Praxis PLT Student Learning Theories – Flashcards
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learning as a process of accessing and changing associations between stimuli and response (Skinner, Thorndike, Pavlov)
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Behaviorism
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Operant Conditioning- learning is a function of change in observable behavior- when a stimulus/response is reinforced- the individual becomes conditioned to responsd Behaviorism Schedules of reinforcement Shaping Behavior modification
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B.F. Skinner
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Behaviorism
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Edward Thorndike
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Classical Conditioning- learned response to something that was previously neutral unconditioned response- naturally occurring unconditioned stimulus- automatically produces an emotional or physiological response conditioned response- learned Behaviorism
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Ivan Pavolv
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people learn from observing one another
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Social Cognitive Theory
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Social Learning Theory- modeling or learning vicariously through others' experiences (distributed cognition) Modeling- 1. attention (colorful, dramatic, attractive, prestigious) 2. retention 3. reproduction 4. motivation Observation Learning- Bobo Doll Self-regulation: self-observation, judgement, self-response
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Albert Bandura
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what happens in the learner's mind including learning, memory, performance. the human mind is like a computer (storage, retrieval, working memory, long-term memory)
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Information Processing Theory
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people construct and create knowledge based on their experiences and interactions
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Constructivism
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how one person makes meaning
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individual constructivism
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how people gain knowledge by working together (Piaget, Bruner)
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social constructivism
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Stages of Cognitive Development 1. Sensorimotor- (0-2) learn through senses 2. Preoperations (2-7) others view the world the same as you, mental representation, no logic 3. Concrete Operational (7-11) Reason logically in familiar situations, conserve and reverse operations- provide hands-on experiences 4. Formal Operational- (11-15) hypothetical and abstract thinking, use alogorithims, problem solve Constructivism adaption- what most of us call learning schemas, assimilation, accommodation
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Jean Piaget
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Learning is an active process in which learners construct new ideas or concepts based upon their current/ past knowledge Constructivism Discovery/ inquiry learning Saffolding
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Jerome Bruner
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the social, cultural, and historical contexts influence a person's learning and the way a teacher must organize instruction
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Sociocultural theory
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Zone of Proximal development, "just right" find student's level and each from there sociocultural theory- culture dictates what we learn and how. lower functions gradually transform to higher mental function through culture, role of language
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Lev Vygotsky
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Cognitive domain (knowledge), 1. Comprehension 2. Application 3. Analysis 4.Synthesis 5.Evaluation
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Bloom's Taxonomy of Learning- Cognitive domain
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Performance or Psychomotor Domain (skills), 1. Perception 2.Set 3.Guided Responses 4.Mechanism 5.Complex Overt Responses 6.Adaptation 7.Origination
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Bloom's Taxonomy of Learning- Performance domain
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1.Receiving phenomena 2.Responding to phenomena 3.Valuing 4.Organization 5.Internalizing Values
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Bloom's Taxonomy of Learning- Affective Domain (attitude)
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a person can learn more in a group than along (Bandura)
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Distributed Cognition
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Learning through experience, progressive, school is a social institution, teach to problem solve not only content, students as decision makers, interact with environment, democracy, cooperative learning
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John Dewey
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8 stages of human development Stage 3: early childhood- initiative vs. guilt, independence Stage 4: elementary and middle- competence vs inferiority, school Stage 5: adolescence- identity vs. role confusion, sense of identity
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Erik Erikson
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Stages of the ethic of care (questions male-centered psychology) 1. Pre- Conventional - Individual survival 2. Conventional- self-sacrifice is goodness 3. Post-conventional - principle of nonviolence
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Carol Gilligan
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Theory of moral development Pre-conventional- obedience, punishment, individualism, exchange Conventional- what is found in society, law and order
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Lawrence Kohlberg
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Hierarchy of needs 1. physiological needs- water, food, sleep 2. safety needs- stability and consistency 3. Love and belongingness- need to be needed 4. Esteem needs- esteem results from competence or mastery of a task, attention and recognition 5. Self-actualization- seek knowledge, peace, oneness, self-fulfillment (lower levels need to be met first)
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Abraham Maslow
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Follow the child- four stages- divided into six-year intervals 3 stages of learning 1. introduce 2. process and understand 3. knowing
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Maria Montessori
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respond to a new event or object by changing an existing scheme or creating a new scheme
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Accommodation
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respond to a new event with what is consistent in existing scheme
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Assimilation
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a person responds in a desired manner to what was once a neutral stimulus (i.e. create a good classroom environment until eventually a student with anxiety enjoys speaking in the front of the class) focus on the antecdedent (Pavlov)
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Classical Conditioning
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knowing that a number or amount stays the same even when rearranged or presented in a different shape
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Conservation
