EDU201

Learning Theories

Assignment No. 1
Lecture # 1 - 12

Q: 1. Differentiate between classical and operant conditioning. Follow the format

given below: (3*2=6)
Sr. No. Operant Conditioning Classical Conditioning
Difference 1 Role of learner’s active Role of learner’s passive
Difference 2 Timing of response is after the stimulus Timing of response is before the stimulus
Difference 3 Works with voluntary behabiour Works with involuntary behaviour

After attempting part 1 of Question no. 1, you will be able to identify examples of
operant and classical conditioning. Examples from both theories are given below:
(0.5*8=4)

1. A student cannot go out for recess if she continues to interrupt the class. Operant
Conditioning

2. If a student is bullied at school they may learn to associate the school with fear. Classic
Conditioning

3. Mother told the child if he will keep his room clean, he will be given extra TV Operant
time in the evening. Conditioning

4. The teacher counts ten to get the students clean the class. Classic
Conditioning
5. A person’s reaction to a hot stove may create fear for it. Classic
Conditioning
6. A child is stopped from watching his favourite cartoon show because he gets Operant
into a fight with his sibling Conditioning

7. I got really sick after eating at a certain restaurant, and now even if I just see Classic
that restaurant I feel sick. Conditioning

8. The teacher will clap three times to make the class quite. Classic
Conditioning

Rubric for question no. 1

 Three differences ----- 2 marks for each difference
 Identify examples ----- each example 0.5 marks

Question No. 2
 Describe Piaget’s Stages of Cognitive Development? Write any two criticisms on
Piaget’s Theory also. Every element of the theory mentioned below should be
answered. Follow the format given below (10 Marks)

Sr. No. Name of Stage Age Description of the Stage Criticism

1. Sensorimotor Birth-2years old At this time infants use The paiget stages
reflexes such as rooting are not universal
and sucking. for each
individual.
They can now combine
and recombine schemata
and try to reach a goal
(ex.: use a stick to reach
something).
2. Preoperational 2-7 years old Egocentric thinking:
difficulty seeing things
from other viewpoints

Classifies objects by single

features – example, color.
3. Concrete 7-11 years old In this stage children
Operational begin to think logically
but remain very concrete
in their logic.

Recognizes conservation
of numbers mass and
weight.
4. Formal 11 years and up In this stage children
Operational develop abstract thought
and can easily conserve
and think logically in
their mind.

Children in this stage can

now reason from real to
other possibilities.

Rubric:
 Name of stage: Correct name of stages ---- 0.5 marks for each stage 4 marks
 Age group: Correct identification of age level ------ 0.5 marks for each age
group against every stage
 Description of each stage -------- 1 mark for each stage*4 =4 marks (at least 2
main points of the stage should be highlighted)
 Criticism: At least two points for each stage ------- 0.25 for each statement*4
stages = 2 marks.
Question No. 3
Differentiate between the theories of constructivism and cognitivism? (10 Marks)

Sr. Cognitivism Constructivism

No.
1. This theory is presented by Piaget. This theory is presented by Vygotsky.

2. Knowledge systems of cognitive Knowledge is socially constructed .

structures are actively constructed
by learners based on exisiting
structures.
3. Active assimiliation and
accommodation of new information
to existing cognitive structures.
Discovery by learners.
4. Intrinisic. Learners set their own
goals and motivate themselves to
learn.
5. The teacher facilities learning by
providing an environment that
promotes discovery and
assimilation / accommodation.
Integration of students into knowledge
community. Collaborative assimilation
and accommodation of new
information.
Intrinsic and extrinsic. Learning goals
nad motives are determined both by
learners and extrinisic rewards
provided by the knowledge
community.
Collaborative learning is facilitated and
guided by the teacher. Group work.

Rubric: Difference between both theories ---- 2 marks for each difference.

Question No. 4
State any FIVE implications of constructivism in the classroom? (5 marks)

Rubric: Each implication of constructivism ----- 1 mark

Key:
1. This model can be implemented for higher order thinking.
2. This model can be used to make classroom multidimentional.
3. The student primarily work in groups.
4. The students should encouraged to ask questions.
5. Students become more actively enganged with technology than in a normal
classroom setting and can learn different things at the same time.
6. Teachers behave interactively, mediating the student’s interactions.
7. Teachers in constructivist classrooms with technology can let students learn
different things at the same time, increasing the zone of proximal
development.
8. Learning is constructed
9. Learning is active
10. Learning is reflective
11. Learning is collaborative
12. Learning is inquiry based.
Question No. 5

How can we implement the information processing theory in the classroom?

(10 Marks)

Information Processing Theory:

theory that attempts to categorize the way
information is recognized, utilized, and stored in the memory.

•This theory recognizes the ability for a person to control what information is
processed and the changes and developments of these abilities

Rubric:
Information processing theory ---------- 1 mark
Elements of IPT with brief explanation ---------- 3 marks
How IPT works ---------- 2 marks
Relate IPT to classroom teaching ---------- 4 marks