Synthesis Web Research Assignment on Four Theories

Comparative Chart of all Four Views of Learning (FYI)

Behavioral, Information Processing, Constructivist, and Social Learning
(Chart adapted by R. Timmons from H. Marshall, 1992 as cited in Woolfolk, 2004)

Theory/ Behavioral Information Constructivist/Indivi Constructivist/Social Social Cognitive

Family Processing dual Situated
of
Models

Theoret Behavioral Information Psychological Social Situated Social Cognitive

ical Processing Individual
Basis Cognitive/Psycholo Social/Constructivist Cognitive/intellectual
gical Cognitive Cognitive/Psychologi (Includes: Beliefs, development linked
(Thinking/Self-Talk, (Metacognition, cal Constructivist Self Perceptions, with skill in social
Metacognition) Process and (Concerned with Expectations of process
Product Individual Cognitive Society)
Orientation) Development)
Theoris Skinner, Watson, Anderson, Piaget, Dewey Vygotsky, Dewey Bandura, Dewey
ts Pavlov, Bruner, Ausubel, Suchman, Bruner, Suchman, Bruner,
Gagne, Taba, Sternberg, Slavin Sternberg, Slavin Johnson and Johnson,
Gordon, Craik & Johnson Johnson Cooperative Slavin, Shlomo
Lockhart Cooperative Lerning Lerning Sharan , Thelen

Knowle New behaviors are Fixed body of Changing body of Socially constructed Knowledge
dge learned, knowledge to knowledge, knowledge constructed and
acquire, continuously
Fixed body of Individually Built on what reconstructed by
knowledge to Stimulated from constructed in participants individuals/ groups
acquire, outside, social world, contribute, construct
together Students operate on
Stimulated from Prior knowledge Built on what experience to
outside influences how learner produce knowledge
information is brings
processed Knowledge has a
personal quality and

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 is unique for each
individual
Learnin Acquisition of Acquisition of Active construction, Collaborative Cooperative vs
g facts, skills, facts, skills, Restructuring prior construction of competitive,
concepts concepts, and knowledge socially defined Synergistic,
strategies knowledge and
Occurs through values Cognition as well as
Occurs through Occurs through multiple Occurs through social complexity key
drill and guided the effective opportunities and socially constructed to increased learning
practice application of diverse processes to opportunities Learning is active
strategies connect to what is construction kwl.
already known Based on observation
of others in a more
advanced stage of
development or skill
level,
Experienced based
learning
Teachin Transmission, Transmission, Challenge, Participant Modeling,
g Observation is
Presentation Guide students Guide thinking Co-construct important
(Telling), toward more toward more knowledge with Model democratic
Demonstration accurate and complete students processes,
complete understanding Experience-based
knowledge learning, Inquiry and
knowledge are
central
Assess Explain the type of
ment assessment that is
Type most appropriate
for each
theoretical view of
learning
Role of Manager, Teach and model Facilitator, guide Facilitator, Guide, Co- Facilitator,
Teacher supervisor effective participant Encouraging , flexible
strategies supervisor, Co-
Correct wrong Listen for students Co-construct different participant,
answers Correct current conceptions, interpretation of Requires high level of
misconceptions ideas, thinking knowledge; interpersonal and
Listen to socially instructional skill

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 constructed Responsive to
conceptions student
needs/Student
centered
Role of Not usually Not necessary Not necessary but Ordinary part of Peers /role models
Peers considered but can can stimulate process of knowledge are primary part of
influence thinking, raise construction process of knowledge
information questions construction.
processing
Role of Passive reception Active processor Active construction Active co- Participation is of
student of information of information , (within mind) construction with primary importance,
others and self,
Active listener, Strategy user Active thinker, Cooperation with
direction-follower explainer, Active thinker, peers in a democratic
Organizer and interpreter, explainer, learning environment
reorganizer of questioner is necessary
information Interpreter,

Rememberer Questioner,
Active social
participator

Woolfolk, A. (Ed.). (2005). Educational Psychology. (9th ed.). New York: Pearson Education Inc.

