Models of Learning Theories- Summaries

Problem-Based Learning (PBL)
Problem-Based Learning (PBL) is an instructional method of hands-on, active learning centered on the investigation and resolution of messy, real-world problems. PBL is a pedagogical approach and curriculum design methodology often used in higher education and high school settings.

The following are some of the defining characteristics of PBL:
- Learning is driven by challenging, open-ended problems with no one “right”answer
- Problems/cases are context specific
- Students work as self-directed, active investigators and problem-solvers in small
collaborative groups (typically of about five students)
- A key problem is identified and a solution is agreed upon and implemented
- Teachers adopt the role as facilitators of learning, guiding the learning process
and promoting an environment of inquiry.

Experiential Learning (Kolb)
A four-stage cyclical theory of learning, Kolb’s experiential learning theory is a holistic perspective that combines experience, perception, cognition, and behavior. Educational theorist David A. Kolb believes “learning is the process whereby knowledge is created through the transformation of experience” (1984, p. 38). The theory presents a cyclical model of learning, consisting of four stages shown below. One may begin at any stage, but must follow each other in the sequence:

- concrete experience (or “DO”)
- reflective observation (or “OBSERVE”)
- abstract conceptualization (or “THINK”)
- active experimentation (or “PLAN”)

The first stage, concrete experience (CE), is where the learner actively experiences an activity such as a lab session or field work. The second stage, reflective observation (RO), is when the learner consciously reflects back on that experience. The third stage, abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or model of what is observed. The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience.

Discovery Learning (Bruner)
Discovery learning is an inquiry-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned. Students interact with the world by exploring and manipulating objects, wrestling with questions and controversies, or performing experiments. As a result, students may be more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.
Situated Learning Theory (Lave)
Situated Learning Theory posits that knowledge needs to be presented in authentic contexts — settings and situations that would normally involve that knowledge. Social interaction and collaboration are essential components of situated learning — learners become involved in a “community of practice” which embodies certain beliefs and behaviors to be acquired. As the beginner or novice moves from the periphery of a community to its center, he or she becomes more active and engaged within the culture and eventually assumes the role of an expert

Stage Theory of Cognitive Development (Piaget)
Piaget’s Stage Theory of Cognitive Development is a description of cognitive development as four distinct stages in children: sensorimotor (birth to 2 years old), preoperational (2 to 4 years) old), concrete (7 to 11 years old), and formal (11 to 15 years old).

Multiple Intelligences Theory (Gardner)
Multiple Intelligences Theory speculate that there are seven ways people understand in the world, described by Gardner as seven intelligences.
- Linguistic. The ability to use spoken or written words.
- Logical-Mathematical. Inductive and deductive thinking and reasoning abilities,
logic, as well as the use of numbers and abstract pattern recognition.
- Visual-Spatial. The ability to mentally visualize objects and spatial dimensions.
- Body-Kinesthetic. The wisdom of the body and the ability to control physical motion
- Musical-Rhythmic. The ability to master music as well as rhythms, tones and beats.
- Interpersonal. The ability to communicate effectively with other people and to be
able to develop relationships.
- Intrapersonal. The ability to understand one’s own emotions, motivations, inner
states of being, and self-reflection.