Learning Theory

Professional Enquiry
Primary 2020/21
This session and the reading enables students to:
 be aware that different learners learn in different ways
 be able to identify key issues related to a range of theories of
learning
 have an awareness of contemporary thinking about learning
 understand that an awareness of how children learn has
implications for teaching
 develop knowledge of basic psychology of: motivation; long
and short term memory; focus; learning; cognitive load,
spacing and interleaving; and group dynamics
 be aware of recent curriculum development and policies.
Standards particularly addressed in session
5c Demonstrate an awareness of the physical, social and
intellectual development of children and know how to adapt
teaching to support pupils’ education
3a Demonstrate a critical understanding of developments in
the subject and curriculum areas and promote the value of
scholarship
4e Contribute to the design and provision of an engaging
curriculum
Introduction to the Curriculum
DfE (2013) National Curriculum
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
attachment_data/file/425601/PRIMARY_national_curriculum.pdf
Key stage 1 and 2
Compulsory National Curriculum subjects at primary school are:
English
design and technology
geography
art and design
music
physical education (PE), including swimming
Computing
maths
science
History
Relationships and Health Education
Early Years Foundation Stage
DfE (2017) Statutory guidance for the early years Foundation Stage
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/
attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf

Prime Areas
Communication and Language
Physical Development
Personal, Social and Emotional Development

4 Specific Areas
Literacy
Mathematics
Understanding of the World
Expressive Arts and Design
Think about schools you have been in/ the primary
school you went to…
Did the school and class follow the National Curriculum
or did they have their own curriculum?
Learning
Think about learning. What does learning mean to you? What have you learnt about
how children learn? Jot down your thoughts and experiences.
During any experiences of school you have had, have teachers mentioned learning?
What have they said? Are there learning approaches being used in classes you have
seen or experienced as a child?
Different learners learn in different ways
Activity
Use the playdough you have made/lego/draw to create something (object or otherwise) that
represents learning.

YOU HAVE FIVE MINUTES.

https://www.youtube.com/watch?v=XAYhNHhxN0A
Have a look at the other creations. How do your colleagues perceive learning? Surprises?
Inspiration?!
Would anyone like to share and explain their creation? If so can you put your name in the chat.
Reflections
How did you approach the task?
Did you simply not want to do it as you thought it was
impossible?
Would you have preferred to have worked in a group?
When you are working in a group do you like to take
control?
Do you like tasks that involve kinaesthetic action? Or
would you prefer to watch? Listen?
Theories of Learning
Locke (1690)- Empty Vessel waiting to be filled
John Locke, B.F.Skinner, John.B.Watson (behaviourists) V’s
Rosseau, Piaget, Chomsky, Spelke (Child Centred)
With various methodologies, psychologists began to assimilate data
about the remarkable abilities young children have rather than
focusing on what they lack
It became known that very young children are competent, active
agents of their own conceptual development
In essence the mind of the young child had come to life (Bruner,
1972; Vygotsky, 1978; Gardner, 1991)
Contemporary thinking about learning
Constructivism
Piaget
Learning theory
https://www.youtube.com/watch?v=7AuhaJYqXQ4

Access and scan/read original work/texts by Piaget, Bruner and Vygotsky to develop
an awareness of learning theory. Other seminal texts include:

Donaldson, M. (1978) Children’s Minds

Wood, D. (1997) How Children Think and Learn

Or later summarised texts such as:

Kozulin, A et al (2003) Vygotsky’s Educational Theory in Cultural Context (Learning
in Doing: Social, cognitive and Computational). Cambridge University Press.
 Socio Constructivism
Vygotsky and Bruner
Bruner (scaffolding) and Vygotsky (Zone of Proximal
Development – ZPD) were more ‘fluid’ models of development
and learning, not directly related to age (Piaget- stages)
Potential development - what might be achieved through
support
Actual development – adult has an active role, observing,
analysing, supporting & appropriately intervening
Zone of Proximal Development
Activity
You were asked to read the extract from:
Powell, K. C., & Kalina, C. J. (2009). Cognitive and social constructivism:
Developing tools for an effective classroom. Education, 130(2), 241-250.

Consider how ‘pedagogy’ (method and practice of teaching) has been influenced by
constructivism.
Share examples of where you have seen ‘constructivism’ in practice in classrooms.
How could you use constructivism to aid your teaching and the children’s learning?
Jot down your ideas and if there is anyone that would like to share please add it to
the chat.
Theories of Motivation and impact on learning

https://www.youtube.com/watch?v=TTXrV0_3UjY
Carol Dweck: The Effect of Praise on Mindsets

GROWTH MINDSET
(very popular in schools!)

Reference :
Rattan, A.; Savani, K. ; Naidu, N. V. R. ; Dweck, C. S. (2012) Can Everyone Become Highly
Intelligent? Cultural Differences in and Societal Consequences of Beliefs About the Universal
Potential for Intelligence. Journal of Personality and Social Psychology, Vol.103(5), pp.787-803
Memory
 Memory and Learning Memory and learning are inseparable. The importance of memory
in learning can not be underestimated. Learning is dependent on our experiences and
involves us acquiring new knowledge and skills. However remembering and retaining
what has been learned is vital if we are to use it again in the future.

 Different Types of Memory There are two different types of memory:

 1. Working Memory : - is a fluid cognitive skill that refers to the ability to store and
manipulate information (verbal, visual and spatial) in the mind for short periods. (such as
remembering telephone numbers, following directions and instructions, and keeping
track of shopping list items in the supermarket).
 2. Long-Term Memory :- involves remembering significant personal events, storing skills
that have been mastered and can be used automatically (such as driving car, playing
guitar) and also storing facts, word meanings and general knowledge.
Links with behaviour management and children’s memory
Children who are experiencing difficulties with their working memories:
are generally well-adjusted socially
are reserved in group activities in the classroom, rarely volunteering answers and
sometimes not answering direct questions
behave as though they have not paid attention, for example forgetting part or all of
instructions or messages, or not seeing tasks through to completion
frequently lose their place in complicated tasks that they may eventually abandon
forget the content of messages and instructions
make poor academic progress during the school years, particularly in the areas of
reading and mathematics
are considered by their teachers to have short attention spans and are easily distracted
What is working memory?
https://www.youtube.com/watch?v=IQJlDEQ0Myo
Additional Reading/sources
Develop knowledge of basic psychology of: motivation; long and short term memory; focus; learning; cognitive
load, spacing and interleaving; and group dynamics

References:
Ostroff, W (2012) Understanding How Young Children Learn: Bringing the Science of Child Development to the
Classroom. Virginia: ASCD

Cook, D. A (2016) Motivation to learn: an overview of contemporary theories. Medical education, Vol.50(10),

pp.997-1014

Marley C. and Carbboneau J (2014) Theoretical Perspectives and Empirical Evidence Relevant
to Classroom Instruction with Manipulatives. Educational Psychology Review, 2014, Vol.26(1), p.1-7

Understanding Working Memory: A classroom guide

https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf
Any Questions?