What is learning?
Learning is a lasting change in what a person knows, can do or feels, because of experience. Getting tired or growing taller is not learning. Remembering a new word for next week is.
Psychologists and teachers use theories (clear ideas) to explain how this change happens. No single theory explains everything, so good teachers mix them.
Behaviourism: learning from rewards
Behaviourists say learning is a change in behaviour caused by what happens after it. If an action brings a reward, we repeat it. If it brings an unpleasant result, we do it less.
Example: a child who gets a star for finishing homework starts finishing it more often. Practice and quick feedback build habits. Limit: it does not explain understanding or why someone suddenly "gets" an idea.
Cognitive and constructivist views
The cognitive view looks inside the mind: we notice, think, store and recall. New facts stay better when linked to things we already know. A model of this: take in information, process it, store it, then use it.
Constructivism says each learner builds meaning actively; teachers set tasks and ask questions rather than only telling. In the social form, we build knowledge by talking and working with others. A helper who gives just enough support, which is removed as you improve, is called scaffolding.
Motivation and learner differences
Motivation is the reason you start and keep going. Inner motivation comes from interest or pride. Outer motivation comes from marks, prizes or praise. Both help, but inner motivation lasts longer.
Learners differ in age, earlier knowledge, speed, language, interests and how much help they need. A good lesson gives different learners different routes to the same goal.
Barriers and aids
Barriers (things that block): stress and fear, noise, hunger, too little sleep, unclear instructions, boring tasks, low confidence.
Aids (things that help): enough sleep, regular practice, clear goals, helpful feedback, a calm place, support from teacher and friends.
Try it: learn something small
Pick a new skill, such as folding a paper boat. Day 1: try it alone. Day 2: ask a friend to help (social). Day 3: link it with another fold you know (cognitive). Day 4: give yourself a star for each success (reward). Note which day felt best.
Key formulas and definitions
- Behaviourism: action, then reward or result, then repeat
- Cognitive view: take in, process, store, recall
- Constructivism: learner builds meaning; teacher guides
- Scaffolding: give help, then slowly remove it
- Key terms: motivation (inner, outer), barrier, aid, feedback
Worked examples
1. A child gets a sticker each time she reads a page aloud and now reads more. Which view is this?
Behaviourism: the reward after the action makes her repeat it.
2. A student understands fractions faster after linking them to sharing a roti. Which view?
The cognitive view: new idea linked to what he already knows.
3. A teacher first shows steps, then gives hints, then lets the learner do it alone. What is this called?
Scaffolding, from the social-constructivist view.
4. A noisy classroom and a hungry student: are these barriers or aids?
Both are barriers, they lower learning.
Common mistakes
- Thinking learning is only memorising. Understanding and using ideas count too.
- Believing one theory is always right. Good teaching mixes views.
- Thinking rewards always help. Too many outer rewards can lower inner motivation.
- Ignoring sleep and food. They are real aids to learning.