Applying Multiple Learning Theories in a Single Lesson

POSTED BY QTL SEPTEMBER 29, 2007 LEAVE A COMMENT

Richard Parenti
QTL Instructor

There may seem to be as many theories to learning as there are stars in the universe. But learning theories are important
because they guide our instruction and give us insight into the vast unknowns of the mind.

Though each theory has a different premise, this does not pre-suppose that only one is accurate; nor does it suggest that
they cant be used in conjunction with one another in an instructional setting. Educational Psychologist Robert Gagne (1985)
stated, different instruction is required for different learning outcomes.

Acknowledging that there are different types of learning, Gagne put forth nine conditions that must be present for learning
to occur. Behaviorism, Cognitive Theory and Constructivism are common learning thoeries applied in the classroom setting.
Watch, as we journey through one of my tenth-grade Biology class periods showcasing Gagnes strategies while illustrating
how it serves in harmony with these three theories of learning.

The Behaviorist Learning Theory

Class begins as students enter the room. On the blackboard I have written their Bellringer assignment: Identify 3 cycles
you have encountered in your life and 1 cycle you have encountered in a science class. I try to let Bellringers capture
students attention. This is the first condition of learning, according to Gagne (1985). However, the bellringer serves many
purposes. Besides setting the tone for learning, acting as a classroom management tool, and introducing the topic of the
day, it is evidence for a theory of learning called Behaviorism.

Behaviorism has its roots in Psychology, and many are familiar with the famous classical conditioning experiments of Ivan
Pavlov, in which dogs were trained to salivate at the sound of a bell, and the operant conditioning experiments of B.F. Skinner,
in which small animals were trained to operate on their environment to obtain a reward (Skinner, 2004-2007). Skinner is
largely known for expanding the work of John Watson, who is considered the father of Behaviorism (DeMar, n.d.).

The Bellringer activity applies the principles of Behaviorism to education by showing that when students are presented with
a stimulus (e.g. the bellringer activity), they can be trained to exhibit a desired response. Behaviorism explains that behaviors
are based on rewards and punishments and it concerns itself only with the stimulus and response. Thoughts, feelings or
unobservable events are irrelevant in Behaviorist theory. To this end, Behaviorism exists in contrast to other theories that
value these factors.

Setting the Stage

Next to the Bellringer I write the State Standard for todays topic on Life Cycles to create expectancy for the learners
(Gagne, 1985). According to Gagne, the second condition of learning is that students need to know what to expect.
Beneath the Standards, I draw a rudimentary picture of a bicycle and use colored chalk to diagram the previously taught
Citric Acid Cycle and Calvin Cycle. My hope is that these illustrations will provide stimulating recall of prior learning. This
is Gagnes third condition (1985).

Cognitive Learning Theory

After getting some responses from the class and a sense of the students current knowledge, the next activity is to read
an elementary level story entitled, The Tiny Seed. Presenting the stimulus (also termed selective perception) is the
fourth condition of learning (Gagne, 1985). I supplement the reading with a PowerPoint presentation to allow students to
visualize the words as I read to them.

This teaching strategy is called modeling. I was modeling what I would be asking the students to do in a few moments, or
also providing learning guidance, according to Gagnes fifth condition of learning (Gagne, 1985). Modeling supports Cognitive
Learning theory. Sometimes its referred to as Cognitive coaching (Funderstanding, 1998-2001) or simply, Cognitivism.
Unlike Behaviorism, Cognitive theory posits that personal insights cause learning. Modeling reading, for example, can show
students how they might perform when reading. It can allow them to evaluate and correct pronunciation of words, use of
grammar, and to place themselves as the reader in their own minds. Thus modeling can create a change in thinking, the
foundation of Cognitive theory.

Cognitive theory places special emphasis on the unseen processes of thinking (Wilhelmsen, 1998) stating that mental
activities occurring after the stimulus will influence the response. For example, a student who suddenly recalls a book report
due in his next class may chose to work on that instead of completing the bellringer assignment or listening to the story. A
basic tenet of Cognitive theory is practice and rehearsal. To support this, I refer students to their list of vocabulary words
given at the beginning of the unit ask them to take a brief moment and jot down (on a piece of paper with their name on it)
the definitions to as many as they can recall at this time.

Prior to class I have placed a copy of a Dr. Seuss book about life cycles on each students desk. On the cover I have written
two numbers and a note, Do not open this book until you receive specific instructions from the teacher! At the end of the
story I inform students that the numbers represented the pages from where the student would start and stop reading. Then,
while students are taking their turns voicing the words on their pages, I place a germinating seed on each of their desks.
These activities further reinforce selective perception, prior recall, and expectancy.

Constructivist Learning Theory

After a short discussion about Life Cycles and a few minutes of delivering some facts, I charge students with writing a brief
essay about life cycles based on what they have learned in class today. Eliciting performance is Gagnes sixth condition of
learning (Gagne, 1985). This writing task also follows the Constructivist model of learning.

Constructivism is a learning theory that asserts, by reflecting on our own experiences, we construct our own understanding,
(Funderstanding 1998-2001) and in this activity students are called upon to think about cycles. They are required to reflect
upon their own experiences with The Tiny Seed story, the Dr. Seuss book, the lecture information, and the germinating
seeds. Since, creativity and innovation are encouraged, I ask students to think about some things that they may want to write
about, share thier thoughts with at least two neighbors and then write about thier idea.

Constructivism is different from behaviorism in this regard, but similar to cognitive theory in that both theorists would
postulate that students need to connect to prior experiences. For example, with the late assignment, if the student knew
that book reports were rarely collected in the next class, he may decide to complete the bellringer or listen to the story after
all.

Nearing the end of the class period and once students have completed their writing, I anonymously select a few essays to
read aloud. The purpose here is to provide feedback, informally assess their performance, and enhance the retention of our
topic. These are Gagnes seventh, eighth and ninth conditions, respectively (Gagne, 1985); the balance of conditions required
for learning to take place.

Comparing Learnng Theories

In reflecting upon these theories and their application in this class period, their differences are obvious. Behaviorism does
not view the unobservable as significant. Cognitive theory and Constructivist theory state that the unobservable is very
important, and Behaviorism and Constructivist theoryboth value previous events. In the case of Behaviorism the event is an
antecedent stimulus. In Constructivist theory its prior learning.

But despite their differences, there are some similarities. Its equally important to note that these similarities allowed
opposing ideologies to come together in a single lesson. Behaviorism, Cognitive Theory and Constructivism are all valid
researched-based theories. Each can work in harmony toward the same objective and each can make an important
contribution to student understanding even with different outcomes.

In Conclusion
In terms of Gagnes nine strategies, the desired outcome of the Behaviorism Learning Theory was used to gain attention
and create expectancy. The cognitive model was the stimulus and provided guidance, while the Constructivist Theory was
employed to reinforce the learning, allow retrieval, and enhance generalization.

Each approach to learning is different, but they have similar qualities that allow them to function harmoniously in the
classroom. Each learning theory has a place in an instructional setting, and sometimes its right alongside another opposing
theory. There will always be ideas about when and how learning theories should be applied and there will always be room
for more learning theories because learning is a complex ability whose limits may only be as boundless as the universe itself.

REFERENCES