Running Head: EXPERIENCE AND THEORY 1

Aligning Experience and Theory

Andrew Smith
EDU 120: Principles of Instructional Design
Instructor Buss
September 24, 2014



















Aligning Experience and Theory 2
Aligning Experience and Theory
In this day and age, the word theory gets tossed around so much that people often forget
what the word theory actually means. A theory is fact-based, relies on evidence, and is used to
explain or describe something. This is why I do not agree with having creationism taught in
schools. Evolution is a theory based of scientific research and facts, whereas creationism is
based solely on a book. As a teacher, in an educational setting, we rely on theories, such as
learning theories and instructional theories. Learning theories are mostly descriptive, meaning
they describe how learning occurs, (Smith & Ragan, 2005, P. 23, Par. 5) and instructional
theories are mostly prescriptive, meaning they suggest that if instruction includes certain
features, it will lead to certain types and amounts of learning, (Smith & Ragan, 2005, P. 23, Par.
5).
Behaviorist Learning Theory:
The behaviorist learning theory focuses on the aspects of learning that can be directly
observed, such as when a student uses the correct response to a particular stimulus. Although
most behaviorists did not deny the existence of mental activity, they did not conjecture about
these thinking processes, mental states, and other unobservable phenomenon, (Smith & Ragan,
2005, P. 25, Par. 7). This is different from other learning theories because it does not take into
account the thought process behind the learning.
This learning theory finds that learning has occurred when there is a measurable change
in the frequency of observable performance, (Ludescher, n.d., Par. 102). It has been found that
the environment plays a critical role in this learning, for instance, how stimuli and consequences
or reinforcement is presented. Some instructional uses for behaviorism include flashcards and
other drill and practice routines. Behaviorisms positive and negative reinforcement techniques
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can be very effective . . . in treatments for human disorders such as autism and antisocial
behavior, (Ludescher, n.d., Par. 142). In working with children with Autism, this learning
theory has provided much more results than with others, and the instructional design of the
programs ran heavily reflect the behaviorist learning theory. We rely on the stimulus-response
principal in order to elicit the proper responses and to decrease or eliminate problematic
behaviors.
Cognitive Learning Theory:
Cognitive learning theory places much more emphasis on factors within the learner and
less emphasis on factors within the environment than behavioral theories, (Smith & Ragan,
2005, P. 26, Par. 3). This means that cognitive learning is more focused on how learning occurs
rather than observable characteristics of learning. With cognitive learning theories, we focus on
how people think, learn, remember, and even forget. In this learning process, the learner is an
active participant. They take in the information through listening, seeing, or doing, and
incorporate this new knowledge into their thinking. During the learning process, the students ask
questions and receive feedback to further develop their understanding. Then the learning is
assessed and if needed, further explanation or practice is provided. Using cognitive learning
theories, the teacher offers a variety of experiences to approach information, assess
understanding and summarize the combination of information and understanding, (McNeeley,
2007, Par. 21). In todays classrooms, instructors focus on cognitive learning because it creates a
deeper understand of information.
Constructivist Learning Theory:
The Constructivist Learning Theory states that people construct their own understanding
and knowledge of the world, through experiencing things and reflecting on those experiences,
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(Educational Broadcasting Corporation, 2004, Par. 1). This learning theory is similar to the
cognitive learning theory in that is focuses on how we learn, different ways we acquire
knowledge, and how we integrate that knowledge into our thinking. However, in constructivist
learning, the instructor plays a different role. Instead of presenting information and facts, they
act as more of a guide, asking questions and tapping into the students prior knowledge and
experience. The goal is for the students to construct their own knowledge and understanding of
the material. Although it may sound like it, constructivism does not dismiss the active role of
the teacher or the value of expert knowledge. Constructivism modifies that role, so that teachers
help students to construct knowledge rather than to reproduce a series of facts, (Educational
Broadcasting Corporation, 2004, Par. 6).
Social Learning Theory:
Social learning theory combines cognitive learning theory (which posits that learning is
influenced by psychological factors) and behavioral learning theory (which assumes that learning
is based on responses to environmental stimuli), (Psychology Today, n.d., Par. 1). This theory
focuses on learning through observation, imitation, and modeling. In social learning, students
observe others, and the results of their actions, such as reinforcement. If one student is observed
receiving reinforcement from an instructor for getting an answer correct or an appropriate
behavior, other students are more likely to give that answer or model that behavior. The opposite
is also true, where a student will display an inappropriate behavior and given discipline, or told
an answer is incorrect and told to try again, others observing will be less likely to model these
behaviors or give the same incorrect answer. Describing the consequences of behavior
increases appropriate behavior and decreases inappropriate ones, (Social learning theory, n.d.,
Par. 17). As a behavior technician for children with Autism, there is a lot of focus on
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appropriate/inappropriate behaviors. Modeling and imitation play a large role in this and through
reinforcement, both positive and negative, the students are able to learn what is acceptable and
what is not.
Conclusion:
In conclusion, learning how people learn will make teaching much easier. Not all
students learn the same, so instructors should be knowledgeable in the different learning theories.
The type of learning or instruction will also depend on the type of learning theory implemented.
For instance, children with learning or other disabilities may have difficulty learning through
social learning, but could make great strides if the behaviorist learning theory is implemented.
Instructors should not limit their teaching to just one theory, but should implement the different
learning theories as they are needed.


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References
Educational Broadcasting Corporation. (2004). Constructivism as a paradigm for teaching and
learning. Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/
Ludescher, F. (n.d.). Behaviorism. Retrieved March 24, 2014, from
http://www2.vobs.at/ludescher/Ludescher/LAcquisition/Behaviourist/seite6.htm
McNeeley, R. (2007). Theories of learning. Retrieved from
http://web.utk.edu/~rmcneele/classroom/theories.html
Psychology Today. (n.d.). Social learning theory. Retrieved March 24, 2014, from
http://www.psychologytoday.com/basics/social-learning-theory
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, NJ: Wiley & Sons.
Social learning theory. (n.d.). Retrieved March 24, 2014, from
http://www.southalabama.edu/oll/mobile/theory_workbook/social_learning_theory.htm