Learning Theories 101
Naomi Iuhasz-Velez
Jennifer Langer-Osuna, PhD
UM School of Education and Human Development
Department of Teaching and Learning
An Introduction:
Eight Loaves of Bread
10 minutes group activity
8 groups
Purpose: to showcase different theories of
learning
• Prepare to share your experience
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Eight Loaves of Bread
Three travelers are sitting around a fire, and are about to eat a
meal. One of them has five small loaves of bread, the second has
three small loaves of bread. The third has no food, but has eight
coins. He offers to pay for some bread. They agree to share the
eight loaves equally among the three travelers, and the third
traveler will pay eight coins for his share of the eight loaves. All
loaves were the same size. The second traveler (who had three
loaves) suggests that he be paid three coins, and that the first
traveler be paid five coins. The first traveler says that he should get
more than five coins. Is he right? How should the money be
divided up?
Eight Loaves of Bread
SOLUTION:
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The first traveler should be paid more than five coins.
Eight Loaves of Bread
SOLUTION:
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Each man ended up with 2 and 2/3 loaves (eight loaves
split three ways).
Eight Loaves of Bread
SOLUTION:
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So the second traveler (with three loaves) gave 1/3 loaf
to the third traveler.
Eight Loaves of Bread
SOLUTION:
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The first traveler gave 2 and 1/3 (or 7/3) loaves to the
third traveler.
Eight Loaves of Bread
SOLUTION:
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The first traveler gave seven times as much, and should
get seven coins, with one coin going to the second
traveler.
Theories of Learning:
Behaviorism
Groups 1 & 2
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Concept: Learning is a change in
behavior… mind is a black box
Operates on the principle of
“stimulus-response”
All behavior caused by external
stimuli (operant conditioning)
Learning through memorization of
facts using reinforcement,
understanding does not come into
the picture
Theories of Learning:
Constructivism
(Cognitivist)
Groups 3 & 4
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Concept: Learning is an active,
constructed process
All knowledge is constructed from
the learner’s previous knowledge and
experiences with physical
environment
The “black box” of the mind should
be opened and understood
Learning is an active, contextualized
process of constructing knowledge,
emphasis on sense-making
Theories of Learning:
Socio-cultural
Perspectives
Groups 5 & 6
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Concept: Learning occurs through
social interaction… hence, groups
Learners acquire higher order
functions by interacting with each
other
The more knowledgeable other
scaffolds the environment to facilitate
learning
Learning is fundamentally cultural,
understanding is developed through
continued social negotiation, through
guided practice or peripheral
participation and peer learning
Theories of Learning:
Socio-cultural
Perspectives
Communities of Practice
Groups 7 & 8
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Concept: Learning is the process of
becoming a scientist
You, becoming a professional
scientist; your students, forming a
scientific identity
Inquiry is what scientists do
Learning happens through
participating in particular discourse
communities; motivation to become
a central participant is important and
needs to be fostered
So What Does This Mean
for You as a TA?
Your ROLE is to support your students’ construction
of knowledge and of a positive scientific identity
HOW?
• Facilitate discussion among students around central
ideas, current dilemmas
• Draw on and utilize their personal experiences
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Different identities, histories, knowledge bases
• Identify and focus on understanding of the lesson’s
core ideas, conceptual relationships, central
problems
• You are the expert other – scaffold, guide, immerse
your students in the world of science
So What Does This Mean
for You as a TA?
Your ROLE is to support a positive scientific identity in your
students
HOW?
During your mandatory lecture days
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Find the middle ground between inquiry and lecture
Identify the complex points that need to be understood as you
plan your lessons
Launch a conceptual question or dilemma around the main
concepts to orchestrate a discussion
Guide the discussion – pose open-ended questions, have
students address and build on one another’s ideas
Seek to introduce and sustain scientific discourse – e.g.
argumentation
Bring in your students’ diverse backgrounds, knowledge bases
Foster systems thinking
Thank you!
Questions or comments?
Email me at n.iuhasz@umiami.edu