Key classroom principles: across and within subjects and key stages - Teaching with Technologies: The Essential Guide - page 130

Table 7.1 (Continued)

Relevant learning
theories Key ideas Learning is conceptualized as:

1.5 Multiple
Intelligences
gardner (1983)

Individuals have multiple
cognitive abilities
Identifying multiple
intelligences in the
breakdown of intellectual
capacities

Individuals have different and multiple ways of
learning and processing information.
To date, 8 intelligences have been identified,
these are relatively distinct and separate:
linguistic, logic-mathematical, spatial, musical,
bodily/kinaesthetic, inter-personal, intra-
personal, naturalistic; and a possible ninth
intelligence, spiritual/existential.
Influenced by Piaget and bruner.

1.6 Emotional
Intelligence
salovey and mayer
(1990)
goleman (1996)

Individuals have different
emotional abilities/
intelligence levels

learning is conceptualized as the ability to
perceive emotions; to integrate emotions
to facilitate thought; to navigate social
environments and process information of an
emotional nature.
whether this is strictly 'intelligence' is
contested. however, educationalists
acknowledge the link between cognition
and emotion, which both affect learning.

1.7 Experiential
Learning
dewey (1938)
lewin (1951)
Kolb (1984)
beard and wilson
(2006)

Experience is the
foundation of learning
learning is holistic,
socially and culturally
constructed
learning is shaped and
influenced by the socio-
economic context in which
it occurs

learning is conceptualized as - learning from
experience.
Experiential learning is the process of making
meaning from direct experience, upon which,
reflection is encouraged to increase knowledge,
skills, values and beliefs.
Emphasis on learning by doing.
Pedagogical applications: action learning;
problem-based learning; emphasis on critical
thinking and problem solving.
Experimentation/experiential learning
are constructivist; focus on how learning
opportunities allow progressive discovery of
concepts and skills.

1.8 Behaviourism
watson (1924)
Pavlov (1927)
skinner (1953)

classical and operant
conditioning
antecedents, behaviour,
consequences
stimulus-response
reward and reinforcement
Trial and error learning

learning is conceptualized as association
between stimulus-response.
Focus is on measureable behavioural
outcomes of learning, rather than knowledge,
understanding, values, attitudes and beliefs.
associative concern with external behaviours
(not with how concepts/skills are represented
internally)
Pedagogical applications: instrumental
teaching, drill and practice, rote learning.