I am a teacher at heart, and there are moments in the I am a teacher at heart, and there are moments in the classroom when I can hardly hold the joy. When my students classroom when I can hardly hold the joy. When my students and I discover uncharted territory to explore, when the pathway and I discover uncharted territory to explore, when the pathway out of a thicket opens up before us, when our experience is out of a thicket opens up before us, when our experience is illumined by the lightning-life of the mind - then teaching is the illumined by the lightning-life of the mind - then teaching is the finest work I know.finest work I know.

But at other moments, the classroom is so lifeless or painful or But at other moments, the classroom is so lifeless or painful or confused--and I am so powerless to do anything about it that confused--and I am so powerless to do anything about it that my claim to be a teacher seems a transparent sham. Then the my claim to be a teacher seems a transparent sham. Then the enemy is everywhere: in those students from some alien planet, enemy is everywhere: in those students from some alien planet, in that subject I thought I knew, and in the personal pathology in that subject I thought I knew, and in the personal pathology that keeps me earning my living this way. What a fool I was to that keeps me earning my living this way. What a fool I was to imagine that I had mastered this occult art--harder to divine imagine that I had mastered this occult art--harder to divine than tea leaves and impossible for mortals to do even passably than tea leaves and impossible for mortals to do even passably well!well!

Parker J. Palmer, Parker J. Palmer, The Courage to TeachThe Courage to Teach

You Can Lead a Dog to You Can Lead a Dog to the Fridge But Can You the Fridge But Can You Make Him Think?Make Him Think?

Aligning Learning Theory and Instructional Aligning Learning Theory and Instructional Methods for More Effective Instruction Methods for More Effective Instruction

Jeffrey A. Liles, Ph.D. Jeffrey A. Liles, Ph.D. St. John Fisher College St. John Fisher College Rochester, NYRochester, NY

GoalGoal

Theoretical framework, ideas, Theoretical framework, ideas, methods as foundation:methods as foundation: personal growth and effectiveness personal growth and effectiveness program effectivenessprogram effectiveness further research and developmentfurther research and development

MethodMethod

Model best practicesModel best practices Theory – practice dialogueTheory – practice dialogue Reflective InteractionReflective Interaction

AssumptionsAssumptions

Teachers as reflective decision-makers: Teachers as reflective decision-makers: “teacher designers” “teacher designers”

Subject-centered approach Subject-centered approach Students control their own learningStudents control their own learning Less is moreLess is more Multicultural pedagogy is “simply good Multicultural pedagogy is “simply good

pedagogy” pedagogy” The nature of the experience matters: The nature of the experience matters:

educative vs. miseducativeeducative vs. miseducative Learning is not linearLearning is not linear ““Learning Pyramid”Learning Pyramid”

GeneralizationsGeneralizations

There is more than one type of learning.There is more than one type of learning. Individuals do not all learn best in the Individuals do not all learn best in the

same ways.same ways. Some things can be learned without a Some things can be learned without a

teacher, other times a teacher is vital.teacher, other times a teacher is vital. There is more than one learning theory.There is more than one learning theory. Investigators’ initial ideas have colored Investigators’ initial ideas have colored

their conclusions.their conclusions. Search continues for a single, Search continues for a single,

comprehensive theory of learning.comprehensive theory of learning.

We begin…We begin…

Socratic SeminarSocratic Seminar

PremisePremise

What we believe What we believe about learning about learning guides how we view guides how we view learners, teachers learners, teachers (ourselves), and (ourselves), and how we teach.how we teach.

Who are the learners Who are the learners and how do they and how do they learn?learn?

My nephew, Asher.

What do you believe What do you believe about “learning”about “learning”

What is learning?What is learning?

How do we learn?How do we learn?

How do we knowHow do we know

when someone haswhen someone has

learned something?learned something?

Who controls learning?Who controls learning?

Dominant Learning Dominant Learning TheoriesTheories

Behaviorism (early 20Behaviorism (early 20thth century) century)

Cognitive Theory (mid 20Cognitive Theory (mid 20thth))

Constructivism (late 20Constructivism (late 20thth))

New kids on the New kids on the block…block… George Siemens, George Siemens, ConnectivismConnectivism. A . A

theory of learning for the digital theory of learning for the digital age? age?

