Applying Learning Theory Basics to Break the Box of Rape Culture
Dale’s Cone of Experience
Ignore percentages
The point is that the more novice an audience or group is, the more “CONCRETE” or “Enactive” approaches are needed in your instruction.
Ideally, you want to deliver a multi-modal experience. Engage as many of the five senses as you can...six if you have them. (Yes, that was a bad joke.) Use as much of the cone as possible.
Provided by Dr. Stephen Rodriguez, Texas A&M Univ.-Corpus Christi. Text unknown.
Behaviorist Learning Theory NOTES:
Reaction to Freud’s views on subconscious. Belief that we can never see what the mind sees.
Focused on inputs and outputs, stimulus and overt behavior. Mind is a blank slate.
Say this, do this responses.
Reinforced by rewards or punishments. Major theorist(s): B.F. Skinner
Cognitivist Learning Theory
Reaction to Behaviorist Learning Theory. We can measure what is happening in the mind.
Schema (Gagne’s 9 Events of Instruction Truncated)
● Recall prior knowledge
● Add new information
● Reflect on new information
● Expand or rewrite new schema
Short-term memory and long-term memory. Brains as computers in a sense, but not a blank slate.
This is where Bloom’s Taxonomy can be applied to drive higher order thinking to change mindsets and attitudes (schemas). Higher questions include “How”, “Why” as drivers. “What” questions used to scaffold into the higher order questions.
Major theorists: Robert Gagne, Richard Mayer, and many more.
Nine Events of Instruction:
Univ. of Florida Center for Instructional Technology and Training. (30, Jan 2013). Gagne's nine events of instruction. Retrieved from http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/
1. Gain the attention of the learners through announcement, graphic
organizer, game, icebreaker, etc. NOTES:
2. State the learning objectives for the lesson or workshop, let students anticipate what they will learn in the lesson
3. Recall prior knowledge. New information is better learned when meaningfully applied to existing schema. This can also be a recap of the previous session.
4. Present the material/stimuli
5. Provide learning guidance, or practice, where students can apply new material in a meaningful way
6. Elicit responses from the students. This is where students will apply their new knowledge on an assignment, project, or product to demonstrate that learning has occurred
7. Provide feedback to help students align their learning and reinforce that new information is learned correctly.
8. Assess the performance of students in a way that will reinforce learning and cues for retrieval of knowledge later.
9. Enhance retention and transfer through follow up lessons and reminders. This includes booster sessions, take home assignments, or a capstone project. (Sound like repeated doses in primary prevention?)
Constructivist Learning Theory
We bring our own experiences and knowledge to the table. Learning happens in a social context, and within a “zone of proximal development” - the gap between actual development level and potential level development - determined by the people in the group.
The facilitator shifts from “sage on stage” to a coach giving the occasional nudge when needed and setting up the environment for learning to happen.
Active learning experience. Learner-centered approach. The learner is stretching and directing learning experience.
Role of the instructor/facilitator:
● Modeling
● Coaching
● Scaffolding
Small-group settings NOTES:
Peer-to-peer learning strategies
Project-based or service-based learning opportunities
Lives in Context, Dr. Susan Elwood, Texas A&M Univ. - Corpus Christ http://www.livesincontext.org/
Major theorists: Lev Vygotsky, Paul Wood,
Source: McLeod, S. A. (2010). Zone of Proximal Development. Retrieved from http://www.simplypsychology.org/Zone-of-Proximal-Development.html
epltt.coe.uga.edu
CONTACT INFORMATION
Jerry Dugan, Community Educator
Adela Garcia, Community Educator
Women’s Shelter of South Texas
P.O. Box 3368, Corpus Christi, TX 78463-3368
(361) 881-8888