Strand+4

//Dr. Roberta McKnight//
= Educational Theories of Learning and Instruction for Periods 1900s - 2000s =

• 1906 [|Pavlov’s] Classical Conditioning (believed that reflexes were a consequence of the most critically developed forms of the reaction to the environment) || • 1918 [|Thorndike’s] educational measurement (constructed a scale to measure handwriting (1910) and a f word-frequency in English (1944) || • 1925 Developed machine to produce [|drill and practice] problems || • 1934[| Bagley] emphasized systematic study of subjects (stressed the value of knowledge for the sake of simply being aware of subject matter) || • 1949 [|Tyler] used principles of teaching that included: "defining appropriate learning objectives, establishing authentic learning experiences, organizing the learning experience to have the greatest cumulative effect, and revisiting, reflecting, and revising to eliminate aspects that did not prove effective". || • 1956 [|Bloom’s] Taxonomy (reorganized instruction to promote individualized learning) || • 1962 Gagne’s Taxonomy of Learning (learning objectives equivalent the instructional designs constructed by the instructor; in other words objectives match teaching methods) || • Computer assisted instruction (CAI) (remediation or instruction presented on a computer; producing and delivering content also was a focus of CAI during this period) || • 1984 [|Kolb’s] Experiential Learning (concrete experience, observation, and reflection) || • onstructivist theory spreads (learning by doing) and the use multimedia is widely used in education || • 4 Cs Instructional Design System (focuses on critical thinking) ||
 * ==// Educational Theories of Learning //== ||
 * == 1900s == || • 1900 [|Dewey’s] curriculum based on student interests (his curriculum was based on students interests and geared toward teaching social origins of knowledge and cooperation)
 * == 910s == || • 1913 [|Watson’s] Behaviorism (believed it was possible to condition humans to give a predictable response)
 * == 1920s == || • 1925 [|Parkhurst’s] Individualized Instruction and Mastery learning and contract learning (students complete task at own pace)
 * == 1930s == || • 1933[| Tyler’s] behavioral objectives and formative assessments (assessments were created based on desired behavior)
 * == 1940s == || • 1946[| Dale] developed the Cone of Experience (provide a visual example of various teaching ladders and instructional materials)
 * == 1950s == || • 1954 [|B. F. Skinner] Programmed Instruction ("behavioral objectives, small bits of instruction, active learner responses to questions, and immediate feedback")
 * == 1960s == || • 1962 [|Glasser’s] criterion referenced educational measurement (test result are read in terms of competencies mastered or what a students is able to do)
 * == 1970s == || • Criterion referenced instruction (CRI) by Mager (inclusive set of methods for the design and methodology of training programs). It includes goal task analysis to identify what needs to be learned, performance objectives explaining exactly how it is to be accomplished and evaluated.
 * == 1980s == || • 1983 [|Gardner’s] Multiple Intelligences (focuses on the cogntion of human learning)
 * == 1990s == || • Reigeluth’s theory of Elaboration (learning organized in increasing order of complexity for maximum learning)
 * == 2000s == || • [|David Wiley], develops Learning Object Design and Sequencing Theory (provides a taxonomy of five learning object types and provides design guidance for the different types of learning objects including e-learning)

//References//
Erupting Mind. (2010). //Pavlov Classical Conditioning Theory.// Retrieved from http://www.eruptingmind.com/pavlov-classical-conditioning-theory/

George Mason University. (n.d.). //Gagnes Taxonomy//. Retrieved from http://classweb.gmu.edu/ndabbagh/Resources/Resources2/instruct.htm

McGovern, C. (2000). //Instructional development timeline.// Retrieved from []

Pohl, M., (n.d.) Blooms Taxonomy. Retrieved from http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

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