Brain-based learningBrain-based learning. A new . A new science of teaching and learning? science of teaching and learning?

Learning Theory or Learning Theory or Pedagogy? Pedagogy? Learning theory attempts to Learning theory attempts to

answer the questions we posed answer the questions we posed earlierearlier

Pedagogy refers to instructional Pedagogy refers to instructional methodsmethods

Pedagogy should be based on Pedagogy should be based on learning theorylearning theory

Animal IntelligenceAnimal IntelligenceEdward L. Thorndike (1911)Edward L. Thorndike (1911)

““The process involved in the learning was evidently a process The process involved in the learning was evidently a process of selection. The animal is confronted by a state of affairs or of selection. The animal is confronted by a state of affairs or as we may call it, a 'situation.' He reacts in the way that he is as we may call it, a 'situation.' He reacts in the way that he is moved by his innate nature or previous training to do, by a moved by his innate nature or previous training to do, by a number of acts. These acts include the particular act that is number of acts. These acts include the particular act that is appropriate and he succeeds …The profitless acts are appropriate and he succeeds …The profitless acts are stamped out; the impulses to perform them in that situation stamped out; the impulses to perform them in that situation are weakened by reason of the positive discomfort for the are weakened by reason of the positive discomfort for the absence of pleasure resulting from them. So the animal finally absence of pleasure resulting from them. So the animal finally performs in that situation only the fitting act.” performs in that situation only the fitting act.”

““Here we have the simplest and at the same time the most Here we have the simplest and at the same time the most widespread sort of intellect or learning in the world. There is widespread sort of intellect or learning in the world. There is no reasoning, no process of inference or comparison; there is no reasoning, no process of inference or comparison; there is no thinking about things, no putting two and two together; no thinking about things, no putting two and two together; there are no ideas … learning by having ideas is really one of there are no ideas … learning by having ideas is really one of the rare and isolated events in nature … but the common form the rare and isolated events in nature … but the common form of intelligence … is not by the acquisition of ideas, but by the of intelligence … is not by the acquisition of ideas, but by the selection of impulses.”selection of impulses.”

BehaviorismBehaviorism

Learning is observable behavior; all Learning is observable behavior; all behavior is learnedbehavior is learned

Learning is the result of actions of the Learning is the result of actions of the environment on the learner (stimulus – environment on the learner (stimulus – response)response)

Learning is controlled by the use of Learning is controlled by the use of reward, punishment, and reinforcementreward, punishment, and reinforcement

Learning has occurred when behavior Learning has occurred when behavior has changedhas changed

Behaviorism in the Behaviorism in the ClassroomClassroom Learning is the accumulation of Learning is the accumulation of

responses through selective responses through selective reinforcement: reinforcement:

The learner is a passive recipient of The learner is a passive recipient of stimuli from the environmentstimuli from the environment

The teacher is the controller of The teacher is the controller of stimuli and shaper of behavior stimuli and shaper of behavior through reinforcementthrough reinforcement

Reflection: Does it work?

But doesn’t it work?But doesn’t it work?

Yes, but…Yes, but… At a cost. At a cost.

Short term vs. long term Short term vs. long term Concrete vs. conceptualConcrete vs. conceptualExternal vs. internalExternal vs. internal Critique: Alfie KohnCritique: Alfie Kohn

Jean PiagetJean Piaget

  “  “To express the same idea in still another way, To express the same idea in still another way, I think that human knowledge is essentially I think that human knowledge is essentially active.”active.”

   “   “Accommodation of mental structures to Accommodation of mental structures to reality implies the existence of assimilatory reality implies the existence of assimilatory schemata apart from which any structure schemata apart from which any structure would be impossible.”would be impossible.”

    "Knowing reality means constructing systems "Knowing reality means constructing systems of transformations that correspond, more or of transformations that correspond, more or less adequately, to reality." less adequately, to reality."

Cognitive TheoryCognitive Theory

Learning is the development of Learning is the development of new cognitive “structures”new cognitive “structures”

Learning is restoring Learning is restoring “equilibrium” through “equilibrium” through assimilation and accommodationassimilation and accommodation

Learning has occurred when a Learning has occurred when a person has reached a newer, person has reached a newer, higher level of understandinghigher level of understanding

""Studies have consistently found Studies have consistently found that higher order thinking skills that higher order thinking skills are not acquired through didactic are not acquired through didactic approaches, but rather through approaches, but rather through learner's active involvement with learner's active involvement with information."information." (Collins, Brown and (Collins, Brown and Newman, 1989; Resnick 1987) Newman, 1989; Resnick 1987)

Reflection: How is this view of the learner different from the behaviorist’s view?

