2. Learning

Jump to: Reflective Activities | Further Reading | Research Briefings | Diagrams and Figures

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Reflective Activities

Learning Processes

• To consider the application of behaviourist, constructivist and social constructivist psychology in classroom practice
• To consider the influence and strengths of behaviourist psychology when applied to students' learning and school practice
• To consider the influence and strengths of constructivist psychology when applied to students' learning and school practice
• To observe learning and consider the insights of behaviourist, constructivist and socio-cultural psychology

Nature, Nurture and Agency

• To evaluate the exercise taken by students in your class/es
• To monitor the use and abuse of concepts of 'intelligence'

Nuture, Nature and Agency

• To map the influence of culture on the learning disposition of a student
• To review the motivational qualities of a series of classroom activities
• To consider the extent to which classroom development of students' meta-cognitive strategies could be enhanced

Taking Stock of Learning

• To review and apply knowledge about factors affecting learning

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Further Reading

Notes on Further Reading

• Overview
• Learning processes
• Nature, nurture and agency
• Nurture, nature and agency
• Taking stock of learning

Related articles

• ‘Multiple’ and ‘emotional’ intelligence

Useful links

• Neuroscience and education: issues and opportunities
• Wikipedia entry on Jerome Brunner
• Carol Dweck's YouTube talks

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Research Briefings

• Learning how to learn - in classrooms, schools and networks
• Supporting primary-secondary transfer through home-school knowledge exchange
• Enhancing primary literacy and mathematics through home-school knowledge exchange
• Building thinking skills in thinking classrooms

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Diagrams and Figures

• Figure 2.1 A behaviourist model of roles in the teaching-learning process
• Figure 2.2 A constructivist model of roles in a teaching-learning process
• Figure 2.3 A social constructivist model of roles in a teaching-learning process
• Figure 2.4 Some features of behaviourist, constructivist and social constructivist models of learning in school classrooms
• Figure 2.5 Everyday language embodying labelling
• Figure 2.6 Sally and Andrew illustrate 'mastery' and 'helplessness' in learning
• Figure 2.7 Risk, boredom and motivation
• Figure 2.8 Factors affecting learning engagement
• Figure 2.9 Two metaphors for learning