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
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
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 childrens 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
PRINCIPLES OF LEARNING, ASSOCIATED THEORIES AND SPECIFIC COURSE REFERENCES 12.21
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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
Develop
productive
relationships
with learners
Care theory
and critiques
of it
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
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