2-3 double space pages PSY 331 of Learning

https://library.ashford.edu/ezproxy.aspx?url=http%3A//search.ebscohost.com/login.aspx?direct=true%2526AuthType=ip,cpid%2526custid=s8856897%2526db=eric%2526AN=ED511369%2526site=ehost-live This article presents a method for teaching the theory of symbolic interactionism in a high-school course and clearly explains its foundational principles.

Based on your developed knowledge about learning theory, this week you will be developing the âbonesâ for your final paper/presentation. Thus, you are organizing the information you will apply and fully develop next week, as well as, confirm your understanding of each area of content to be included. you will be designing a training module proposal (not a full training module). The title of this training module is âThe Importance of Understanding Your Learnersâ Needsâ. Essentially, you will be proposing the information you would include for assisting managers gain knowledge in how to meet the learning needs of their departmental employees.

Required elements:

  1. Explain Behaviorism, Cognitivism, Constructivism, and Humanism as applied to learning.
  2. List and briefly (two or three sentences) describe seven perspectives/principles that you have learned about that you think would be important to teach managers so they can better understand their employeesâ learning needs. These perspectives (principles) will be aligned with Behaviorism, Cognitivism, Constructivism, or Humanism.

Examples include:

  • From Behaviorism (associationistic models of learning)
    • Associative Learning , Classical Conditioning , Operant Conditioning, Conditioning, Extinction, and Ratio/Interval Schedules
  • From Cognition (the cognitive science of information processing representations of learning).
    • Schema Theory, dialectical processing, Problem-Based Learning, memory development, categorization, Elaboration theory (i.e. Bloomâs Taxonomy), spiral curriculum, memory development, and coding.
  • From Constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of oneâs experiences)
    • Cognitive Constructivism, Social Constructivism, Situated Cognition, Social Learning Theory, Zone of Proximal Development, and Discovery Learning
  • From Humanism
    • Motivational theories of learning (i.e. Self-determination Theory, Maslowâs hierarchy of Needs), Emotional Intelligence development, Multiple Intelligences, Experiential Learning , and Steiner pedagogy or Waldorf education.
  1. List and briefly explain seven strategies that could be applied in training based on the areas we have learned about the past weeks that you think would be the most successful based on the learning group.
  2. Explain how each strategy would help ensure learning is taking place.

Examples include:

  • From Behaviorism (associationistic models of learning)
  • From Cognition (the cognitive science of information processing representations of learning)
    • Practice, scaffolding of the content, repetition of curriculum/content, and application of Bloomâs Taxonomy
  • From Constructivism (conceptions of knowledge are derived from the process of constructing individual interpretations of oneâs experiences)
    • Scaffolding by the instructor, interactive learning as seen in role-playing, discussions, and discovery activities
  • From Humanism
    • Meeting individual needs, activities that encourage belonging, autonomy, and competence, metacognitive activities, and alignment of learning to personal experiences.
  1. Apply your research skills to this content by synthesizing supporting evidence from at least three scholarly sources from the Ashford University Library that defend these strategies as the best options for your training. View this great tutorial provided by the Ashford University Library which will show you how to find scholarly articles and how to assess the scholarly quality of the resource.


Burbank, P. M., & Martins, D. C. (2010). Symbolic interactionism and critical perspective: divergent or synergistic? Nursing Philosophy, 11(1), 25-41. doi: 10.1111/j.1466-769X.2009.00421.x

  • This article describes how the fundamental philosophies of symbolic interactionism and critical perspective though different, are not necessarily opposing.

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