PRINCIPLES OF LEARNING, ASSOCIATED THEORIES AND SPECIFIC COURSE REFERENCES 12.21
1
Indiana University School of Education
Common Theories in Teacher Education Programs
Integration of Teacher Education Faculty Discussions
The learning theories listed below reflect the most commonly referenced theories in the undergraduate teacher
education programs, along with reading references. Candidates are introduced to these theories in their respective
required educational psychology/learning theory courses. It is expected that these theories are discussed further
and referenced more extensively in subsequent professional education coursework. This table is the result of
discussions, beginning in 2020, in the Convenings sponsored by the Committee on Teacher Education (CTE) and
Office of Undergraduate and Teacher Education (UTE) with examples primarily from our elementary programs.
Theory
Brief Description, Sub-Theory Reading Reference
Behaviorism
Learning is forming specific behavioral associations in response to external stimuli.
Radical behaviorism: Standridge, 2002; Skinner 1958
Transition is social cognitive theory: Shunk & Zimmerman (2007)
Cognitivism
Learning is forming cognitive associations and schema processing information
Cognitive Science: National Research Council (1999, How People Learn I) Chapters 2 &3
Cognitive-associationism and cognitive load: Sweller, Merrienboer & Pass (1998)
Universal Designs for Learning: Hall, Meyer, & Rose (2012)
Constructivism
Learning is forming schema while making sense of the world and reorganizing prior
knowledge
Radical constructivism: Von Glaserfeld (1989), Savion (2009)
Social constructivism: Powell & Kalina (2009)
Sociocultural
Theory
Learning is using socially defined tools to participate more successfully in social and
cultural practices.
Sociocultural theory
Vygotsky (1978)
Community of Practice
Rose (2001),
Cognitive apprenticeship: Brown Collins & Duguid (1989)
Knowledge is inherently cultural, and education should draw on the unique funds of
knowledge and identity that diverse students bring to school
Cognitive Science: National Academy of Science, Engineering, & Medicine (2018, How
People Learn II) Chapter 2
Culturally sustaining pedagogy, Paris (2012)
UNICEF (1989),
Vossoughi (2015)
Final Version
11.16.21
PRINCIPLES OF LEARNING, ASSOCIATED THEORIES AND SPECIFIC COURSE REFERENCES 12.21
2
Indiana University School of Education
Principles of Learning and Associated Theories in Teacher Education Programs
Integration of Teacher Education Faculty Discussions
Teacher education faculty, in collaboration with the Center for Innovation in Teaching and Learning (CiTL), discussed
the Principles of Learning for early field experiences over the course of two years. The results of these discussions
were shared with public school representatives for their feedback, and the Principles listed below are the final result.
The associated theories and content specific examples noted reflect the discussions of the Convenings sponsored by
the Committee on Teacher Education (CTE) and Office of Undergraduate and Teacher Education (UTE) with
examples primarily from our elementary programs.
Principles of
Learning
Associated
Theories and Sub
theories
Content Specific References Instructional
Theories/ Frameworks/Strategies
Apply a variety of
strategies to
elicit, activate,
and build upon
learners’
background
knowledge
● Radical/Social
Constructivism
● Universal
Design for
Learning
● Bandura’s
Social Learning
Theory
● Culturally
Responsive
Instruction
• 5 Practices, which are macro level instructional practices
(anticipating, monitoring, selecting, sequencing, and
connecting). (E343/ math ed)
• Talk Moves, which are micro level instructional practices
intended to elicit student contributions. (E343/ math ed)
• Research base about children’s mathematical
development in different arenas in mathematics
(E343/math ed)
• Funds of Knowledge (Literacy - ECE, El Ed, TAL)
*************
Other Examples
● Candidates become familiar with the general nature of
students’ prior knowledge in social studies, as well as
specific classroom methods for eliciting individual
students’ knowledge (e.g., asking questions, having
students make predictions, creating webs/concept maps,
KWL charts) and for building on background knowledge
(e.g., starting with everyday life, web/concept maps, KWL
charts) (E325--Social Studies).
● Emphasis on the funds of knowledge students may bring
from diverse communities (E325-Social Studies)
PRINCIPLES OF LEARNING, ASSOCIATED THEORIES AND SPECIFIC COURSE REFERENCES 12.21
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Evaluate and
scaffold the
learners’
participation
using a variety of
instructional
strategies.
● Vygotsky and
Sociocultural
theory
● Radical/Social
Constructivism
● Hierarchical
Interactionism
● Apprenticeship
in Thinking
● Wood, Bruner,
& Ross
• Discussion of scaling up and scaling down in lesson
planning as differentiated from accommodations
required by law. (E343/math ed)
• Research base about children’s mathematical
development in different arenas in mathematics (E343/
math ed)
• Question types, assessing versus advancing questions
(E343/ math ed)
• Gradual Release of Responsibility Model of instruction
(and variations) (El Ed, ECE, TAL Literacy)
• Six methods for scaffolding students participation:
developing interest, breaking tasks into manageable
parts, providing graphic organizers and language
templates, modelling procedures, asking probing
questions, and providing critical feedback) [all derived
from Rogoff] (E325--Social Studies)
Create, support,
and manage
equitable access
to learning
opportunities in
classroom
environments.
