aligning experience and theory

7/27/2019 Aligning Experience and Theory

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Running Head: EXPERIENCE AND THEORY 1

Aligning Experience and Theory

Andrew Smith

EDU 120: Principles of Instructional Design

Instructor Buss

September 24, 2014


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Aligning Experience and Theory 2

Aligning Experience and Theory

In this day and age, the word theory gets tossed around so much that people often forget

what the word theory actually means. A theory is fact-based, relies on evidence, and is used to

explain or describe something. This is why I do not agree with having creationism taught in

schools. Evolution is a theory based of scientific research and facts, whereas creationism is

based solely on a book. As a teacher, in an educational setting, we rely on theories, such as

learning theories and instructional theories. Learning theories are mostly descriptive, meaning

they describe how learning occurs, (Smith & Ragan, 2005, P. 23, Par. 5) and instructional

theories are mostly prescriptive, meaning they suggest that if instruction includes certain

features, it will lead to certain types and amounts of learning,(Smith & Ragan, 2005, P. 23, Par.

5).

Behaviorist Learning Theory:

The behaviorist learning theory focuses on the aspects of learning that can be directly

observed, such as when a student uses the correct response to a particular stimulus. Although

most behaviorists did not deny the existence of mental activity, they did not conjecture about

these thinking processes, mental states, and other unobservable phenomenon, (Smith & Ragan,

2005, P. 25, Par. 7). This is different from other learning theories because it does not take into

account the thought process behind the learning.

This learning theory finds that learning has occurred when there is a measurable change

in the frequency of observable performance, (Ludescher, n.d., Par. 102). It has been found that

the environment plays a critical role in this learning, for instance, how stimuli and consequences

or reinforcement is presented. Some instructional uses for behaviorism include flashcards and

other drill and practice routines. Behaviorisms positive and negative reinforcement techniques


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can be very effective . . . in treatments for human disorders such as autism and antisocial

behavior, (Ludescher, n.d., Par. 142). In working with children with Autism, this learning

theory has provided much more results than with others, and the instructional design of the

programs ran heavily reflect the behaviorist learning theory. We rely on the stimulus-response

principal in order to elicit the proper responses and to decrease or eliminate problematic

behaviors.

Cognitive Learning Theory:

Cognitive learning theory places much more emphasis on factors within the learner and

less emphasis on factors within the environment than behavioral theories, (Smith & Ragan,

2005, P. 26, Par. 3). This means that cognitive learning is more focused on how learning occurs

rather than observable characteristics of learning. With cognitive learning theories, we focus on

how people think, learn, remember, and even forget. In this learning process, the learner is an

active participant. They take in the information through listening, seeing, or doing, and

incorporate this new knowledge into their thinking. During the learning process, the students ask

questions and receive feedback to further develop their understanding. Then the learning is

assessed and if needed, further explanation or practice is provided. Using cognitive learning

theories, the teacher offers a variety of experiences to approach information, assess

understanding and summarize the combination of information and understanding, (McNeeley,

2007, Par. 21). In todays classrooms, instructors focus on cognitive learning because it creates a

deeper understand of information.

Constructivist Learning Theory:

The Constructivist Learning Theory states that people construct their own understanding

and knowledge of the world, through experiencing things and reflecting on those experiences,


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(Educational Broadcasting Corporation, 2004, Par. 1). This learning theory is similar to the

cognitive learning theory in that is focuses on how we learn, different ways we acquire

knowledge, and how we integrate that knowledge into our thinking. However, in constructivist

learning, the instructor plays a different role. Instead of presenting information and facts, they

act as more of a guide, asking questions and tapping into the studentsprior knowledge and

experience. The goal is for the students to construct their own knowledge and understanding of

the material. Although it may sound like it, constructivism does not dismiss the active role of

the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers

help students to construct knowledge rather than to reproduce a series of facts, (Educational

Broadcasting Corporation, 2004, Par. 6).

Social Learning Theory:

Social learning theory combines cognitive learning theory (which posits that learning is

influenced by psychological factors) and behavioral learning theory (which assumes that learning

is based on responses to environmental stimuli),(Psychology Today, n.d., Par. 1). This theory

focuses on learning through observation, imitation, and modeling. In social learning, students

observe others, and the results of their actions, such as reinforcement. If one student is observed

receiving reinforcement from an instructor for getting an answer correct or an appropriate

behavior, other students are more likely to give that answer or model that behavior. The opposite

is also true, where a student will display an inappropriate behavior and given discipline, or told

an answer is incorrect and told to try again, others observing will be less likely to model these

behaviors or give the same incorrect answer. Describing the consequences of behavior

increases appropriate behavior and decreases inappropriate ones, (Social learning theory, n.d.,

Par. 17). As a behavior technician for children with Autism, there is a lot of focus on


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appropriate/inappropriate behaviors. Modeling and imitation play a large role in this and through

reinforcement, both positive and negative, the students are able to learn what is acceptable and

what is not.

Conclusion:

In conclusion, learning how people learn will make teaching much easier. Not all

students learn the same, so instructors should be knowledgeable in the different learning theories.

The type of learning or instruction will also depend on the type of learning theory implemented.

For instance, children with learning or other disabilities may have difficulty learning through

social learning, but could make great strides if the behaviorist learning theory is implemented.

Instructors should not limit their teaching to just one theory, but should implement the different

learning theories as they are needed.


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References

Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and

learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/

Ludescher, F. (n.d.). Behaviorism. Retrieved March 24, 2014, from

http://www2.vobs.at/ludescher/Ludescher/LAcquisition/Behaviourist/seite6.htm

McNeeley, R. (2007). Theories of learning. Retrieved from

http://web.utk.edu/~rmcneele/classroom/theories.html

Psychology Today. (n.d.). Social learning theory. Retrieved March 24, 2014, from

http://www.psychologytoday.com/basics/social-learning-theory

Smith, P. L., & Ragan, T. J. (2005).Instructional design(3rd ed.). Hoboken, NJ: Wiley & Sons.

Social learning theory. (n.d.). Retrieved March 24, 2014, from

http://www.southalabama.edu/oll/mobile/theory_workbook/social_learning_theory.htm

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