THEORIES OF

LEARNING
ALJEAN S. GALLO
THEORY OF LEARNING

 Social learning theory

 Connectivism Theory
 Adult Learning Theory
Social learning theory

 Social learning theory suggests that social

behavior is learned by observing and imitating
the behavior of others. Psychologist Albert
Bandura developed the social learning theory
open_in_new as an alternative to the earlier
work of fellow psychologist B.F. Skinner,
known for his influence on behaviorism.
Connectivism Theory
 Connectivism is a relatively new learning theory
that suggests students should combine thoughts,
theories, and general information in a useful
manner. It accepts that technology is a major part
of the learning process and that our constant
connectedness gives us opportunities to make
choices about our learning.
Adult Learning Theory

 Developed by Malcolm Knowles in 1968, Adult

Learning Theory or andragogy is the concept or
study of how adults learn and how it differs from
children. It aims to show how adult learning is
distinct and identify the learning styles which
suit them best.
Basic Principles of
Behavioral Change
What is behavior?

6 characteristics of behavior:
 1) Behavior is what people do and say,
 2) Behaviors have one or more dimensions
 3) Behaviors can be observed, described and recorded
 4) Behaviors have an impact on the environment
 5) Behavior is lawful, and 6) Behaviors may be overt or covert.
physical dimensions of behavior:

 1) frequency, - Frequency refers to the number of responses in which the behavior

occurred
 2) duration - or how long a behavior lasts.
 3) latency – refers to the amount of time it took for a behavior to occur or be initiated.
 4) intensity. , refers to the strength of intensity of the behavior. For example, does the
child scream or speak softly? More specifically, do the child speak loudly enough to be
heard from a distance of 5 ft? 20 ft? What about from across the playground?”
Principles of Effective Behavior Change

 Target and Build Specific Knowledge and Specific Skills

 Reduce the Environmental Conditions That Support Negative
Behaviors, and Increase the Conditions That Support Positive
or Desired Behaviors
 Modify Behavior Sequentially and Reward Progress
 Train in Naturalistic Conditions and Settings
 TeachSpecific Cognitive Rules or Principles That Can Guide
Behavior in New Settings
 Model and Offer Many Opportunities for Participants
to Practice the Desired Behavior
 A Higher Dosage Leads to a Greater Response (Dosage-
Response Ratio Principle)
 Facilitate
Social and Other Supports Over Time to
Support and Sustain Behavior Change
 Emphasize the Individual as the Key to Behavior
Change
Analysis in the Study
of Behavior
Behavioral analysis

 Behavioral analysis is the science of controlling and predicting human behavior

 Includes assumptions about how to study behavior and technique to carry out the analysis
 Be assessing the relationship between a targeted behavior and the environment, the methods
of behavioral analysis can be used to change that behavior.
 A three-term notation used to denote this arrangement is A-B-C which stands for antecedent,
behavior and consequence.
Principles of cultural
responsive Teaching
 Principle 1: Students are affirmed in their cultural connection
“Kids get that we get them”

 Principle 2: Teachers are personally and culturally inviting

“Kids get it that we like them”

 Principle 3: Learning environment is culturally and personally inviting

“School looks like me…diversity lives here and is honored”

 Principle 4: Students are reinforced for academic development

“Catch kids being smart”

 Principle 5: Adjust instructional strategies to accommodate kids

“Sing harmony to a kids song”

 Principle 6: Classroom is managed with firm, consistent, and loving control

“Respect begins with the teacher”

 Principle 7: Interactions stress collectivity as well as individuality

“Mixing it up in the classroom”