Educational Psychologists

Front 1

Define Constructivism

Back 1

Constructivism is a theory of learning where humans construct meaning from current knowledge structures. Constructivism values developmentally appropriate facilitator-supported learning that is initiated and directed by the learner.

Front 2

List 8 constructivist

Back 2

Dewey, Johnson, Deming, Rodgers, Maslow, Gutman, Friere, and Eisner.

Front 3

Elliot Eisner

Back 3

Eisner's work focused on Discipline-Based Art Education, and he developed the importance of forms of representation in education. He liked the use of frameworks, the infusion of new ideas, teacher training, and curriculum diffusion.

Front 4

John Dewey

Back 4

Reflection for action, active learning, scaffolding, differentiated curriculum, application, intrinsic motivation, cooperative learning, hands on experiences, student centered and active.

Front 5

Johnson

Back 5

cooperative learning and learning communities.

Front 6

Deming

Back 6

Deming advocated that all managers need to have what he called a System of Profound Knowledge, consisting of four parts:

1. Appreciation of a system: understanding the overall processes involving suppliers, producers, and customers (or recipients) of goods and services (explained below);

1. Knowledge of variation: the range and causes of variation in quality, and use of statistical sampling in measurements;
2. Theory of knowledge: the concepts explaining knowledge and the limits of what can be known (see also: epistemology);
3. Knowledge of psychology: concepts of human nature.

Front 7

Rodgers

Back 7

Non judgmental, perception, constructivism

Front 8

Maslow

Back 8

Fulfill the needs (basic needs = safety and things of physiology.) Pushed liberal arts, and keyed on learning how to learn, not absorption of facts.

Front 9

Gutman

Back 9

Students are TV observers, involve parents and other educational stake holders, shared responsibility.

Front 10

Friere

Back 10

Knowledge comes from social constructs, students are subjects not objects of world, culture shapes learning, schools are not banks, "we make roads by walking them."

Front 11

Define Behaviorism

Back 11

Extrinsic motivation, learn by doing, reinforcements, practice with feedback, learning with rewards, simple -> complex, step by step, hierarchical, objective driven, and learning is/ should be observable and measurable.

Front 12

List 6 Behaviorists

Back 12

Pavlov, Thorndike, Watson, Skinner, Gagne, Locke

Front 13

Pavlov

Back 13

Scientific model (dog, smell, sound) = conditioning (stimulus response).

Front 14

Thorndike

Back 14

Students have blank slates, empty vessels waiting to be filled, use connectionisms (law of effect)

Front 15

Watson

Back 15

Conditioning reflex; He claimed that recency and frequency were particularly important in determining what behaviour an individual 'emitted' next: if you usually get up when a lady enters the room, you're likely to get up when one enters now.

Front 16

Skinner

Back 16

Learning is not doing, it is changing what we do. Developed SRS (stimulus, response, reinforcement); believed in positive reinforcement (positive conditioning).

Front 17

Gagne

Back 17

Believed in step by step learning, outlines and lesson plans, systematic approaches to learning, and a military approach. He talked about 9 events of learning: Gain attention
Inform learner of objectives
Stimulate recall of prior learning
Present stimulus material
Provide learner guidance
Elicit performance
Provide feedback
Assess performance
Enhance retention transfer

Front 18

Locke

Back 18

Focused on character formation, the use of example and practice; believed in tutor assistance.

Front 19

Define Cognitivism

Back 19

Intrinsic, learning development goes from simple to complex, reflection is key, learning involves evaluating, scaffolding, social context, multiple intelligences, learning styles, critical thinking.

Front 20

List 10 cognitivists.

Back 20

Freud, Levin, Tolman, Piaget, Vygotsky, Bandura, Weiner, Gardner, Bruner, Gong.

Front 21

Freud

Back 21

The unconscience mind, visualization, and transference.

Front 22

Levin

Back 22

Group dynamics, leadership and organization.

Front 23

Tolman

Back 23

Motivation results from reward system and expectations (but he did say careful, bc goals that are not validated are extinguished, therefore need a reinforcer.)

Front 24

Paiget

Back 24

Developmental stages (sensory motor, pre operational, concrete operational, and functional operational) range from passive to active; talked about spiral learning ranging from simplex to complex where scaffolding, hands on experiences, the teacher as a facilitator, and concrete examples and experiences help best.

Front 25

Vygotsky

Back 25

Believed in scaffolding, the zone of proximal development (student to teacher relationship, and student to student relationship = teacher as facilitator), he also keyed in on social surroundings, peer collaboration, and reciprocal teaching (the first guy like Gong).

Front 26

Bandura

Back 26

Focused on social context theory (monkey see monkey do), competency influences (how you feel), self esteem, learning by observing and doing, guided practice, and modeled behavior.

Front 27

Weiner

Back 27

Developed "attribution theory" (ability, effort, task difficulty, luck).

Front 28

Gardner

Back 28

Believed in reflective and critical thinking, and multiple intelligences: linguistics, music, math, social, kine, interpersonal, and intrapersonal.

Front 29

Bruner

Back 29

Focused on need to relate things together, modes of representation (enactive = doing; iconic = use of senses; symbolic = represent arbitrary symbols); trial and error learning, and everyone has something to teach.

Front 30

Gong

Back 30

Problem of three, teach - re-teach, exponential learning and motivation.