Complete the Following Chart for Each Theory

(Except the theory you are making the group presentation on as your Ppt. is adequate)

Theory Traits Personal Evaluation

Behavioral Theory Facts/Ideas Provide your personal evaluation and
experience for each category applicable.
Explain how learning happens through
reflecting on theory traits.
Theoretical Basis Behavioral (Anti-moral standards)

Cognitive/Psychological
(Thinking/Self-Talk, Metacognition)

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Theorists and Skinner based on love, operant conditioning, Skinners
relevant dates of box, rat would try to escape
contributions Watson environmental based, Little Albert experiment
(ring of a bell when a rat is present)
Pavlov classical conditioning, dog salivation training
when food would come
Bandura based on what you see in the video is how you
will react, classical and operant conditioning, Bobo doll
experiment
Thorndike operant conditioning
View of New behaviors are learned, FILL THE BUCKET
Knowledge The mind does not help a person to acquire new knowledge
Fixed body of knowledge to acquire

Stimulated from outside

Belief about Acquisition of facts, skills, concepts

Learning

Occurs through drill and guided practice

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Teaching: How is Transmission,
teaching done?
Presentation (Telling), Demonstration
Teachers provide stimulus material and prompts for the correct
response
Some examples:
Drill work
Repetitive practice
Role of Teacher Manager, supervisor In a class setting, the teacher is direct.
The teacher provides immediate
Correct wrong answers feedback to encourage the student,
Bonus points provides expectations and rationales for
Participation points behavior. THINK: class marbles
Verbal reinforcement
Establishing rules
Give immediate feedback
Work from the most simple to the most complex tasks
Positive reinforcement
Role of Peers Not usually considered. Students using mnemonics to remember
Personalized learning skills.
Peers can help each other remember, esp. in groups Students responding to each others
They can teach each other ideas.
Create memory tricks and tips to remember
Practice both individually and in their groups
Role of student Passive reception of information PERSONALIZED LEARNING
Students are typically learning on their
Active listener, direction-follower own, with asking questions for clarity
Peers can help each other remember, teaching each other, and reinforcement during the process.
working together, reinforcing each other
Respond to reinforcement
Pace themselves in an assignment
Ask questions for clarity
Ask for feedback
3-5 Big ideas in List several Big Ideas that inform your instructional Explain Big Ideas and how you
theory concerning planning you have developed based on this theory. applied them.
teaching and
learning that you
will apply in your
professional
practice.
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Lesson Plan you Describe the focus/use/intent of this lesson model and
developed/used how it met the learning objective of your students
rooted in this
theoretical view of
learning.
List and briefly 1.
describe 2-5 other 2.
lesson models 3.
that fit this 4.
theory. 5.

Growth Mindset: How does/does not growth mindset develop in this

Explain in this theoretical view?
theory

Long Term Stimulus to sensory organs

Learning Sensory organs to sensory memory (this is where perception
takes place)
Sensory memory to short-term memory (working memory) THIS
IS WHERE REPETITION TAKES PLACE
Short-term memory to long-term memory THIS IS WHERE
RETRIEVAL TAKES PLACE

*Forgetting can happen at any time

Assessment Type Explain the type of assessment that is most appropriate
for each theoretical view of learning

Design a perfect Perfect Assignment:

assignment for Direct Instruction HOW TO
this theoretical Why do I love my dog?
perspective. It Thesis: Answer the question, because ______, _______, ________.
must also be brain I love my dog, because she is a shiba inu, she is fluffy, and goes
compatible for on runs with me.
long term
memory.
Design a perfect Perfect Assessment: Teacher checks for understanding
assessment for Direct Instruction HOW TO
this theory for Repeated Conditioning
long term Main/Master skill ------- Keep reinforcing skill
memory. CONTINUE TO CHECK THE SKILL, WHILE POSITIVELY REINFORCING
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Personal How do/could you apply this theory for teaching learning?
Application
Positive Reinforcement: Strengthens behavior by adding a reinforcing stimulus
(Provide 3 or more
examples) Negative Reinforcement: Strengthening a behavior by removing a stimulus
Positive Punishment: Weakens a behavior by adding a stimulus
Negative Punishment: Weakens a behavior by removing stimulus
Extinction: The removal of a behavior, replacing it with another behavior.

