Theories and Models of Learning and Instruction

Epistemology, the study of what and how we come to know, is made up of different instructional methods and theories.  If we take learning out of the human world, what do we find?  Why does a bird fly?  Is it because another bird was eaten from the nest when it didn't fly?  Is it because it was born in a nest and can't get out otherwise?  Is it because it has flown short periods successfully and wants to add to that?  I understand that epistemology is the study of what and how humans come to know, but also question whether epistemology includes all people.  I have worked with and loved people who are considered a few generations ago to be "uneducable".  Even today, they are considered to be unable to learn.  However, I have seen learning occur for these students.  This is why I struggle with some of the more complex learning theories.  I do, however, think that a researcher who chose to study people who others dismissed would define learning in a different way.  Behavior theory focuses on positive and negative reinforcement.  Cognitive Information Theory concedes to environment.  Schema theory focuses on organizing information in ways that related in predictable ways.  Situated learning focused on relies on social and cultural determinates.  These are all theories of learning.  Gagne chose to focus less on learning and more on instruction.  He chose to include the various styles of learning into his definition of teaching: cognitive, affective and psychomotor.  His definition did a better job including all people.  Gagne defined categories of learning and events of instruction, which includes various levels of learning, and I feel includes even the lowest levels of learning.

Side note, as a learner, I embrace all instructional theories to some degree.  I was the teacher's pet learner who constantly got comments on my self-motivation.  It is only as a mom and teacher that I struggle with the definitions and theories.   I have never taught a learner who was self-motivated.  Generally speaking, my students do not care about grades.  Honestly, neither do their parents.  The parents of my students are concerned with forward motion.  Basically, how can their learning help them in their future.  I am not judging here.  I am concerned with this as well.  As a learner, I am a relativist.  I believe that knowledge is mostly based on my frame of reference.  I know that I learn better when the information is relative to my learning.  I once did a report on Turkey.  The one thing that I remember is that they are a mostly Christian country.  Why do I remember this?  That is the one fact that I related to.  It is only as a teacher that I am a positivist.  As a teacher, I apply behaviorist principles.  I believe that positive and negative reinforcement change learning completely.  Without the principles of behaviorism, I would struggle to add education to my classroom.  My positive reinforcements create an environment where learning occurs.  These beliefs are a constant conflict within me.  I was not a learner who required reinforcement.  The most common description of me as a learner was "self-motivated".  The general description of my students does not include the description of self-motivated. 

I worry about the differences in behaviorist and constructivist perspectives.  I understand that the general principles of teaching is to teach the future of our society to think for themselves.  This is a real concern as a society.  I also worry that the general principles of teaching leaves behind an amazing group of people.  These people do not likely study the of teaching, but deserve to be a part of the research that is occurring in learning and education.  I also recognize that as a teacher of people who are amazing learners when provided with the proper motivation, I truly believe in motivation.  While higher-level learners might be self-motivated, few people with specific disabilities are self-motivated.  As a teacher of people with disabilities, I believe in motivating my students.  Without motivation being presented to my students, I do not think they would learn.  So, everyday I work to motivate my students to learn, in an effort to earn rewards (that I have set up specific to that student). This is how I have become a very effective teacher of students who have struggled under other teachers.