10 Theory Tracker
If an article does not clearly identify a guiding theory, consult the Theory Tracker below to determine the guiding theory behind an instructional strategy. Although the Theory Tracker does not include every theory, it does contain many of the best known theories.
Instructions:
- Locate an instructional strategy in Column C.
- Find the strategy’s associated theory(ies) in Column B and/or A.
Theory Tracker |
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A: Foundational Theory |
B: Derivative Theories |
C: Instructional Theories |
| Behaviorism: (Teacher-centered)
Associated with psychologists like B.F. Skinner, focuses on observable behaviors and their association with stimuli in the environment. Learning is seen as a passive activity that results from conditioning, where behaviors are shaped through reinforcement and punishment. Learners are considered passive recipients of knowledge from the teacher. |
Direct Instruction: Information is presented in small components, and learners are required to master simpler skills before proceeding to more difficult skills. (Includes lecture and tutorials).
Drill and Practice: Use repetitive exercises to reinforce learning. Reinforcement: Provide positive reinforcement (rewards) for desired behaviors and correct responses to encourage repetition. Punishment: Apply negative consequences for undesirable behaviors to discourage their occurrence. |
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| Cognitivism: Focuses on how information is received, organized, stored and retrieved by the mind. It considers the mind as an information processor, like a computer. |
Cognitive Load Theory: Emphasizes the limits of the mind’s ability to process information based on the difficulty and amount of information. Metacognition Theory: Proposes that students can actively monitor and regulate their own thinking processes to forster more effective learning. Schema Theory: Suggests that individuals organize information into mental frameworks or “schemas.” Learning involves the activation and modification of these schemas as new information is encountered. |
Scaffolding: Provide support, guidance, and feedback to help learners progress through incremental stages of understanding complex concepts.
Chunking: Break down complex information into smaller chunks to facilitate easier encoding and processing. Repetition and Review: Schedule regular review sessions to reinforce memory and prevent forgetting. |
| Constructivism: Derived from the work of Piaget and others, constructivism suggests that learning is an active process in which learners construct new knowledge by integrating new information with their existing mental structures. Learning is influenced by social interaction and personal experiences. | Experiential Education: Based on “learning by doing,” this theory posits that learning occurs through experiences, including cognition, emotions, and interaction with environmental factors. |
Problem-Based Learning (PBL): PBL encourages students to solve real-world problems collaboratively, promoting active learning and the construction of knowledge. Collaborative Learning: Encourage learners to work together in groups, sharing their perspectives and constructing knowledge collectively. Reflection Activities: Prompt learners to reflect on their experiences and connect them to existing knowledge, fostering the construction of new insights. Inquiry-Based Learning: This approach encourages students to ask questions, investigate topics, and construct their own understanding through hands-on exploration. Simulations, Scenarios, Role-Playing: Create virtual or real-life scenarios for learners to engage in experiential learning, allowing them to apply knowledge in context. Field Trips and Site Visits: Offer opportunities for learners to experience hands-on learning in real-world environments. |
| Social learning theory: Based on the idea that students can learn from watching or imitating others. The instructor is a role model. | Social Constructivism: Unlike social learning theory that emphasizes the instructor as a role model, this theory suggests that through self-directed social interaction and collaboration with each other, learners construct knowledge. | Modeling: Use role models or examples to demonstrate desired behaviors and outcomes for learners to observe and imitate.
Collaborative Learning: Create opportunities for learners to interact, discuss, and learn from each other’s experiences and viewpoints. Peer Teaching: Assign learners to teach or explain concepts to their peers, enhancing their understanding through teaching others. |
| Connectivism: This relatively recent theory highlights the importance of networks and digital technologies in learning. It suggests that learning occurs through connections between people, information sources, and technology. | Online Learning Communities: Create platforms for learners to connect with others, share resources, and collaborate on projects using digital tools.
Networked Learning: Encourage learners to explore and utilize diverse online resources to gather information from various sources. |
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| Humanism: Humanistic theories, such as those by Carl Rogers and Abraham Maslow, focus on the individual’s self-determination and potential for growth. Learning is seen as a self-directed process driven by personal motivations and needs. | Self-Directed Learning: Empower learners to set their own learning goals, pace, and pathways based on their interests and needs.
Personalized Learning: Tailor instruction to accommodate learners’ individual preferences, strengths, and learning styles. Feedback and Support: Provide positive and constructive feedback to support learners’ self-esteem and growth. |
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| Multiple Intelligences:This theory proposes that intelligence is not a single, general ability, but rather a collection of distinct abilities or “intelligences” that individuals possess to varying degrees. These include linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences. | Differentiated Instruction: This theory suggests tailoring instruction to accommodate the diverse range of students’ intelligences and learning preferences. | Varied Activities: Design learning experiences that cater to different intelligences, such as incorporating music, movement, group discussions, and artistic expression. |
| Andragogy: (Adult learning theory)
Focuses on the principles of adult learning, suggesting that adults have specific learning needs and preferences that differ from those of children. It emphasizes self-directed learning, practical relevance, and the value of learner experience. |
Self-Assessment: Encourage learners to self-assess their progress and learning needs, taking an active role in their education.
Real-Life Application: Design learning activities that relate to learners’ professional experiences and goals. Create learning activities that build real-world skills that can transfer to learners’ lives outside the classroom. |
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| Situated Learning: This theory asserts that learning is closely tied to the context in which it occurs. Learning is most effective when situated within authentic, meaningful activities and communities of practice. | Communities of Practice: Posits that groups of people who share a concern or interest develop expertise and shared understanding through collaboration and the sharing of best practices. | Apprenticeships: Pair novices with experts in real-world contexts to learn through observation, participation, and immersion.
Case-Based Learning: Present learners with real-life scenarios that require them to apply their knowledge to practical situations. |
