Willingham's Learning Theory

When we learn information, our brains may prefer different methods of absorbing and engaging in the material we learn. These are known as learning styles. In Psychology, learning styles refer to theories that account for differences in how people learn information. Some examples of core learning styles include auditory and visual styles, such as listening to a podcast compared to creating a mind map. Let's explore the various learning styles and Willingham's learning theory.

• We will start by looking at the different types of learning styles that individuals may typically use.
• Moving along to discuss the Willingham learning theory in psychology, this will cover some of the key terms that he discussed in his theory.
• To finish off, we will discuss Willingham's learning theory strengths and weaknesses.

Fig. 1 - Learning theory explores the various ways in which we learn information.

Willingham's Learning Theory

Daniel Willingham's learning theory suggests that prior knowledge of facts is necessary to develop certain skills, such as problem-solving and logical reasoning. To learn new skills Willingham emphasised that the skill should be practised until it becomes automatic.

Willingham criticised the mainstream idea that children learn better when they are taught with the learning style that resonates the most with them. Instead, he proposed his own theory of what can aid children in their learning and strongly advocated for scientific exploration of learning.

Learning Styles in Psychology

It's important to understand the different learning styles first, so we can discuss Willingham's criticisms of them. Learning styles are the different ways in which people learn and process information. One theory for learning styles suggests that people are either visualisers or verbalisers.

• Visualisers will think with pictures. They tend to process information in a visual way, for example, through pictures and diagrams presented to them.
• Verbalisers think with words. They process information by reading or hearing it and then writing it down.

Other learning styles include visual, auditory, and kinaesthetic learners. Let's move on to discuss Willingham's theory and how it can be applied in situations!

Willingham's Learning Theory: Aim

Willingham wished to provide an alternative idea about learning and wanted to counteract the popular notion that children learnt through their specific learning styles.

Willingham believed there was no evidence to support this popular theory's effectiveness. He agreed that children learn in visual and auditory ways because the meaning of what they are learning is stressed instead of the actual method. He wanted children to be taught information in the method which best emphasised its meaning.

Willingham and the Development of Skills via Learning

Willingham suggests that schools should not try to find a child's specific learning style (e.g. visual learners etc.) before they learn what something actually is. The child or the context of what is being learned should decipher the learning style used. Willingham criticised the notion of preferences of learning styles for lacking academic evidence whilst stressing the importance of meaning and understanding alongside the knowledge.

Prior knowledge of facts is necessary to develop certain skills, such as problem-solving and logical reasoning. The prior knowledge also helps by allowing more free space in the working memory, meaning that there is more space for processes such as decision-making.

How? The working memory stores information which is gathered from our senses for a small amount of time - it is this information that usually helps to complete cognitive tasks (such as decision-making). Willingham suggests that prior knowledge of something allows for more processing power to comprehend and solve any problem or answer any question fully.

Practice and Memory

Willingham emphasised the importance of practice in learning new knowledge and skills. He suggested that students should aim to keep practising a skill until it becomes automatic.

Knowledge: Once information is stored in short-term memory, it requires rehearsal to be remembered. Once what is remembered passes into the long-term memory, it requires review, practice, and engagement. With enough effort, a point is reached where information can be fixed in long-term memory. Long-term memory has a potentially limitless storage space.

MemoryFig. 2 - Models indicate that memories are more likely to be stored in long-term memory and recalled if elaborately rehearsed.

This kind of 'engagement' could be in the form of testing your knowledge with flashcards.

Skills must be developed to become automatic and use less space in the working memory.

Willingham Learning Theory: Key Terms

Willingham proposed teaching strategies to help encourage children's social, physical, and cognitive development.

Cognitive Learning Strategies:

• Teachers should use problems that are not too far out of reach for students but still propose some level of challenge.
• He suggested that teachers must remember that a student's ability can vary and change day by day.

Physical Learning Strategies:

• Focus on the movements required to complete a task and in what order they should be done in.
• Constantly practise these muscle movements in this same order to develop motor skills (done automatically). As Willingham suggested that the key to learning is vias practice and effort.

Social Learning Strategies:

• The teacher should consciously exemplify the appropriate social behaviour and lead by example so that the children can learn from them and model this.
• Aiding to prevent impulsive behaviour through controlled settings (for example, keeping easy distractions away from the child and keeping a classroom organised).
• Support self-regulation (for example, helping a child be able to calm themselves down after a tantrum).

Evaluation of Willingham's learning theory

Let's now discuss Willingham's learning theory strengths and weaknesses!

Strengths

Willingham's theory on social learning takes into account the changes in a person's behaviour or learning due to variables. This could be a change in environment or circumstance which affects the person's ability to learn.

Willingham's theory can also be backed up by experimental research support. In Repacholi and Gopnik’s (1997) study, they found that children need the knowledge required for Piaget's test before understanding the skills they need to implement to complete the task.

Willingham's theories are practically beneficial as they can be applied to educational settings to improve the development of young children.

Weaknesses

One way in which Willingham suggests that social development can be worked on is through self-regulation, which is inherent to all of us. Yet, because this is in our nature, i.e. genes, it cannot be easily controlled, and therefore we have little control over this. This raises the question of whether humans have free will or if we have a deterministic nature.

Furthermore, although Repacholi and Gopnik provide experimental support to his social theory since the evidence was found in a controlled setting, it may be considered a weakness as this research design lacks external validity.