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The chapter grounds learning in experience leading to relatively permanent changes in knowledge or behavior, then contrasts overt behavior-focused approaches with information-processing views and student-centered meaning construction. It also presents classroom-ready activities centered on the KWL chart, teaching for transfer, and revisiting learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/chapter-10-the-students-how-do-they-learn-instructors-insights/199353/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/chapter-10-the-students-how-do-they-learn-instructors-insights/199353.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver Hayes","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-04",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What definition of learning does the chapter use to frame student-learning theory?","Question",{"text":112,"@type":113},"The chapter frames learning as occurring when experience (including practice) causes a relatively permanent change in an individual’s knowledge or behavior, citing Woolfolk (2019).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the chapter distinguish behaviorism from cognitivism in understanding learning?",{"text":117,"@type":113},"Behaviorism treats learning as change in overt behavior and evidence of learning, while cognitivism emphasizes learning as change in thinking rather than behavior, using ideas like information processing and concept learning.",{"name":119,"@type":110,"acceptedAnswer":120},"What activities are included in Chapter 10, and how do they relate to the learning theories?",{"text":121,"@type":113},"Chapter 10 includes three activities: an individual KWL chart, a class activity on teaching for transfer, and a revisited KWL chart. These activities connect experiences with behaviorism and cognitivism, and they prompt students to list what they know, want to know, and learned.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},199353,1788505728,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},687207020761,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Chapter 10  \nThe students: How do they learn?  \nInstructor’s Insights  \nChapter Overview  \nContinuing Part III’s focus on Fuller and Bown’s (1975) ‘student-learning concerns’stage, we present Chapter 10 as an exploration of how students learn. In this chapter we introduce the more prominent learning theories (i.e. , behaviorism, cognitivism, and constructivism), and contextualize them with examples from music-learning settings. While readers will likely hear about these theories in future ‘School of Education’ type courses, we offer this initial exposure in the hopes that when they encounter the content again, they will be able to bring a‘music-teaching’ understanding to that future coursework. Throughout this chapter we touch on many aspects of each learning theory. Our goal is not for readers to become experts in all of this material by the time they finish the course, but rather for them to gain an initial understanding of each area and to have a resource they can consult as they work through their degree program. Threaded throughout the chapter is the idea that learning, as Woolfolk (2019) elaborated, “ …occurs when experience (including practice) causes a relatively permanent change in an individual’s knowledge or behavior” (p. 262) . The chapter begins with a vignette set in a middle school choral rehearsal that provides examples of many concepts to be uncovered throughout the chapter. We continue with a chapter overview and Table 10.1 that will recur several times throughout the chapter with increasing  \ngreat detail, providing a mechanism for organizing and remembering the ideas being presented.  \nThe primary content begins with an explanation and brief history of behaviorism, describing an approach that embraced the study of overt behavior asthe only evidence of learning. We differentiate classical conditioning from operant conditioning and provide examples of ways that each can be an effective tool in the music classroom. Although more current explanations have been added to the understanding of how people learn, behaviorism maintains a place in explaining and implementing strategies that produce a “relatively permanent change in an individual’s …behavior” (Woolfolk, 2019 , p. 262) . This is true particularly when shaping students’ classroom behaviors and when establishing and shaping new psychomotor skills (e.g. , breathing, posture, hand position, embouchure, etc. ) .  \nCognitivism is introduced as the subsequent alternative to behaviorism. From the cognitivist perspective, learning is a change in thinking rather than in behavior. Here we introduce the tenets of information processing, concept learning, and social cognitivism. In the music classroom, cognitive approaches might manifest through the use of ‘maintenance rehearsal’ and ‘chunking’when memorizing a piece of music. Similarly, concept learning can be employed to help students learn new scales. For example, if students learn the sound of half  \nsteps being placed between the third and fourth scale degrees and again between the seventh and eighth scale degrees, they have the aural-conceptual information needed to sing a major scale when given a new (unfamiliar) starting pitch.  \nThe third area we explore is constructivism. We see constructivism as a  \nform of cognitivism because it defines learning as a change in thinking. In constructivism, however, students learn by constructing their own perspective on the world based on prior knowledge and through new encounters with content, peers, and significant others. Here we explore tenets of cognitive constructivism via the work of Piaget and social constructivism via the work of Vygotsky. Constructivism is engaged in a music learning situation when, for example, you have teams of 3-4 students each assigned the task of using prior knowledge regarding the music elements (tonal, temporal, expressive, and structural) to compose a short piece of music. Using prior knowledge and new sounds they assimilate along the way","cbCaivCTXXG0O739","https://ap.wps.com/l/cbCaivCTXXG0O739","pdf",168814,"English","# Chapter Overview\n## Learning theories and definitions\n## Chapter Activities - General Descriptions","[{\"question\":\"What definition of learning does the chapter use to frame student-learning theory?\",\"answer\":\"The chapter frames learning as occurring when experience (including practice) causes a relatively permanent change in an individual’s knowledge or behavior, citing Woolfolk (2019).\"},{\"question\":\"How does the chapter distinguish behaviorism from cognitivism in understanding learning?\",\"answer\":\"Behaviorism treats learning as change in overt behavior and evidence of learning, while cognitivism emphasizes learning as change in thinking rather than behavior, using ideas like information processing and concept learning.\"},{\"question\":\"What activities are included in Chapter 10, and how do they relate to the learning theories?\",\"answer\":\"Chapter 10 includes three activities: an individual KWL chart, a class activity on teaching for transfer, and a revisited KWL chart. These activities connect experiences with behaviorism and cognitivism, and they prompt students to list what they know, want to know, and learned.\"}]","Chapter 10 - The Students: How Do They Learn? - Instructor’s Insights | PDF",18]