Brain Research: Prime-time 1: we remember best that which comes first

Primacy and Down-time: least that which comes just past the middle
Recency Prime-time 2: second best that which comes last

Personal Evaluation
Theory
Traits Information Processing Provide your personal
evaluation and experience for
each category applicable.
Explain how learning happens
through reflecting on theory
traits.
Theoretical Information Processing The mind is like a computer.
Basis Sensory input, processing,
Cognitive etc.
(Metacognition, Process and Product Orientation)
5 Rs
Rehearsal! Giving them time to practice
Reinforce FEEDBACK, good feedback influences student learning
Declarative semantic memory
Procedural math problem
Episodic visual

Has to be meaningful and provide many visuals for students

Enactive (shooting a basketball, knitting without looking)
Parietal lobe EL visuals
Occipital rehearsal and visuals

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 Information Processing:
focus on how people attend to environmental events, encode information
to be learned and relate it to knowledge in memory, store new knowledge
in memory, and retrieve as needed.
learners are viewed as active seekers and processors of information
three key functions
sensory memory
working memory
long term memory
views the brain as a neural computer that processes information with
extraordinary efficiency and excellent performance in problem solving and
critical thinking.
based on a number of assumptions
information made available by the environment is processed by a
series of processing systems (attention, perception, short term
memory)
these processing systems transform or alter the information in
systematic ways
the aim of research is to specify the processes and structures that
underlie cognitive performance

Cognitive
(Metacognition, Process and Product Orientation)
Theorists Anderson, Bruner, Ausubel, Gagne, Taba, Gordon, Craik & Lockhart

View of Fixed body of knowledge to acquire, How does this look in school
Knowledge setting? In a school setting the
Stimulated from outside, teacher would include an
anticipatory set that would ask
Prior knowledge influences how information is processed students to recall prior
knowledge in participation for
new content. This can be done
with a simple prompt/ journal
entry such as, what do you
know about weathering? The
lesson could then focus on the
vocabulary and repetition of
use in the correct context,
while initiating a more in depth
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 lesson to weathering, students
could essentially provide
response to items that are
example and non-examples of
weathering, utilizing deduction
and prior knowledge as
prompted by the teachers
inquiry. Then the class could
end with an exit strategy that
perhaps plays on more
repetition to learning
vocabulary.
Learning Acquisition of facts, skills, concepts, and strategies

Occurs through the effective application of strategies

Teaching Transmission,

Guide students toward more accurate and complete knowledge

Role of Teach and model effective strategies

Teacher
Correct misconceptions

Encourage attention and rehearsal

Only present a few new things at a time (avoid cognitive load)
Chunking material so it is easier to remember

Role of Peers Not necessary but can influence information processing

Utilize personal experiences
Role of Active processor of information ,
student
Strategy user

Organizer and reorganizer of information

Rememberer

Encoding
Storage

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 Retrieval

3-5 Big ideas List several Big Ideas that inform your instructional planning you have Explain Big Ideas and how
in theory developed based on this theory. you applied them.
concerning 1. Learners do not passively absorb information from the environment 1. To avoid passive learning
teaching and rather than actively work to make sense of their environment and I would include hands-on
learning that construct their own unique understandings of the world. labs in my class that
you will 2. Learners learn more effectively when they relate new information to allowed for stimulus to
apply in your prior knowledge. students. For example,
professional 3. Hints about how to think or behave often facilitate performance. using weathering; I
practice. would bring in a large
box full of different
objects affected by
weather, and some that
are not. It would be up to
the students in their
groups to decide what
are examples and
nonexamples of
weathering.
2. Activating prior
knowledge would be
done through inquiry. I
must first know what my
my students know, in
order to guide in deeper
thinking. For example, to
utilize their prior
knowledge on
weathering I would guide
them through several
discussions to find out
what they know and
don't know. This can be
done through journaling,
questions, lessons,
anticipatory or exit
tickets, even just
listening to the students
communicate with each

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 other.
3. Again, providing hints,
images, and
non/examples of
weathering, is a great
way to help students
remember in long term.
By creating examples of
things the students
relate to, such as the
ocean, river banks, and
rock layers around the
city help provide
relatable examples that
are more concrete.
Growth How does Growth Mindset develop in this theory? Watching students make
Mindset: Growth mindset is developed in information processing, this is because a person connections from prior
Explain in must want to learn how to adapt and grow to the new knowledge shown and find knowledge that enables them
this theory the tools to help long term memory to continue, which cycles in a growth to think deeper about the
mindset. The two are intertwined- having a growth mindset entails understanding context given and the
that knowledge can be developed. Using information processing theory aides in collective content, is watching
development of growth mindset by creating a deeper understanding. students practice having a
growth mindset.
Assessment Explain the type of assessment that is most appropriate for each This assessment type can be
Type theoretical view of learning used to tests the students
ability to differentiate content
Formative assessments work for information processing formal assessment can that is applicable to the unit of
be used to gauge knowledge that was acquired through the repetition and study. For example, a test that
generalizations of informal assessments. is based on the collective unit.
Fill in the blanks, vocabulary,
true or false and multiple
choice.
Perfect
Assignment Student were prompted and cued to activate prior knowledge Write down
three things you know about the rock cycle.
Repetition through chunking, concept models, graphic organizers, and
rehearsals through mnemonic devices who remembers please excuse my
dear aunt sally?
Practicing concepts to make connections to the content conceptually,
Because the rock cycle is partly why we have sand.

