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Learning theories aren't just abstract ideas you memorize for an exam—they're the foundational frameworks that explain why certain teaching strategies work and others fall flat. When you understand these theories, you can analyze classroom scenarios, evaluate instructional approaches, and design learning experiences that actually stick. You're being tested on your ability to connect theoretical principles to real-world educational practice, whether that's explaining why a teacher uses group work (hint: constructivism and sociocultural theory) or why a reward system might backfire (behaviorism's limitations).
These theories fall into distinct camps based on what they believe drives learning: external behaviors, internal mental processes, social interactions, or personal development. The exam will ask you to distinguish between them, identify which theory a teaching scenario reflects, and evaluate their strengths and limitations. Don't just memorize definitions—know what each theory says about the learner's role, the teacher's role, and where knowledge actually comes from.
These theories locate learning in observable, measurable changes in behavior. The key mechanism is the relationship between stimuli, responses, and consequences—what happens before and after a behavior determines whether it's repeated.
Compare: Behaviorism vs. Social Learning Theory—both focus on environmental influences, but behaviorism requires direct reinforcement while social learning allows for vicarious learning through models. If an FRQ asks about classroom management, behaviorism explains reward systems while social learning explains why teacher modeling matters.
These theories shift attention inside the mind, emphasizing how learners process, organize, store, and retrieve information. The learner is an active participant, not a passive recipient.
Compare: Cognitive Learning Theory vs. Information Processing Theory—both emphasize mental processes, but cognitive theory focuses broadly on knowledge construction while information processing provides a specific model of memory systems. Use information processing when discussing study strategies; use cognitive theory when discussing developmental readiness.
These theories argue that learning is fundamentally a social process—knowledge isn't just transmitted or constructed individually but co-created through interaction with others and shaped by cultural context.
Compare: Constructivism vs. Sociocultural Theory—both emphasize active, social learning, but constructivism focuses on individual meaning-making while sociocultural theory foregrounds cultural tools and the ZPD. When an exam asks about scaffolding or guided instruction, sociocultural theory is your answer.
These theories prioritize the whole person—their motivations, individual differences, and capacity for growth. Learning isn't just cognitive; it's emotional, personal, and developmental.
Compare: Humanism vs. Multiple Intelligences—both advocate for recognizing individual differences, but humanism focuses on emotional development and self-actualization while MI theory focuses on cognitive diversity. Use humanism when discussing motivation and classroom climate; use MI when discussing assessment and differentiation.
These theories respond to how digital environments change the nature of knowledge and learning—particularly relevant in an era of information abundance.
Compare: Connectivism vs. Information Processing Theory—both address how we handle information, but information processing focuses on individual memory systems while connectivism emphasizes distributed knowledge across networks. Connectivism is your go-to theory for questions about digital literacy and 21st-century learning.
| Concept | Best Examples |
|---|---|
| External behavior drives learning | Behaviorism, Social Learning Theory |
| Internal mental processes drive learning | Cognitive Learning Theory, Information Processing Theory |
| Social interaction constructs knowledge | Constructivism, Sociocultural Theory |
| Individual differences and whole-person development | Humanism, Multiple Intelligences, Experiential Learning |
| Technology and networks reshape learning | Connectivism |
| Scaffolding and guided instruction | Sociocultural Theory (ZPD) |
| Observation and modeling | Social Learning Theory |
| Cyclical reflection on experience | Experiential Learning Theory |
A teacher uses a token economy where students earn points for completing homework. Which theory most directly supports this approach, and what are its limitations according to humanistic critics?
Compare and contrast constructivism and sociocultural theory. How would each explain why collaborative group work improves learning?
Which two theories both emphasize the importance of prior knowledge in learning, and how do they differ in their explanations of how prior knowledge functions?
An FRQ presents a scenario where a student learns to fear public speaking after being laughed at during a presentation. Which theory explains this, and how does it differ from social learning theory's explanation of learned behaviors?
A teacher offers students choices in how they demonstrate mastery—through essays, presentations, artwork, or performances. Which two theories most strongly support this practice, and what distinct rationales does each provide?