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gathering several pieces of information together to solve a problem
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Convergent thinking
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new and original behavior that creates a culturally appropriate product
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Creativity
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Mentally taking a single idea and expanding it in several directions
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Divergent Thinking
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movement from equilbrium and disequilbrium and then back to equilibrium again
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Equilibration
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what strategies he or she uses to read or solve a problem developing a plan maintaining a plan evaluating a plan learning how to learn
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metacognition
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classroom system of punishments and reinforcements- behavior that is maintained by consequences (i.e. instructional objectives, contracts, mastery learning, computer-assisted instruction) (Skinner) our reaction to the world reinforcing stimulus operant- behavior occurring just before the reinforcer extinction
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operant conditioning
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a belief that one is capable
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Self-efficacy
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associating new information with previous events or experiences- an internal representation fo the world- can be revised by new information basic units for organizing information like a model or stereotype schemata (plural form)
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Schema
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Multiple intelligence- verbal/linguistic, math/logical, visual/spatial, bodily/kinesthetic, musical, interpersonal/social, intrapersonal(own emotional lives as a way to connect with others), nature thought that the traditional notion of intelligence, based on IQ testing was far too limited
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Howard Gardner
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3 levels of culture 1. concrete (clothes, music, games) 2. behavioral (gender roles, family structure, politics) 3. symbolic (customs, religions)
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Nitza Hidalga
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Funds of Knowledge- families have abundant knowledge that school did not know about - multicultural families can be resources for schoo
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Luis Moll
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auditory, kinesthetic or tactile, visual
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Learning Styles
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using different dialect on playground and classroom (eubonics)
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Code-switch
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learning and adopting the customs and values of another culture
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Acculturation
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ages 7-11, think in logical and not abstract terms, need hands-on experiences to learn (Piaget)
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Concrete Operational Thinker
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-build on students' culture - support proficiency in native language - 2 years for conversational - 7 years for academic - work and talk in small groups
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ELL
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ages 11-15, develop hypothetical and abstract thinking, use logic to work abstract problems (Piaget)
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Formal Operational Thinkers
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prohibits discrimination on the basis of disability by state and local funded govn't activities/programs/services
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ADA
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notice of meetings, examine relevant records, impartial hearings
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Due Process
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parental access to school records and confidentiality
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Family Educational Rights and Privacy Act
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pwd not discriminated from federally funded programs
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Section 504 of Rehabilitation Act
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anecdotal records, portfolio, checklist, student/teacher conference- provides a view of process and product closely related to instructional activity, traditional assessment only view product of learning
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Alternative Assessment
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Tomlinson- various approaches to teaching content, process, and product to respond to student differences
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Differentiated Instruction
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advance organizer (webs, KWL, concept maps)
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David Ausubel
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assertive discipline- clearly communicate expectations and class rules and follow through with expectations
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Canter Lee
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Choice theory/ control theory focus on behavior and not student when resolving conflicts- use class meetings, students have a say in rules, curriculum, ownership of learning, "our space to learn" promote intrinsic motivation
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William Glasser
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Facilitating anxiety- low level, can enhance student learning and performance (i.e. mention of pop quiz on the reading) Debilitating anxiety- high level, detracts from ability to concentrate or attempt task
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Facilitating Anxiety vs. Debilitating Anxiety
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humans have a basic need for autonomy
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Self-determination
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The discrepancy between a child's mental age (indicated by the static test) and the level he reaches in solving problems with assistance is the zone of his proximal development
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Zone of Proximal Development
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Vygotsky 1. social speech- speech to control the behavior of others 2. egocentric speech- 3-7yro talking to themselves to learn 3. inner speech- soundless speech thinking in our head
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3 stages in the development of speech
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1. instruction must be concerned with the experiences and contexts that make the student willing and able to learn (Readiness) 2. Instruction must be structured so that it can be easily grasped by the student (Spiral organization) 3. Instruction should be deisgned to facilitate extrapolation and or fill in the gaps (going beyond the information given)
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Discovery and Inquiry Learning
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clear direction, clarify purpose, on task, clarify expectations, best sources for info, reduce uncertainty, deliver efficiency, create momentum, temporary learning aid
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Scaffolding
