Applications of
Learning Theory

Piaget:
Theory of
Cognitive Development

Systems of actions that help us organize 
our thinking.  Application: Sequence activities in a step-by-step order to help stu

Systems of actions that help us organize
our thinking. Application: Sequence activities in a step-by-step order to help students focus on how to complete
complex processes (anchor charts for complicated mathematical processes).

Stages of development in J/I

Concrete Operational: Application: Students struggle to understand hypothetical situations & developing empathy, "How would y

Concrete Operational: Application: Students struggle to understand hypothetical situations & developing empathy, "How would you feel if..."

Formal Operational: Students begin to develop an 
understanding of hypothetical situations & think through complex ideas and

Formal Operational: Students begin to develop an
understanding of hypothetical situations & think through complex ideas and begin to think from a variety of perspectives (How might a teenager think of climate change? What would an older person think of climate change?). Students can think about these situations differently.

Brofenbrenner:
Bio-ecological model

Macrosystem

Culture's definition of what is acceptable behaviour. Application: A group of boys to reinforce what it means to be "men" pla

Culture's definition of what is acceptable behaviour. Application: A group of boys to reinforce what it means to be "men" play rough and tumble games at recess, while the girls prefer to sit and talk. In this context, the students reinforce the stereotypes and the social condition of manhood and womanhood.

Exosystem

The media definitions of what is socially acceptable.

The media definitions of what is socially acceptable.

Mesosystem

An in-school team meeting conference to support a child's well-being in the school (interaction between adults to support lea

An in-school team meeting conference to support a child's well-being in the school (interaction between adults to support learning).

Microsystem

The factors or institutions that directly impact an individual's identity (e.g., healthcare services, school, peers, family,

The factors or institutions that directly impact an individual's identity (e.g., healthcare services, school, peers, family, religious institutions).

Cognitive Views of Learning

Information Processing Model

Holds that students can only do one cognitively demanding activity at a time. Using learning goals to focus student attention

Holds that students can only do one cognitively demanding activity at a time. Using learning goals to focus student attention.

Working memory: How many instructions can a student keep in their brain at one time? Chunking and blocking instructions into

Working memory: How many instructions can a student keep in their brain at one time? Chunking and blocking instructions into different pieces to focus energy.

Central Executive: The planning and resource allocation of resources. For students who struggle with this area, provide stude

Central Executive: The planning and resource allocation of resources. For students who struggle with this area, provide students with a list of tasks to complete at a time.

Phonological Loop: Speech & sound-related system for rehearsing words & sounds in short-term memory to transfer into long-ter

Phonological Loop: Speech & sound-related system for rehearsing words & sounds in short-term memory to transfer into long-term memory. Students engage in a think-aloud process during Math class, especially when completing complex tasks.

Retaining information

Maintenance rehearsal: Repeating information or refreshing information in visuospatial sketchpad. In the minds on phase of a

Maintenance rehearsal: Repeating information or refreshing information in visuospatial sketchpad. In the minds on phase of a 3-part math lesson, the teacher refreshes the student's knowledge.

Elaborative rehearsal: Connecting information to remember with something you already know. Making text-to-text/text-to-self c

Elaborative rehearsal: Connecting information to remember with something you already know. Making text-to-text/text-to-self connections

Chunking: Grouping individual bits of information. Application: The teacher groups similar problem types together in the same

Chunking: Grouping individual bits of information. Application: The teacher groups similar problem types together in the same instructional cycle (the teacher teaches a unit exclusively on patterning).

Types of knowledge

Declarative knowledge (What do students know)

Declarative knowledge (What do students know)

Application: A student knows the steps of kicking a soccer ball.

Procedural knowledge (What are students able to do?)

Procedural knowledge (What are students able to do?)

Application: A student can kick a soccer ball.

Self-Regulatory Knowledge (How can students manage their behaviour and feelings?)

Self-Regulatory Knowledge (How can students manage their behaviour and feelings?)

Application: A student knows when it is appropriate to share information and when they should listen quietly.

Vygotsky:
Sociocultural Theory

Co-creation of knowledge & shared activities.

Application: Co-creating success criteria for 
an upcoming assignment between 
the teacher & the students.

Application: Co-creating success criteria for
an upcoming assignment between
the teacher & the students.

Learning

Classical conditioning

A neural stimulus is paired with a stimulus that evokes an emotional or physiological response

The thought of having to present => : Causes students to be upset

The thought of having to present => : Causes students to be upset

Operant conditioning

Behaviours are learned as we operate on the environment: Antecedents & consequences: By studying (antecedent), for a test (behaviour), the student receives a good grade (consequence).

Student studies (antecedent)

Student studies (antecedent)

Writing an exam (behaviour)

Writing an exam (behaviour)

Application: A student studies for their test & receives a good grade.

Application: A student studies for their test & receives a good grade.

Social Constructivism

Interaction, cultural tools & activity shape development & learning

General knowledge

How to read a book

How to read a book

Specific knoweldge

Completing specific Chemistry experiments in higher grades.

Completing specific Chemistry experiments in higher grades.

More knowledgeable other: Using instructional and scaffolded support to aid in student learning.

Using guided reading to help students practice reading comprehension strategies

Using guided reading to help students practice reading comprehension strategies

Zone of Proximal Development

When students work collaboratively or in support with the teacher, they can accomplish more than they could individually. Usi

When students work collaboratively or in support with the teacher, they can accomplish more than they could individually. Using peer-editing and reciprocal teaching helps students to engage more fully in their learning.