Summarise two learning theories

Summarise two recognized learning theories and explain their relevance to forest school. A learning theory can be defined as being a set of concepts which attempt to describe how people learn and develop (Dunn, 2000).Behaviourism.

This theory takes an objective approach to observing quantifiable events and behaviour and has a focus on measurable outcomes. Watson (1878-1958) suggested that our learning and behaviour are controlled by the experiences we are exposed to and our response to them. Behaviourism suggests:•A teacher centred approach. •A focus on observable changes in behaviour. •The learner is passive and reacting to external stimuli. •Behaviour is shaped through positive or negative reinforcement.

•The teacher’s role is to provide information and supervise practice. •Teaching requires much repetition and small, progressive sequences of tasks. •Learning is the result of the combination of stimulus and response actions. •Incentives and rewards should be used for motivation.

•Repetition of experiences together with reinforcements has the most influence on learning. Behaviourist teaching methods are considered to be beneficial in teaching structured material such as facts and figures or vocabulary but less so when measuring someone’s comprehension or analytical abilities (Gray and MacBlain, 2012). Much emphasis is placed on the use of positive reinforcement to condition a response and this can be seen in schools today with the use of star charts, praise, rewards, and circle time.An example of a negative reinforcement that is often seen is the use of time out.

In the forest school setting both positive and negative reinforcement are used regularly and are useful when it comes to emphasizing the importance of certain rules which need to be observed in order to keep everyone safe. As an example, when lighting a fire the leader will use a consistent approach, adhering to the same set of rules each time and always re-visiting these rules with the children, checking that they can recall them.Teaching the use of tools will also require much repetition and may need gradual progression in difficulty such as starting with potato peelers and then moving on to knives. If a child is exhibiting behaviour that could prove to be unsafe then negative reinforcement is used – usually time out away from the current activity or task.ConstructivismThis theory views learning as an active and constructive process with the child engaged at every stage. Piaget (1896-1980) suggested that children are active participants in their learning, continuously seeking stimulation to promote their development.

Constructivism suggests:•A student centred approach. •The use of ‘scaffolding’ – support given which is tailored to the individual needs of the student. •Children are innately curious. •Knowledge is developed through ‘doing’ and experiencing the world. •Children are able to assemble, organise material and take an active part in their learning. •Collaboration between learners, not competition and learning in a more democratic environment.

•Children are able to set their own goals, plan and revise their learning. •Thinking is influenced by the social environment, cultural objects and tools as well as people. •Knowledge is constructed by comparing new ideas to current knowledge.Constructivism is considered beneficial in that it encourages authentic experiences through first hand involvement in an engaging learning environment (Pound, 2008). Critics have suggested that learning is not easily measured.

The role of the teacher using this approach is to be an active guide – providing resources to aid discovery. This can be seen in schools when students are engaged in group work, out on field trips or undertaking their own research projects. In the forest school setting the leader participates in activity alongside the children, thereby becoming an active guide.Taking the example of fire lighting again – children are encouraged to learn by actually doing the activity. They are given the opportunity to work collaboratively with others to gather their resources and organise themselves.

They are given the opportunity to experiment and therefore discover. The leader can then encourage the children to review their learning by engaging in a circle time discussion and asking children to describe rather than just repeat their experiences. Some activities will allow for the children to take things off in the direction that they want – making mud faces for example allows each child to do something slightly different in the way that suits them best.