● Socio-Cultural
theory
● Radical/Social
Constructivism
● Cognitive
theory
● Multicultural
education
James Banks
● Multimodal
Theory
● Theory of
Artifactual
Literacies
• Concepts: self-identity and identity of learners, discuss
differentiation of tasks, discuss context as culturally
situated, and discuss (E343/math ed).
• Setting norms for Talk Moves where one driver for norm
setting is equitable participation (E343/math ed)
• Assistive Technology (Dr. Joy Zabala - Director of CAST
Technology - UDL) to provide equitable access to learning
• Attentiveness to students’ differing funds of knowledge
(E325--Social Studies)
• K305/306 [Intro to Spec Ed. for el and sec]: introduction
to types of ‘disabilities’ (legal v. practical considerations)
• Diverse curriculum that includes people and experiences
that a variety of students can identify with, as well as
materials that analyze and critique dominant social
practices (e.g., racism, sexism, nationalism, homophobia)
(E325--Social Studies)
Other Examples
● Variety of instructional methods, including varied forms
of grouping (individual, small group, whole class); varied
forms of presentation (teacher explanation; teacher and
individual reading of children’s narrative and
informational text; visual media; artifacts; direct
experiences); and varied forms of response activities
(speaking, writing, drawing, moving, constructing). (E325-
-Social Studies)
PRINCIPLES OF LEARNING, ASSOCIATED THEORIES AND SPECIFIC COURSE REFERENCES 12.21
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● Culturally Responsive Literacy Instruction & Providing
diverse literature that allows students to see themselves
in books and also to envision otherwise and see the world
from other perspectives. “Window and Mirrors” (El Ed,
ECE, TAL Literacy)
● Trauma-Informed Care in Education (TAL)
Understand and
be responsive to
social context
and social
interactions -
outside school
(suggest “as part
of multiple
communities, in
and out of
school”)
● Sociocultural
theory
● Behaviorism
● Funds of
Knowledge
Suggested Illustrative Examples:
• K305/306 [Intro to Spec Ed. for el and sec] addresses
relationship building (adult-student/peer-peer); Maslow,
behavioral techniques (ABC, PBIS, intro to FBA); UDL
• Understanding of how social context shapes the content
of the curriculum and teaching methods, including the
devaluing/omission of minority perspectives, the
avoidance of controversial issues, and a focus on
nationalism; exploration of the multiple social contexts
that students are part of (including racial, religious,
ethnic, and geographical communities) and how this
affects their interest in and engagement with curriculum
content, as well as their interactions with teachers, peers,
and the school environment. (E325--Social Studies)
• Taking a strength orientation to cultural and linguistic
differences (E339 & E340 - Literacy)
*******************
Other examples:
● Maslow’s Hierarchy of Needs in K352 (Urban Ed. Seminar)
Develop
productive
relationships
with learners
● Care theory
and critiques
of it
Suggested Illustrative Examples:
• Maslow’s Hierarchy of Needs in K352 (Urban Ed. Seminar)
*******************
Other examples:
● Creating a student-centered learning community within
the literacy classroom (E339 & E340 - Literacy)
PRINCIPLES OF LEARNING, ASSOCIATED THEORIES AND SPECIFIC COURSE REFERENCES 12.21
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Engage learners
in cycles of
inquiry and
reflection
(suggest “Engage
students in the
construction of
knowledge
through cycles of
inquiry and
reflection”)
● Cognitive
theory
● Radical/Social
Constructivism
● Brophy &
Alleman, Ed.
Researcher
doi:
10.2307/1176471
● Smagorinsky,
https://doi.org/
10.3102/003465
43071001133
● Levstik &
Barton, Doing
History/Dewey,
How We Think
Suggested Illustrative Examples:
• Lesson structure (launch, investigate, summarize) (E343 -
Math)
• Inquiry as a process of asking meaningful questions,
collecting and evaluating evidence, drawing conclusions,
and presenting/taking action (E325--Social Studies)
*******************
Other examples:
● Principal, systematic, and continual emphasis on the role
of activities as a tool for engaging students in the
construction of meaning (E325--Social Studies)
● Project-based learning; students as producers of
knowledge (Literacy)
PRINCIPLES OF LEARNING, ASSOCIATED THEORIES AND SPECIFIC COURSE REFERENCES 12.21
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Utilize
assessment to
inform learners’
understanding
and instruction
Popham (and implicitly
cognitive theory)
Backward Design,
Wiggins & McTighe
Suggested Illustrative Examples:
• Formative assessment interviews, monitoring with
assessing and advancing questions, alignment of lesson
and assessment of it (E343-Math)
• “Constructive feedback” (based on constructive
principles and plays a constructive role in teaching and
learning): 1) assessment directly related to major goal of
the lesson; 2) provides insight into how students are
constructing their understanding of the lesson objective;
3) assessment integrated with instruction; 4) multiple
opportunities provided for assessment; 5) specific
elements identified that teachers will look for in the
product (through a rubric, checklist, or other format).
(E325--Social Studies)
*******************
Other examples:
● Strategies for evaluation of students’ literacy
growth/progress based on a substantial body of evidence;
questioning across the comprehension continuum;
project-based assessments; rubrics; responsive teaching;
conferring; observations; anecdotal records (E339 & E340
- Literacy)
