LEARNING THEORIES

LEARNING THEORIES

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FIVE THEORIES OF LEARNING IN EDUCATION

CONSTRUCTIVISM

BEHAVIORISM

DIFFERENTIATED INSTRUCTION

COGNITIVISM

TRANSFORMATIONAL LEARNING

SOCIAL EMOTIONAL LEARNING THEORY

INCLUSIVE EDUCATION

How these theories connect to UDL

UNIVERSAL DESIGN FOR LEARNING

CONNECTION TO BEHAVIORISM

CONNECTION TO COGNInitivism

CONNECTION TO TRANSFORMATIONAL LEARNING

CONNECTION TO SOCIAL EMOTIONAL LEARNING

CONNECTION TO INCLUSIVE EDUCATION

CONNECTION TO CONSTRUCTIVISM

CONNECTION TO DIFFERENTIATED INSTRUCTION

What is udl?

Using these theories in the classroom

Using the Learning Theories in the Classroom

TRANSFORMATIONAL LEARNING

DIFFERENTIATED INSTRUCTION

CONSTRUCTIVISM

+ info

+ info

+ info

BEHAVIORISM

+ info

SOCIAL EMOTIONAL LEARNING

INCLUSIVE EDUCATION

+ info

COGNITIVISM

+ info

+ info

Learning theories for ALL students.

FOCUS STUDENTS

Taj

Lucas

Charlotte

• Behaviorism
• Set clear expectations
• Provide fidgets
• Create reward system

• Differentiated Instruction
• Provide physical activity opportunities where he can move and complete his work
• Work one on one with someone who will keep him on task and work with him on meeting expectations

• Transformational Learning
• Allowing Lucas to make decisions to resume work after he is distracted or receive the negative feedback

• Behaviorism
• Praise when he is able to follow instructions
• Setting clear expectations of following instructions and staying on task

• Differentiated Instruction
• Working in groups with each student assigned a different task
• Working with peers that needs time to process like Taj
• Working in a quiet space or working with his groups

• Transformational Learning
• Check ins with Taj to see if he is understanding the concepts being taught

• Behaviorism
• Positive reinforcement from reading specialists
• Praise apositive interactions and time management

• Differentiated Instruction
• Offering space for Charlotte to work in when she needs extra time finishing an assignment
• Put Charlotte in groups with peers that are in similar reading and math levels as her

• Transformational Learning
• 1:1 discussion with Charlotte to see what she needs when new concepts are introduced

CONTINUED

Taj

Lucas

Charlotte

• Inclusive Education
• 1:1 time with teacher for extra support
• Create quiet, safe independent work space

• Social Emotional Learning
• Embrace native language
• Provide time for journaling and reflection independently and one-on-one
• Meet with counselor

• Constructivism
• Chunk assignments to appropriate completion for Lucas
• Provide fidgets to help Lucas focus

• Cognitivism
• 1;1 support
• Check for understanding with teachers/peers

• Inclusive Education
• Incorporating time for reading and math support

• Social Emotional Learning
• Encourage partner work

• Constructivism
• Charlotte can work with others to check for understanding
• Create hands on activities for independent and partner/group work

• Cognitivism
• Charlotte qualifies for additional support through MTSS but could qualify for more; benefits from assessing often

• Inclusive Education
• Scheduling speech during time where he is not missing core work
• Timers & cues to help with transitions

• Social Emotional Learning
• Controlled partner work
• Develop self-regulation skills

• Constructivism
• Use interests to engage focus in assignments
• Chunk assignments

• Cognitivism
• 1:! discussion for feedback and support
• Provide extra time to process and self-regulate

REFERENCES

REFERENCES

• National University. (n.d.). Theories of learning. National University. Retrieved March 7, 2025, from https://www.nu.edu/blog/theories-of-learning/#:~:text=Founded%20by%20pioneers%20like%20Carl,or%20the%20materials%20being%20taught.
• Main, P. (2023, November 17). Theory of Behaviorism in Learning. Structural Learning. Retrieved from https://www.structural-learning.com/post/theory-of-behaviorism-in-learning
• Understood. (n.d.). Universal design for learning: What it is and how it works. Understood.org. Retrieved March 7, 2025, from https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-and-how-it-works
• Perry, D. (2017, July 23). Weekly digest #69. The Learning Scientists. https://www.learningscientists.org/blog/2017/7/23/weekly-digest-69
• ClassPoint. (2023, March 8). Cognitive learning theory guide. ClassPoint. https://www.classpoint.io/blog/cognitive-learning-theory-guide
• WGU. (2007). What is the transformative learning theory? Western Governors University. https://www.wgu.edu/blog/what-transformative-learning-theory2007.html
• UNICEF. (n.d.). Inclusive education. UNICEF. https://www.unicef.org/education/inclusive-education

