Learning Theories

Learning Theories

Piaget’s theories of equilibrium- using schemes:
The foundation of this theory is based on the idea that people have an intrinsic need for understanding, order, and certainty. Piaget describes this need for understanding as the drive for equilibrium. For example, when we can explain new experiences, we remain in equilibrium; when we can’t, our equilibrium is disrupted and we are motivated to reestablish it. When our thinking advances as a result of regaining equilibrium, development occurs. To achieve and maintain equilibrium, people use two related process: organization and adaptation. People create schemes in order to reach equilibrium. Equilibrium must be maintained with new experiences through the processes of accommodation (scheme modified) and assimilation (stimulus modified).

Vocabulary Terms:
Equilibrium: A state of being able to explain new experiences by using existing schemes.
Schemes: Actions or mental operations that represent our constructed understanding of the world.
Organization: The process of forming and using schemes.
Adaptation: The process of adjusting schemes and experiences to each other to maintain equilibrium.
Accommodation: A form of adaptation in which an existing scheme is modified and a new one is created in response to experience.
Assimilation: A form of adaptation in which an experience in the environment is incorporated into an existing scheme.

Instructional Activities:
· Keep the developmental needs of the students in mind when designing and implementing instruction.
· Use social interaction to help students verbalize their developing understanding.
· Design learning experiences as developmental bridges to more advanced stages of development.
· Provide concrete experiences that represent abstract concepts and principles.
· Provide students with developmentally appropriate practice in reasoning.

Learning Preferences and/or Styles:
The concept of learning style has at least three implications for teachers. First, it reminds us of the need to vary instruction, since no instruction strategy will be preferred by all students. Second, it suggests that we should help students understand how they learn most effectively. Third, awareness of learning style can increase our sensitivity to differences in our students, making it more likely that we will respond to our students as individuals.
Many descriptions of learning style distinguish between deep and surface approaches to processing information. Deep-processing approaches result in higher achievement if tests focus on understanding and application, but surface approaches can be successful if tests emphasize fact learning and memorization. Students who use deep-processing approaches also tend to be more intrinsically motivated and self-regulated, whereas those who use surface approaches tend to be more motivated by high grades and their performance compared to others.

Learning Styles: Students’ personal approaches to learning, problem solving, and processing information.

Learning Styles: (students’ learning preferences vary)
Visual
Auditory
Kinesthetic
Tactile