Learning+Theories

[|Index of Learning Theories and Models]
**Theories and Models of Learning for Educational Research and Practice.** This knowledge base features [|**learning theories**] that address how people learn. A resource useful for scholars of various fields such as educational psychology, instructional design, and human-computer interaction.

Includes an index of learning theories, and in their own words"this is an iterative project and these entries are a work in progress; please leave comments with suggestions, corrections, and additional references."We need writers! Please contribute new entries or revisions to this knowledge base. Email your contribution to: info [at] learning-theories.com.

[|glossary]

=Blooms=

=Costa and Kallic= The 16 Habits of Mind identified by Costa and Kallick []

=DeBono= 6 Thinking Hats []

=Gardners = = = GARDNER’S MULTIPLE INTELLIGENCES //Eight Ways of Being Smart// []

Kolb[[image:experiential-learning-cycle-kolb.gif align="right" link="http://www.learning-theories.com/experiential-learning-kolb.html"]]
Kolbs Experiential Learning []

=Williams= Williams’ taxonomy is a model for teaching creative thinking skills. []

=Social Learning Theories= [|Connectivism] [|Maise Centre] [|Social Networking and Social Theory]

=Self Regulated Learning and Thinking=

[|The Thinking Classroom]
Thinking starting block The Starting Block helps you shape your questions and preliminary ideas into an active readiness to learn about the teaching of thinking. [|Design tools]  The Learning Spiral is a curriculum design framework to help you construct lessons, activities, or projects that target the development of students' thinking skills and habits of mind.  [|Classroom Resources]

Ten Tools for Teaching for Transfer


 * ** Hugging: ** Making the learning experience more like the ultimate applications. Students do and feel something more like the intended applications. || ** Bridging: ** Making conceptual connections between what's learned and other applications. This is more cerebral, less experiential. Students generalize and reflect. ||
 * 1. **Setting expectations:** Simply alert learners to occasions where they can apply what they are learning directly, without transformation or adjustment. //Example:// "Remember, you'll be asked to use these pronouns correctly in the essay due at the end of the week." || 6. **Anticipating applications:** Ask students to predict possible applications remote from the learning context. //Example:// After students have practiced a thinking skill or other skill, ask, "Where might you use this or adapt it? Let's brainstorm. Be creative." List the ideas and discuss some. ||
 * 2. **Matching:** Adjust the learning to make it almost the same experience as the ultimate applications. //Example:// In sports, play practice games. In drama, full costume rehearsals. || 7. **Generalizing concepts:** Ask students to generalize from their experience to produce widely applicable principles, rules, and ideas. //Example:// After studying the discovery of radium, ask, "What big generalizations about scientific discovery does the discovery of radium suggest? Can you support your generalizations by other evidence you know of?" ||
 * 3. **Simulating:** Use simulation, role playing, acting out, to approximate the ultimate applications. //Example:// Simulated trials, simulated senate discussions, etc., as preparation for understanding and participating in government as a citizen. || 8. **Using analogies:** Engage students in finding and elaborating an analogy between a topic under study and something rather different from it. //Example:// Ask students to compare and contrast the structure of the human circulatory system with the structure of water and waste services in a city. ||
 * 4. **Modelling:** Show, demonstrate rather than just describing, discussing. //Example:// A math teacher demonstrates how a problem might be solved, "thinking aloud" to reveal inner strategic moves. || 9. **Parallel problem solving:** Engage students in solving problems with parallel structure in two different areas, to gain an appreciation for the similarities and contrasts. //Example:// Have students investigate a (nonsensitive) problem in their home environment and a study problem in school, using the same problem solving strategy. Help them to draw out the parallels and differences. ||
 * 5. **Problem-based learning:** Have students learn content they are supposed to use in solving problems through solving analogous kinds of problems, pulling in the content as they need it. //Example:// Students learn about nutritional needs under different conditions by planning the menu for a desert trek and a long sea voyage, getting nutrition information out of their texts and other sources as they work. || 10. **Metacognitive reflection:** Prompt and support students in planning, monitoring, and evaluating their own thinking. //Example:// After a quiz or indeed any thought-demanding activity, have students ask themselves, "What went well, what was hard, and how could I handle what was hard better next time?" ||

These ideas are drawn from //How to Teach for Transfer// by Robin Fogarty, David Perkins, and John Barell, Palatine, Illinois: Skylight Publishing, 1992.


 * Seven Dispositions for Good Thinking**


 * **1**

//The disposition to be broad & adventurous//

The tendency to be open-minded; to explore alternative views; an alertness to narrow thinking; the ability to generate multiple options or solutions || ** 2 **

//The disposition toward wondering, problem-finding, and investigating//

The tendency to wonder, probe, find problems, a zest for inquiry, an alertness to puzzles, the ability for formulate questions ||


 * **3**

//The disposition to build explanations & understandings//

A desire to explore the parts and function of things, to seek connections and explanations; an ability to build complex conceptualizations || ** 4 **

//The disposition to make plans and be strategic//

The drive to set goals, to make and evaluate plans, to envision outcomes, alertness to lack of direction; the ability to formulate goals and plans || ** 5 **

//The disposition to be intellectually careful//

The urge for precision, organization, thoroughness; an alertness to error or inaccuracy, the ability to process information precisely ||

http://edudemic.com/2012/12/a-simple-guide-to-4-complex-learning-theories/