• Simply Psychology. (n.d.). Constructivism. Simply Psychology. https://www.simplypsychology.org/constructivism.html
• DODEA. (n.d.). Differentiation overview. Department of Defense Education Activity. Retrieved March 8, 2025, from https://content.dodea.edu/VS/dvhsoverview/differentiation.html
• Tomlinson, C. A. (n.d.). What is differentiated instruction? University of San Diego. Retrieved March 8, 2025, from https://onlinedegrees.sandiego.edu/differentiated-instruction/#:~:text=is%20differentiated%20instruction%3F-,Carol%20Ann%20Tomlinson%2C%20an%20author%20and%20teacher%20regarded%20as%20a,Process%2C%20Product%20and%20Learning%20Environment.
• CASEL. (n.d.). Fundamentals of SEL. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/fundamentals-of-sel/
• Mezirow, J. (1997). Transformative learning: Theory to practice. Retrieved from https://cmapspublic3.ihmc.us/rid=1MCY1CBS9-W00F4X-15W8/Transformative-Learning-Mezirow-1997.pdf
• McManis, L. D. (2017, November 20). Inclusive education: Definition, examples, and classroom strategies. Resilient Educator. https://resilienteducator.com/classroom-resources/inclusive-education/

• Engage students in group or class discussions
• Encourage students to identify links between concepts or events
• Using case studies or scenarios that allow students the opportunity to connect to real-world problems
• Having students use visual tools to organize their knowledge to better understand relationships between concepts
• Provide support as new skills are being developed and gradually reduce support to encourage independency

• Giving students chances to learn about new perspectives
• Introducing new topics in a variety of ways that are respectful and appropriate
• Opening the door for students to give feedback as they will question their own understanding and move through the process of learning

• Offering students options to choose for in assignments or lesson plans
• Provide a variety of texts and types of learning materials
• Grouping students by ability level and designing lessons that cover various levels of understanding
• Creating groups based on their English Language Proficiency Level
• Create accomodations for each individual student based on their needs

BEHAVIORISM

FOUNDED BY JOHN B. WATSON

• Focused on ways to change observable behaviors (Perry, 2017).
• Behaviorism is the idea that children learn by observing the behavior of others, whether adults and authority figures or friends and peers their own age (National University, n.d.).
• The learner's mind is a "blank slate" ready to absorb knowledge.
• Emphasizes the importance of understanfing the influence of the environment on individuals' actions

• Founded in the early 20th century
• Widely associated with Ivan Pavlov and B.F. Skinner

COGNITIVISM + UDL

• Cognitivism emphasizes the importance of internal mental processes such as memory, perception, an dproblem solving
• Focuses on how learners process, store, and retrieve information to construct knowledge
• Cognitivism shifts focus from observable behavior to internal workings of the mind
• Students should be given the opportunity to make decisions when it comes to their needs in education

INCLUSIVE EDUCATION + UDL

• Both strive to ensure all students can access learning opportunities without barriers
• Supports all learners and their individual needs as they are in the general education classroom
• Modifications and accomodations can be made to support the special education students learn in the general education classroom

COGNITIVISM

Associated with Jean Piaget

• Cognitivism emphasizes the importance of internal mental processes such as memory, perception, and problem solving
• Focuses on how people understand, learn, and remember information (Cognitive Learning Theory Guide, 2023)
• Highlights the importance of connecting new information to existing knowledge

• Introduced during the middle of the 20th century
• A response to Behaviorism as cognitivists believed it did not explain cognition

CONSTRUCTIVISM

Linked to pioneer Lev Vygotsky

• Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding (Simply Psychology, n.d.)
• Students learn new information by building on knowledge they have already gained (National University, n.d.)
• Prior knowledge assists in making sense of new information

• More active approach to learning
• Learn through experiences and social interactions

DIFFERENTIATED INSTRUCTION

Pioneered by Carol Ann Tomlinson

• Based on he premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (DODEA, n.d.)
• Requires a teacher to be flexible and adjust curriculum and presentation of information to earners.
• The practice of developing an understanding of how each student learns best (Tomlinson, n.d.)