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 Creating visuals Now recreate the rock cycle, you have creative freedom,
but show the 3 different rock types.
Sharing results.. Think-pair-share
Actively working for intrinsic value - like drawing, group work, extra
supplies, motivations for growth
Perfect
Assessment Perfect assessment for this theory would be able to show the learning process of
the concepts attained through long term memory use such as having the ability
to categorize and provide rationale for the use of examples and non-examples
that make connections to the environment. Please take the time to describe the
3 rock types and how they are formed, using complete sentences and at least 3
illustrations.

Long Term
Learning Elaboration
distributive practice such as, imaging using codewords, understanding
schema, rhyming, and proposition
long term memory happens when using information processing Theories.
(Repetion and reflection)
Lesson
Model/long The content attainment model can be used with information processing. This
term model emphasizes building on prior knowledge, formulating a definition of the
learning and concept, identifying the critical and variable attributes with the ability to organize
Memory categorize and synthesize rationally allowing students to Simply simplify complex
Concepts and recognize examples and nonexamples of the meaningful content
through the process of this students participate in encoding and retrieval of long
term memory.

Theory Social Learning

Address each
area according
to the views of
this theory.
Theoretical Social Learning Personal Evaluation

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Basis People learn from one another via observation, imitation, Provide your personal
evaluation and experience for
Cognitive/intellectual development linked with skill in social process each category applicable.
Explain how learning happens
through reflecting on theory
traits.
Theorists Bandura
Bobo Doll Study young children observed adults being aggressive, children
were given a doll and they were aggressive with the doll as well
Dewey
Gain from interacting and applying to a situation

Johnson and Johnson, Slavin, Shlomo, Sharan , Thelen

View of Knowledge constructed and continuously reconstructed by individuals/ Children who walk in to a
Knowledge groups classroom and you can
provide content that sparks
Students operate on experience to produce knowledge interest, or links to prior
knowledge
Knowledge has a personal quality and is unique for each individual
How does Cooperative vs competitive, Behavior and knowledge
learning Synergistic, is learned from the
happen in this Cognition as well as social complexity key to increased learning environment through the
theoretical Learning from observation of others in a more advanced stage of process of observational
view? development or skill level, learning.
Experienced based learning
People learn by observing
others.
Learning is an internal
process that may or may
not change behavior.
People behave in certain
ways to reach goals.
Behavior is self-directed (as
opposed to the behaviorist
thought that behavior is
determined by
environment.)
Reinforcement and
punishment have
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 unpredictable and indirect
effects on both behavior
and learning.

Teaching Modeling, Observation is important ROLE PLAYING- Role-playing

Model democratic processes, Experience-based learning, Inquiry and is a technique that works well
knowledge are central with others, whether its one
on one or with a group of
people. For example, have the
students be assigned a SLO,
and have them act it out for
the classroom. Another
example might be to role-play
with one person being the
instructor and the other being
the student.
DEBATING A TOPIC- Debates
are conducted when one
group of students are assigned
one side of an issue while
another group argues for the
other side. You can then have
the groups switch roles and
argue the opposite side.
Finally, you may have all the
students drop their advocacy
and come to a consensus
about the topic, or develop a
report that takes the best
evidence and reasoning from
both sides. Debates are a
great way to teach about
Social Studies events.
MIND MAPS- Mind maps and
systems diagrams are great to
work on in class as a group.
Have one person be the
appointed drawer, while the
rest of the class works through
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 material and suggests ideas.
The group may have varied
views on how to represent
some ideas, however this is a
positive part of learning in
groups. Natural leaders will
become apparent through this
approach, which can help the
teacher form balanced groups
in future tasks.
Role of Facilitator, Encouraging , flexible supervisor, Co-participant,
The discovery of cognitive
Teacher Requires high level of interpersonal and instructional skill
operations by a child it
Responsive to student needs/Student centered
assisted or mediated by
family, teachers, peers,
software. Most guidance is
through language.

