Learning Theories 101Naomi Iuhasz-VelezJennifer Langer-Osuna, PhDUM School of Education and Human DevelopmentDepartment of Teaching and Learning

An Introduction:Eight Loaves of Bread• 10 minutes group activity• 8 groups• Purpose: to showcase different

theories of learning• Prepare to share your experience

Eight Loaves of BreadThree travelers are sitting around a fire, and are about to eat a meal. One of them has five small loaves of bread, the second has three small loaves of bread. The third has no food, but has eight coins. He offers to pay for some bread. They agree to share the eight loaves equally among the three travelers, and the third traveler will pay eight coins for his share of the eight loaves. All loaves were the same size. The second traveler (who had three loaves) suggests that he be paid three coins, and that the first traveler be paid five coins. The first traveler says that he should get more than five coins. Is he right? How should the money be divided up?

Eight Loaves of BreadSOLUTION:• The first traveler should be paid more than

five coins.

Eight Loaves of BreadSOLUTION:• Each man ended up with 2 and 2/3 loaves

(eight loaves split three ways).

Eight Loaves of BreadSOLUTION:• So the second traveler (with three loaves)

gave 1/3 loaf to the third traveler.

1/3

Eight Loaves of BreadSOLUTION:• The first traveler gave 2 and 1/3 (or 7/3)

loaves to the third traveler.

7/3 1/3

Eight Loaves of BreadSOLUTION:• The first traveler gave seven times as

much, and should get seven coins, with one coin going to the second traveler.

7/3 1/3

Theories of Learning:BehaviorismGroups 1 & 2

• Concept: Learning is a change in behavior… mind is a black box

• Operates on the principle of “stimulus-response”

• All behavior caused by external stimuli (operant conditioning)

• Learning through memorization of facts using reinforcement, understanding does not come into the picture

Theories of Learning:Constructivism (Cognitivist)Groups 3 & 4

• Concept: Learning is an active, constructed process

• All knowledge is constructed from the learner’s previous knowledge and experiences with physical environment

• The “black box” of the mind should be opened and understood

• Learning is an active, contextualized process of constructing knowledge, emphasis on sense-making

Theories of Learning:Socio-cultural PerspectivesGroups 5 & 6

• Concept: Learning occurs through social interaction… hence, groups

• Learners acquire higher order functions by interacting with each other

• The more knowledgeable other scaffolds the environment to facilitate learning

• Learning is fundamentally cultural, understanding is developed through continued social negotiation, through guided practice or peripheral participation and peer learning

Theories of Learning:Socio-cultural PerspectivesGroups 7 & 8

• Concept: Learning is the process of becoming a scientist

• You, becoming a professional scientist; your students, forming a scientific identity

• Inquiry is what scientists do• Learning happens through

participating in particular discourse communities; motivation to become a central participant is important and needs to be fostered

Communities of Practice

So What Does This Mean for You as a TA?

Your ROLE is to support your students’ construction of knowledge and of a positive scientific identityHOW?

• Facilitate discussion among students around central ideas, current dilemmas

• Draw on and utilize their personal experiences• Different identities, histories, knowledge bases

• Identify and focus on understanding of the lesson’s core ideas, conceptual relationships, central problems

• You are the expert other – scaffold, guide, immerse your students in the world of science

So What Does This Mean for You as a TA?Your ROLE is to support a positive scientific identity in your studentsHOW? During your mandatory lecture days• Find the middle ground between inquiry and lecture• Identify the complex points that need to be understood as

you plan your lessons• Launch a conceptual question or dilemma around the main

concepts to orchestrate a discussion • Guide the discussion – pose open-ended questions, have

students address and build on one another’s ideas• Seek to introduce and sustain scientific discourse – e.g.

argumentation• Bring in your students’ diverse backgrounds, knowledge

bases• Foster systems thinking

Thank you!

Questions or comments?

Email me at n.iuhasz@umiami.edu