• Instruction is tailored to the student
• Instruction meets the diverse needs, skils, and interests of ALL students

CONSTRUCTIVISM + UDL

• View to see how students are the control of their own learning processes
• Both recognize that learners have different needs and learning needs and learning styles
• Instruction should be designed to accomodate individual variations and provide options for engagement
• Constructivism emphasizes collaborative learning which matches with UDL provideing opportunities for students tointeract with peers

SEL + UDL

• SEL helps learners embrace empathy
• Both UDL and SEL focus on creating a learning environment that supports students' emotional well-being and self-regulation
• Both promote self-refelction and give students the tools to make decisions that meet their needs best
• SEL helps students understand and manage their emotions , while UDL provides flexible learning options to meet those emotional needs

TRANSFORMATIONAL LEARNING + UDL

• Both UDL and Transformational learning emphasize the importance of creating learning environments tthat meet the needs of diverse learners
• Aim to create enagaging learning experiences
• Empowers students to take ownership of their lerning process

DIFFERENTIATED INSTRUCTION + UDL

• Both aimed to support diverse learners in a classroom
• Aim to ensure that all students can access learning materials and participate fully in the classroom, regardless of their learning styles and abilities
• Supports can be tailore to the unique style of learning of each student
• Based on student's attributes such as interest, readiness, and learning style

SOCIAL EMOTIONAL LEARNING THEORY

• SEL is the proocess through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, andachieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions (CASEL, n.d.)
• Education that promotes SEL has a positive impact on academic performance, healthy relationships, mental wellness, and more.

• SEL helps students develop skills ...
• for school and life
• Needed to be caring and engaged members of their community
• Needed for college and carrer readiness

BEHAVIORISM + UDL

• Behaviorism is connected to UDL through the emphasis on shaping student behavior using positive reinforcement and clear expectations
• Motivating students by rewards and punishments
• Most humans would prefer to gain a positive outcome rather than a negative one
• Students can be rewarded individually, as a group, or as a whole class

• PBIS strongly connects with Behaviorism as it relies on the principles to promote positive behaviors through reinforcement and clearly defined consequences

• Using information on students 504 plans and IEP plans to make appropriate modifications and accomodations to meet student needs
• Create an inclusive classroom where each student feels safe and comfortable
• Creating an environment that respects and celebrates differences

TRANSFORMATIONAL LEARNING

Founded by Jack Mezirow

• Transformative learning is the process of effecting change in a frame of reference (Mezirow, 1997).
• Students can alter their way of thinking based on new information they receive
• Focuses on the idea that learners can adjust their thinking based on new information (WGU, 2007).
• Meizirow says that transformative learning has two basic focuses
• instrumental learning - task-oriented problem solving and evaluating cause and effect relationships
• communicative learning- focusing on how people communicate their feelings, needs, and desires

• Mezirow created the 10 stages of transformative learning as seen above in the image
• Can be especially important for older students to grasp new ideas and concepts

INCLUSIVE EDUCATION

• A system that welcomes and supports all students to learn togteher, regardless of their abilities or backgrounds (UNICEF, n.d.)
• Driving principle is to make all students feel welcomed, appropriately challenged, and supported in their efforts (McManis, 2017)
• Happens primarily through accepting, understanding, and attending student to student differences and diversity (McManis, 2017)

• Every child has the right to quality education and learning
• Providing real learning opportunities for groups who have been excluded

• Having students reflect on their emotions and how they impact their own behavior
• Journaling
• Group discussions
• Having regular check ins
• Emotional regulation with role-playing scenarios
• Relationships skills
• group projects
• partner work
• Recognizing and giving praise

• Encourage discussion
• using visuals to help students understand and retain information
• Hands on projects and activites
• Asking open-ended questions
• Encourage students to work together, share knowledge, and learn from each other

• Positive reinforcement
• Sticker charts/Reward charts
• Creating a reward system where they earn tokens that leads to rewards they can get
• Establishing clear rules and consequences
• Allow students to evaluate their own behavior and academic performance
• Use body language and nonverbal or physcal cues to reinforce and manage behavior