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8 Cards in this Set
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Bandura, Albert |
Theory: Social (or Observational) Learning Bandar found that people learn by observing others. In a classroom setting, students learn through modeling or vicariously through others' experiences. Bandar suggests that learning by observation, or by teacher modeling, requires several steps. 1. Attention: Attending to the lesson. 2. Retention: Remembering what was learned. 3. Reproduction: Trying out the skill or concept. 4. Motivation: Being willing to learn and having the ability to self-regulate behavior. |
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Dewey, John |
Theory: Learning Through Experience Dewey is considered the father of progressive education practice, which promotes individuality, free activity, and learning through experience, such as project-based learning, cooperative learning, and arts integration activities. He theorized that schools is primarily a social institution and a process of living, not an institution in which to prepare for future living. He believed that schools should teach students to be problem-solvers by helping them learn to think, as opposed to helping them learn only the content of a lesson. He also believed that students should be active decision-makers in their own education. |
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Erikson, Erik |
Theory: Eight Stages of Human Development Erickson was a psychologist who suggested the following eight stages of human development, each of which are based on a crisis or conflict that a person resolves. Be sure to focus on those that typically occur in adolescence and young adulthood. Stage 1: Infancy, Birth-1, Trust vs. Mistrust, Feeding Stage 2: Toddlerhood, 1-2, Autonomy vs. Doubt, Toilet Training Stage 3: Early Childhood, 2-6, Initiative vs. Guilt, Independence Stage 4: Elementary and Middle School, 6-12, Competence vs. Inferiority, School Stage 5: Adolescence, 12-18, Identity vs. Role Confusion, Sense of Identity Stage 6: Young Adulthood, 18-40, Intimacy vs. Isolation, Intimate Relationships Stage 7: Middle Adulthood, 40-65, Generatively vs. Stagnation, Supporting the next generation Stage 8: Late Adulthood, 65-Death, Integrity vs. Despair, Reflection and Acceptance |
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Kohlberg, Lawrence |
Theory: Moral Development According to Kohlberg, elementary school-aged children are generally at the first level of moral development, known as Preconventional. At this level, an authority figure's threat or application of punishment inspires obedience. There are two stages within this level. In Stage 1 of moral development, the person wonders, "How can I avoid punishment?" and in Stage 2, the person considers "What's in this for me?" The second level of Kohlberg's theory of moral development is the Conventional Level, which is typically observed in adolescents and adults. Stage 3 of the Conventional Level is characterized by seeking to do what will gain the approval of peers or others. Stage 4 is characterized by abiding by the law and responding to obligations. The third level of moral development, Postconventional, is rarely achieved by the majority of adults, according to Kohlberg. Stage 5 shows an understanding of social mutuality and genuine interest in the welfare of others. Stage 6 is based on respect for universal principles and the requirements of individual conscience. Preconventional, 1, Obedience and punishment Preconventional, 2, Individualism, Instrumentalism, and exchange Conventional, 3, "Good boy/Good girl" Conventional, 4, Law and order Postconventional, 5, Social contract Postconventional, 6, Principled conscience |
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Maslow, Abraham |
Theory: Hierarchy of Needs Maslow is known for establishing a theory of a hierarchy of needs in which certain lower needs must be satisfied before higher needs can be met. 1. Physiological Needs: These very basic needs include air, water, food, sleep, and sex. 2. Safety Needs: These needs, such as a secure home and family, help us establish stability and consistency in a chaotic world. Safety needs sometimes motivate people to be religious, ensuring the promise of safety after we die. 3. Love and Belongingness Needs: This next level of the hierarchy occurs when people need to belong to groups: churches, schools, clubs, gangs, families, and so on. People need to be needed at this level. 4. Esteem Needs: At this level, self-esteem results from competence or the mastery of a task and the ensuing attention and recognition received from others. 5. Self-Actualization: People who have achieved the first four levels can maximize their potential. They seek knowledge, peace, oneness with a higher power, self-fulfillment, etc. |
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Piaget, Jean |
Theory: Stages of Cognitive Development Piaget, a cognitive theorist, suggested four stages of cognitive development. Be sure to focus on those that typically occur during the middle and secondary school years. Sensorimotor, Birth-2, Explore the world through senses and motor skills Preoperational, 2-7, Believe that others view the world as they do; can use symbols to represent objects Concrete Operational, 7-11, Reason logically in familiar situations; can conserve and reverse operations Formal Operational, 11-up, Can reason in hypothetical situations and use abstract thought |
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Skinner, B. F. |
Theory: Operant Conditioning Skinner is thought of as the grandfather of behaviorism, because he conducted much of the experimental research that forms the basis of behavioral learning theory. His theory of operant conditioning is based on the idea that learning is a function of change in observable behavior. Changes in behavior are the result of a person's response to events (stimuli). When a stimulus-response sequence is reinforced (rewarded), the individual becomes conditioned to respond in the same way to the same stimulus. |
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Vygotsky, Lev |
Theory: Zone of Proximal Development Vygotsky, credited with the social development theory of learning, suggested that social interaction influences cognitive development. His learning theory suggests that students learn best in a social context in which a more able adult or peer teaches the student something he or she could not have learned on his or her own. In other words, teachers must determine what a student can do independently and then provide the student with opportunities to learn with the support of an adult or a more capable peer. I think of this as finding the "just right" next lesson to teach a student and providing just the right amount of educational support. |