Prior Knowledge and Prior Knowledge and LearningLearning

Fish is Fish Fish is Fish by by Leo LionniLeo Lionni

ConstructivismConstructivism

Learning involves the active construction Learning involves the active construction of understanding and by the individualof understanding and by the individual

New learning depends on prior New learning depends on prior understandingunderstanding

Learning is enhanced by social interactionLearning is enhanced by social interaction Authentic learning tasks promote Authentic learning tasks promote

meaningful learningmeaningful learning A student who can transfer learning has A student who can transfer learning has

learnedlearned

What methods align with these ideas?

Constructivism in the Constructivism in the ClassroomClassroom Teacher acts as guide and facilitator; Teacher acts as guide and facilitator;

planner of learning experiencesplanner of learning experiences Prior knowledge of the learner should be Prior knowledge of the learner should be

considered and utilizedconsidered and utilized Learning should involve social interactionLearning should involve social interaction Learning should be “authentic” and Learning should be “authentic” and

relevantrelevant Students should be allowed to take Students should be allowed to take

“ownership” of learning “ownership” of learning Assessment and evaluation should be used Assessment and evaluation should be used

to inform future teaching and learningto inform future teaching and learning

George SiemansGeorge Siemans

“ “Connectivism is the integration of principles Connectivism is the integration of principles explored by chaos, network, and complexity explored by chaos, network, and complexity and self-organization theories. Learning is a and self-organization theories. Learning is a process that occurs within nebulous process that occurs within nebulous environments of shifting core elements – not environments of shifting core elements – not entirely under the control of the individual. entirely under the control of the individual. Learning (defined as actionable knowledge) Learning (defined as actionable knowledge) can reside outside of ourselves (within an can reside outside of ourselves (within an organization or a database), is focused on organization or a database), is focused on connecting specialized information sets, and connecting specialized information sets, and the connections that enable us to learn more the connections that enable us to learn more are more important than our current state of are more important than our current state of knowing.”knowing.”

PrinciplesPrinciples

Learning and knowledge rests in diversity of opinions.Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes Learning is a process of connecting specialized nodes

of information resources. of information resources. Learning may reside in non-human appliances. Learning may reside in non-human appliances. Capacity to know is more critical than what is Capacity to know is more critical than what is

currently known.currently known. Nurturing and maintaining connections is needed to Nurturing and maintaining connections is needed to

facilitate continual learning.facilitate continual learning. Ability to see connections between fields, ideas, and Ability to see connections between fields, ideas, and

concepts is a core skill.concepts is a core skill. Currency is the intent of all connectivist learning Currency is the intent of all connectivist learning

activities. activities. Decision-making is itself a learning process. Decision-making is itself a learning process.

Essentials of Brain-Essentials of Brain-Based Learning Based Learning Pre-Exposure and PrimingPre-Exposure and Priming Sufficient Time for LearningSufficient Time for Learning Low or No ThreatLow or No Threat High EngagementHigh Engagement Positive Emotional EngagementPositive Emotional Engagement Learner ChoiceLearner Choice Moderate to High ChallengeModerate to High Challenge Strong Peer SupportStrong Peer Support Mastery Goals Mastery Goals Balancing Novelty and PredictabilityBalancing Novelty and Predictability Safe for Taking RisksSafe for Taking Risks Moderate StressModerate Stress Alternating Low to High EnergyAlternating Low to High Energy Multi-Modal Multi-Modal Frequent Feedback Frequent Feedback

Alignment MethodAlignment Method

Theory to PracticeTheory to Practice

Assumptions Instructional Assumptions Instructional MethodsMethods

Assumptions Learning is… People learn by … We know people have learned something when…

Implications for Practice/ Instructional Strategies

© Jeff Liles St. John Fisher College, Rochester, NY

Reading circle on learningReading circle on learning Campus Teaching & Learning Campus Teaching & Learning

CenterCenter Department or School of Department or School of

Education Education

This presentation and a resources This presentation and a resources page are available at:page are available at:

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