https://padlet.com/libbyyarrow/learningtheories Education & Academic Studies en-us 2017-11-29 10:54:08 UTC 2025-10-22 15:06:50 UTC hello@padlet.com https://padlet.com/libbyyarrow/learningtheories/wish/211329769 Criticism
Some argue that Gardner’s theory is based too much on his own intuition rather than empirical data. Others feel that the intelligence's are synonymous for personality types.

]]> 2017-11-29 11:03:07 UTC https://padlet.com/libbyyarrow/learningtheories/wish/211329769 https://padlet.com/libbyyarrow/learningtheories/wish/211330220 2017-11-29 11:05:03 UTC https://padlet.com/libbyyarrow/learningtheories/wish/211330220 https://padlet.com/libbyyarrow/learningtheories/wish/211330356 Implications for Classrooms
The verbal-linguistic and logical-mathematical intelligence's are the ones most frequently used in traditional school curricula. A more balanced curriculum that incorporates the arts, self-awareness, communication, and physical education may be useful in order to leverage the intelligence's that some students may have.

]]> 2017-11-29 11:05:35 UTC https://padlet.com/libbyyarrow/learningtheories/wish/211330356 https://padlet.com/libbyyarrow/learningtheories/wish/211330744 Children learn through observing other people's behaviours.

How it can be applied to education:
If children see positive consequences from a particular type of behaviour, they are more likely to repeat that behaviour themselves. Students are more motivated to pay attention if they see others around them also paying attention.]]> 2017-11-29 11:07:17 UTC https://padlet.com/libbyyarrow/learningtheories/wish/211330744 https://padlet.com/libbyyarrow/learningtheories/wish/211332199 Children and adults have the same brain structures and there is no age limit upon learning, as the brains plasticity means that it's capacity to adapt continually to changing circumstances, depending on how much it is used.Memories are stored in at least 3 different brain areas where some brain areas can be recruited to entirely new uses. The new learning that occurs does not replace previous learning. 
The environment and cultures surrounding the person has a great influence over a persons learning. There are multiple different methods of learning such as: visual imagery, where they see with their mind's eye, imitation, where they copy what they have seen and learning while they sleep where learning from the day reactivates and is therefore reinforced as a long term memory]]> 2017-11-29 11:13:20 UTC https://padlet.com/libbyyarrow/learningtheories/wish/211332199 https://padlet.com/libbyyarrow/learningtheories/wish/211334829 2017-11-29 11:24:40 UTC https://padlet.com/libbyyarrow/learningtheories/wish/211334829 https://padlet.com/libbyyarrow/learningtheories/wish/211336591 "Learning is the process whereby knowledge is created through the transformation of experience."

"To understand learning, we must understand the nature of knowledge."

This theory of learning emphasises the central role that experiences plays in the learning process.

This differs from the usual cognitive learning styles that focuses on acquisition, manipulation and recollection of abstract knowledge, and from behavioural learning theories that deny any role for consciousness and subjective experience in the learning process.

However, this does not provide a third learning theory, but suggests through experiential learning a holistic integrative perspective on learning that combines experience, perception, cognition and behaviour.

Three models of Experiential Learning:
Lewinian - An integrated process where learning begins with a here-and-now experience followed by the collection of data and observations about that experience. The data is then analysed and conclusions are fed back to the actors in the experience for use in the modification of their behaviours and choices of new experiences.

Dewey - Remarkably similar to the Lewin's, although, he makes more explicit development of the nature of learning implied in Lewin's conception of it as a feedback process by describing how learning transforms the impulses, feelings, and desires of concrete experience into higher-order purposeful action.

Piaget - The dimensions of experience and concept, reflection and action form the basic continua for the development of adult thought. Development from infancy to adulthood moves from a concrete phenomenal view of the world to an abstract constructionist view, from an active egocentric view to a reflective internalised mode of knowing. All of these views are built upon his theory of cognitive development.

The characteristics of experiential learning:
- Learning is best conceived as a process, not in terms of outcomes
- Learning is a continuous process grounded in experience
- The process of learning requires resolution of conflicts between dialectally opposed modes of adaptation in the world
- Learning is the process of creating knowledge

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