table in front of them I would have several packages of cookies, all different brands and styles.  By including something the students can relate to and desire, the teacher automatically draws in the student interest.

2) Informing the learner of the objective – At the beginning of each lesson we are required to state the targeted learning goal for the day.  At this point I would explain to my class that I am planning a party for my niece, and need to purchase enough cookies for our family and all her friends.  I went to the store, but was overwhelmed with all the options and choices.  However, I wanted to pick the best “bang for my buck”, and get the most out of my purchase.  I would explain to my class that today they are going to help me determine which cookie purchase would be the best purchase for my party.

3) Stimulating Recall of Prior Learning – This is the point in the lesson where I would ask students to generate or brainstorm thoughts and ideas as to how we could solve my problem.  As students brainstormed ideas, I would remind them of their multiplication and division units we’ve been completing, along with their prior knowledge of cookies, money, and shopping.

4) Presenting the Stimulus – After the students brainstormed their ideas and strategies, I would pick one type of cookie package to model with.  At this point I would ask the class what information about this package we need to know (ex: number of cookies, price).  With student guidance, I would use this time to completely model going through and finding the unit price per ounce on my model package.

5) Providing Learning Guidance – Sometimes students need a cue or a helping hand to guide their thinking throughout a process.  During this time, I would help to guide students towards a strategy that works best for the class overall.  As a teacher this is hard to predict, as each years group of students thinking would change depending on the students.  While I encourage using strategies that work for the individual, having a starting point helps to guide them along when stuck.

6) Eliciting Performance – During this time I would have the student’s partner up to explore the remaining packages of cookies, and determine the price per unit of each type.  This gives the class the time to practice their strategies, while I conference with those students who are struggling.  This is one of my favorite times during a lesson, because I’m able to helps those who need assistance, while being able to push those whose thinking has already achieved the task requirements.

7) Providing Feedback – At the end of the partner time, the students would come together to share their findings as a class.  This gives us a chance to reflect on how their thinking has grown, while simultaneously giving me the time to help fix any errors or mistakes on a whole classroom level.

8) Assessing Performance – After sharing as a class and working with partners, I would have my students conduct an exit ticket.  Exit tickets are designed to quickly showcase the students thinking, all while giving a brief assessment to show if they are on-track or needing further assistance.  The exit ticket for this lesson would have students determining the unit price per item for a box of pencils and erasers to sell at the school store.

9) Enhancing Retention and Transfer – To finalize the learning, the students would have a daily practice page or homework page that would have them taking the skill learned to another application (ex: pricing items to construct our own classroom store or farmers market within our building).

The situated learning theory, in my opinion, is a project-based learning style.  This style allows for students to use real-life situations to help build problem solving and mathematical thinking skills.  In this case, to achieve the desired goal, I would have students create a classroom store.  The students would need to decide what items we would sell in our classroom.  Once the students have decided on their items, we would be able to begin breaking down the unit costs to determine how much we should charge in order to gain a profit.  This would stimulate conversations about unit price, needs, consumers, purchasing, tax, etc.  which would help to guide the student and thinking.  While this learning theory allows for a more “open-ended” thinking approach, it also requires a teacher to be VERY comfortable with stepping back and letting the students be the leaders.  To allow them to be the students and the teachers of their instruction.