1. Multiple Intelligences
   1. Leading theorist: Howard Gardner
      1. Knowledge: Our understanding of the world is constructed and determined by our unique predispositions or intelligences that help us to make sense of the world. As such, there are many ways of understanding reality. There are nine main modalities that allow us to construct knowledge: logical mathematical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic and existential
         1. View of Learning: Learning takes best place through various intellectual lenses which give us unique skill sets that allow us to engage in activities that further promote our innate strengths. For example, a kinesthetic learner will naturally be good with his or her hands so giving him or her playdoh to mold objects will naturally lead to learning as he or she uses the playdoh, knowledge is gained about how to better shape objects and, in turn, this increases the natural kinesthetic ability of the learner.
            1. Classroom instruction: Teaching should be learner centered. Instruction and material design should take into account differing learner skill sets and orientations based on each learner's unique intelligence. Of these
2. Brain Based Learning
   1. Leading theorist: Eric Jensen
      1. Knowledge: Reality consists of patterns but our understanding of these patterns are shaped by our emotions and physiology.
         1. View of Learning: There are two types of learning. One is spatial and the other is rote. The degree to which learning can effectively take place is influenced by how our brain responds to internal and external stimuli.
            1. Classroom Instruction: Learning must be contextualized and student centered for the learner to effectively make sense of what is being learned. In addition, instruction must be organized when it is optimal for the learner to receive instruction. Instructors must consider the time of day as well as the mood and orientation of the learner when planning instruction.
3. Constructivism
   1. Leading theorists: Piaget, Brunner & Goodman
      1. Knowledge: We make meaning of the world through interacting with it. In other words our knowledge can be equated to how we define and understand our experiences.
         1. VIew of Learning: Learners acquire knowledge when learning is contextualized and situated. Learners gain knowledge through exploring and active engagement through which they are able to develop and expand upon their previously acquired knowledge.
            1. Classroom Instruction: Learners should be autonomous and have the opportunity to engage openly with and reflect on the learning target as well as their own actions (personal or joint) as well as interactions with the learning stimuli in the classroom. Instruction will support the development of thinking skills as students engage with the learning target.
4. Cognitivism
   1. Leading theorists: Jonasen, Bower & Hilgard
      1. Knowledge: What we know can be equated to internal mental states and conceptualizations of reality.
         1. View of Learning: Learning is a mental process and how a learner construes knowledge is the most important aspect affecting the acquisition of knowledge. Memory and knowledge retrieval are critical to acquiring knowledge.
            1. Classroom Instruction: Knowledge needs to be organized meaningfully (i.e. chunked) so that learners are able to acquire and retain knowledge. Learners are encouraged to engage in metacognitive strategies to reflect on the learning process and learn to remember key successful strategies for later use and application. Instructors aim to connect learning to previous learning and experiences.