Role of Peers Peers /role models are primary part of process of knowledge
construction.
Role of Participation is of primary importance,
student
Cooperation with peers in a democratic learning environment is
necessary
Growth Students are working with each other and encouraging each other to participate
Mindset: and push themselves.
Explain in this
theory
3-5 Big ideas List several Big Ideas that inform your instructional planning you have Students make sense of what
developed based on this theory. theyre learning, especially
1. Learners do not passively absorb information from the environment rather when working collaboratively
than actively work to make sense of their environment and construct their with their peers. They also link
own unique understandings of the world. their knowledge with newly
2. Learners learn more effectively when they relate new information to prior contained information.
knowledge.
3. Hints about how to think or behave often facilitate performance.
Perfect Design a perfect assignment for this theoretical perspective. It must
Assignment: also be brain compatible for long term memory.
Jigsaw, Graffiti, I Do, We Do, You Do
The perfect assignment for this theory would be a group assignment that the
kids work together on. An example of this would be to have the students create
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 and present a new tool to use during the Gold Rush.
Assessment Explain the type of assessment that is most appropriate for this
Type theoretical view of learning.

Design a Perfect Assessment: CREATE QUIZZES- Get

perfect Students should be made aware of assessment before starting the project students into small groups and
assessment give each group a small
for this theory assessment method segment of your lecture
for long term criteria (product and/or process) material. Ask each group to
memory. Product vs. Process prepare a short quiz on their
assessing the product - measuring the quantity and quality of individual assigned segment. You can
work in a group project then have each team quiz the
other groups, or collect the
assessing the process - evaluating individual teamwork skills and
quizzes and give each student
interaction
a package of all of the quizzes
Assessment by instructor vs. by group members
and allow the students to use
by instructor - instructor assigns all marks
them as study material. *This
by group members - group members evaluate their contributions to the method will only be truly
group and assign marks useful for the students if you
Equally shared mark go over the questions and
All group members receive same grade provide the proper answers.
Exam questions GROUP TEST TAKING-
Questions should be specifically about the project, and are answerable Create a test that can be in-
only by students who class or take-home. The group
have been thoroughly involved in the project is expected to collaborate on
Splitting tasks answers, and each student
Project must be divisible into multiple tasks of the same complexity reviews the score of the group.
Each student is responsible for one task
Final mark is part group mark (e.g., 50%) and part individual task mark
(e.g., 50%)
Direct evaluation
Instructor individual merits
oral interviews
periodic reports
meeting minutes
observation

Long Term How does learning get into long term memory through the use of this theory?
Learning Step 1: Attention

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 Social Cognitive Theory implies that you must pay attention for you to learn. If
you want to learn from the behavior of the model (the person that
demonstrates the behavior), then you should eliminate anything that
catches your attention other than him. Also, the more interesting the
model is, the more likely you are to pay full attention to him and learn.

Step 2: Retention
Retention of the newly learned behavior is necessary. Without it, learning of the
behavior would not be established, and you might need to get back to observing
the model again since you were not able to store information about the
behavior.

Step 3: Reproduction
When you are successful in paying attention and retaining relevant information,
this step requires you to demonstrate the behavior. In this phase, practice of the
behavior by repeatedly doing it is important for improvement.

Step 4: Motivation
Feeling motivated to repeat the behavior is what you need in order to keep on
performing it. This is where reinforcement and punishment come in. You can be
rewarded by demonstrating the behavior properly, and punished by displaying it
inappropriately.

Lesson How does a specific lesson model in this theory get learning into long
Model/long term memory?
term learning utilizing constructivism and collaboration while in social learning will help the
students interact and learn from each other in such a way that their
experiences, stick.
Personal How would you apply this theory for teaching students how to learn?
Application Handing out Scientist roles in groups of 4 when there is a lab.
Allowing students to decide which topic to be discussed
(Provide 3 or Utilize a project that allows students creative freedom among
more peers to share their desires- such as- forming groups of students
examples) who would like to research the same topic of interest.

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