(Excepted from https://www.leaderinme.

org/blog/learning-theories/)

Behaviorist Theory

What is it? Behaviorist Learning Theory (or Behaviorism) utilizes key ideas from the
work of B.F. Skinner, who theorized that learning occurs through a series of rewards or
punishments. While Skinner believed that all learning could occur this way, Behaviorist
Theory is most commonly utilized in classrooms today as a tool for behavior
management. However, educators still utilize rote practice and repetition: two practices
that are linked to Behaviorist Theory. According to Skinner, rewards increase the
likelihood that behaviors will be repeated, while punishments decrease the likelihood of
repetition. He also theorized that rewards and punishments could be either positive or
negative in nature. This can confuse a lot of people! What he meant was that when we
give or add something to the environment, the interaction is positive; when we take
something away, the interaction is negative. So, for example, removing an undesirable
activity from the agenda might be a negative reward, and adding an undesirable activity
to it might be a positive punishment.

Scenes from a Classroom –

• In Ms. X’s first grade classroom, she is working with one of her students, Sam, to
help him with some challenging attention-span issues. She gives him a sticker
whenever she sees him on task. (Positive reward)
• In Mr. X’s third grade classroom, Mr. X quietly reminds a student to keep all four
legs of his chair on the floor. (Positive punishment – yes, verbal praise &
reminders qualify as adding something to the environment!)
• To increase the number of students who turn in their homework each day, Mr. X
announces that if the class has 100% completion on today’s assignment, they
won’t have homework on Friday. (Negative reward)
• Students in Mrs. X’s art class are having trouble sharing the supplies. Mrs. X
writes the word ART on the board, and each time students have a disagreement
over supplies, she erases a letter. If the word is erased completely, students will
have to use pencil to complete their project for the day. (Negative punishment)

Teachers need to know how important it is to engage students when crafting solutions
to various behavior issues. They maintain the belief that every child has worth and
potential, and see a behavior challenge as an opportunity to teach a skill and educate
the whole child. When appropriate, they create Win-Win Agreements, which are
solutions that are mutually created in such a way that everyone is happy with the result.
Teachers and students might work together to answer the following questions:

• What behavior are we noticing? Why is it happening? When is it happening?

• Are we looking to increase or decrease the behavior?
• Would we like to earn something, or have something taken away? What might
that “something” be?

When students and teachers work together to answer these questions, they craft a
solution that everyone is excited about. This level of involvement will lead to greater
commitment and engagement in the solution.

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Cognitive Theory

What is it? Cognitive Learning Theory is largely based on the work of Jean Piaget, who
rejected the idea that learners are passive and simply react to stimuli in the
environment. Instead of focusing solely on observable behavior, Cognitive Theory seeks
to explain how the mind works during the learning process. Like a computer, the mind
takes in information, processes that information, then uses that information to produce
learning outcomes. Piaget’s four Stages of Development indicate the learner’s ability to
understand abstract, complex concepts.

Scenes from a Classroom –

• Ms. X, a kindergarten teacher, works with students to verbally communicate

their feelings. She knows that at this age, they are naturally egocentric and
struggle to see things from others’ perspectives.
• As Mr. X begins his unit on fractions, he incorporates manipulatives in order to
provide a concrete learning experience.
• To help students memorize the Periodic Table, Mrs. X co-creates various
mnemonic devices with her class.
• Ms. X uses a graphic organizer in order to help students write paragraphs with
appropriate structure.
• At the start of every lesson, Mr. X asks questions to activate the prior knowledge
of his students. He knows this will help to link the new learning concepts to
previously retained ideas, increasing the likelihood that the new learning will be
remembered.

Teachers teach empathy and encourage students to develop their speaking and listening
skills: Seek First To Understand, Then To Be Understood. They also provide structure
and organize learning by using Quality Tools, and students may be taught to make their
thinking visible by using hand signals during class discussions. Teachers empower
students to learn through the Empowered Learning model, which ignites curiosity and
background knowledge, then encourages hands-on investigations with specific learning
targets, and ends the lesson by inviting connections.

Constructivist Theory

What is it? Constructivists see the learner as a constructor of knowledge. New learning
is shaped by schemas, which the learner brings to the learning process. Lev Vygotsky is
an important founder of Constructivist Learning Theory. Vygotsky believed that
learning is a collaborative process, and that social interaction is fundamental for
cognitive development. According to Vygotsky, students learn best when working
collaboratively with those whose proficiency level is higher than their own, allowing
them to complete tasks they are not yet able to do independently. Vygotsky identified
these concepts as the More Knowledgeable Other and the Zone of Proximal
Development. Constructivist classrooms are student-centered, with the teacher acting
as the facilitator.

Scenes from a Classroom –

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 • Mr. X intentionally pairs students performing on or above grade level with
students performing below grade level, inviting them to turn and talk about their
learning throughout a lesson.
• Mrs. X uses collaborative learning to facilitate engagement with specific learning
targets, ensuring heterogeneous student groupings.
• Ms. X uses Problem-Based Learning to engage her students in solving real world
problems, meeting several learning targets while giving students autonomy to
make decisions. She encourages students to work with peers who have different
strengths than their own.

Teachers begin the year by building high-trust relationships and dedicate time
throughout the year to maintaining the social-emotional environment of their
classrooms. They aim to incorporate student voice throughout their day, allowing
students to take great ownership over their environment and learning. Teachers believe
that everyone has genius, and teach their students to acknowledge and utilize the
strengths of their classmates, creating synergy. Leadership classrooms buzz with
excitement, signaling purposeful student interaction. As teachers aim to empower
students, they use teaching strategies that require collaboration and higher order
thinking, acting as a guide on the side rather than a sage on the stage.