Unit Three: A/505/0818 Unit 3. Theories, principles and models in education and training 1.1 Analyse theories, principles and models of learning (500 words minimum) There are a number of learning theories which shape the methodology and delivery of learning within the classroom environment. Some of the most commonly cited concepts are Behaviourism, Cognitivism, Constructivism, Humanism and Social Learning Theory. Each has differences, but is fundamentally focused on how new information is both perceived and assimilated into the short and long term memory of the student. If we look at Social Learning Theory (Bandura, 1977), this concept posits that effective learning is facilitated in a social context and is focused on the imitation and observation …show more content…
Devised by Skiiner (1938) this method of conditioning involves both reward and punishment of displayed behaviours. Positive behaviours are rewarded, negative ones (such as getting the phone out) are punished with appropriate sanctions. Again, this can be an effective method for overall behaviour management within a classroom environment, but does come with drawbacks if the reward/sanction becomes too frequent. Lastly, Cognitivism is a learning method that places emphasis on the cognitive process involved in retaining information. The focus here is on the inner workings of mental processes and how people ‘digest’ new information and organise it contextually. Schemas (cognitive frameworks that help people process the world around them) are activated when receiving new information, which in turn aids in retention. (552 Words) 1.2 Explain ways in which theories, principles and models of learning can be applied to teaching, learning and …show more content…
Gardner defined these intelligences as linguistic, logical-mathematical, musical, kinaesthetic, spatial-visual, interpersonal, intrapersonal. The general premise of Gardner’s theory is that individuals are able to complete tasks using these areas of intelligence, but will differ in the strength of their ability depending on the strength of the area of intelligence required. For example, a student with high kinaesthetic intelligence may be more competent in a physical sports lesson than a student with high musical intelligence. The definition of intelligence, according to Gardner, is too broad and his different areas of intelligence represent individual talents and personality traits. This questions the validity of the theory, along with the limited amount of empirical research alongside it. Gardner expanded his definitions in 1995 to include ‘Naturalistic’ (Gardner, 1999) in recognition of more holistic, emotional intelligence, but this addition over a decade later raises the question of why it wasn’t identified in the first instance. Further, the limitation of this model is the risk of pigeon-holing students and assuming their intelligence quotient of a particular type; for example, a student studying a sports T-Level may be presumed to have a high kinaesthetic intelligence given the subject and a low intrapersonal or