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25 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Lev Vygotsky
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Culture dictates what we learn and how. Language is key. 3 stages in the development of speech
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1. Social speech - speech to control the behavior of others 2. Egocentric speech - 3-7 year olds talking to themselves to learn 3. Inner speech - soundless speech - thinking in our head. zone of Proximal Development: the discrepancy between a child's mental age and the level he reaches in solving problems with assistance. |
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Abraham Maslow
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Heirarcy of needs:
Triangle theory |
Physiological needs
Safety needs Belonging needs Esteem needs Self-actualization |
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Jerome Bruner
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Discover and Inquiry learning
Learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge |
Instruction must be concerned with the experiences and contexts that make the student willing and able to learn. (Readiness)
Instruction must be structured so that it can be easily grasped by the student (spiral organization) Instruction should be designed to fill in the gaps (going beyond the information given) |
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John Dewey
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Cooperative learning
Education must engage with and enlarge experience |
* Exploration of thinking and reflection - and the associated role of educators *concern with interaction and environments for learning *passion for democracy, for educating so that all may share in the common life |
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Howard Gardner
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MULTIPLE INTELLIGENCES
Traditional notion of intelligence based on IQ testing is far too limited. |
*linguistic intelligence (use words in learning) - learn best by saying, hearing and seeing words. Books. Writing.
*logical-mathematical intelligence - (use numbers or logic in learning). Explore relatinoships, patterns, experiments in a controlled manner. *Visual/Spatial intelligence (using pictures in learning). teach with images, pictures, videos, diagrams, maps, charts etc. *Bodily-Kinesthetic intelligence (movement or physical experience). Learn through touching, moving. Role play, dramatic improvisation, physical activity. *Musical intelligence (use of music)Learn through rhythm and melody. Records, tapes musical instruments. *Interpersonal intelligence (people smart) Peer group activities, community activities *Intrapersonal intelligence (self-smart) learn best by themselves. Private space and quiet introspection time. *Naturalist intelligence (Nature smart). Motivate with opportunities to work outdoors, supply wiht boos on the natural world, binoculars, telescopes and microscopes. |
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Albert Bandura
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I.
Modeling - "Observation Learning" (Bobo Doll Studies) Learning = acquisition of knowledge II. Self-Regulation controlling our own behaviour Behavior = performance based on knowledge |
i.
Steps in Modeling process: *Attention - to learn you must pay attention *Retention - ability to remember what you had paid attention to *Reproduction - translate the images or description into actual behavior *Motivation - must be motivate to imitate ii. *self-observation. Have an accurate picture of your behavior *judgment. Compare what we see with a standard. Make sure your standards aren't set too high. *self response. Use self-rewards, not self-punishments |
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B.F. Skinner
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Operant Conditioning -
our reaction to the world Behavior modification: extinguish an undesirable behavior (by removing the reinforcer) and replace it with a desirable behavior by reinforcement. |
*reinforcing stimulus (a behavior followed by a reinforcing stimulus results in an increased probability of that behavior occurring in the future)
*Operant - the behavior occuring just before the reinforcer *extinction - a behavior no longer followed by the reinforcing stimulus results in a decreased probability of the behavior occurring in the future. *Schedules of reinforcement: 1. continuous reinforcement 2. fixed interval schedule 3. variable schedules *shaking or "the method of successive approximations" how we get to more complex sorts of behaviors Aversive stimulus is the opposite of a reinforcing stimulus, something we might find unpleasant or painful *Negative reinforcement - remove an already active aversive stimulus |
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Jean Piaget
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*Schemas - skills to explore the environment to gain knowledge
*Assimilation - assimilating a new object into an old schema *accommodation - accommodating an old schema to a new object *Adaptation - Piaget's term for what most of us would call learning. Includes assimilation and accommodation = biological process |
Stages of cognitive development:
1. the sensorimotor stage - birth to 2. uses senses and motor abilities to understand the world 2. the preoperational stage - 2-7 years symbols, creative play, egocentric, center on one aspect of any problem or communication at a time. 3. The concrete operations stage 7-11 logical principles used to solve problems. Putting things in order 4. The formal operations stage - around 12 - hypothetical thinking (logical operations and using them int eh abstract, rather than the concrete) |
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Human Development
Social |
Erik Erikson
Lev Vygotsky Albery Bandura |
Changes in the way an individual relates to others
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Human Development
Emotional |
Abraham Maslow
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Changes in ones personality and ability to control emotions
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Human Development
Moral |
Lawrence Kohlberg
Carol Gilligan |
Selfish, to social or conventional morality and finally to post conventional or principled morality
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Human Development
Cognitive |
Jean Piaget
Jerome Bruner David Ausubel |
Learning is an internal process that cannot be observed directly. The change occurs in a person's ability to respond in a particular situation.
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Human Development
Physical |
none
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Changes in the body
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Kohlberg's stages of moral development
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Stage 1: obedience and punishment
Stage 2: Individualism, instrumentalism and exchange Stage 3: Godd boy/girl Stage 4: Law and order Stage 5: Social contract Stage 6: Principled conscience |
Stage 1 - elementary school level. Because they are told to do so by some authority figure. Obedience is compelled by the threat or application of punishment
2: right behavior means acting in one's own best interests 3: an attitude which seeks to do what will gain the approval of others 4. oridented to abiding by the law and responding ot the obligations of duty 5. understandin of social mutuality and a genuine interest int he welfare of otheres 6. based on respect for universal principle and the demands of individual conscience |
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Erik Erickson's 8 stages of psychosocial development
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1. Oral Sensory Birth to 12-18 months. Trust vs. mistrust. Feeding. The infant must form a loving, trusting relationship with the caregiver or dev a sense of mistrust.
2. Muscular Anal 18 months - 1 year. Autonomy vs. Shame/doubt. Toilet training. Child's energies are directed toward the development of physical skills (walking, grasping, rectal sphincter control) the child learns control but may develop shame and doubt if not handled well 3. Locomotor 3-6 years. Initiative vs. guilt. Independence. The Child continues to become more assertive and to take more initiative but may be too forceful leading to guilt feelings. 4. Latency 6-12 years. Industry vs. Inferiority. School. Child must deal with demands to learn new skills or risk a sense of inferiority, failure and incompetence. 5. Young Adulthood 19-40. Intimacy vs. isolation. love relationships. The young adult must develop intimate relationships or suffer feelings of isolation. |
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Students as Diverse Learners
Cognitive Styles |
the preferred way an individual processes information
a person's typical mode of thinking, remembering or problem solving a tendency to behave in a certain manner |
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Students as Diverse Learners
Learning styles |
approaches to or ways of learning
we all have ways that we learn best |
4 styles: visual, auditory, tactile and kinesthetic
see also: KOLB'S theory of learning styles |
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Students as Diverse Learners
Value of understanding styles |
Decide what kind of instructional strategies or methods would be most effective for a given individual and learning task.
Creating teacher awareness of individual's differences in learning. Employ methods best suited a child's age and preferred learning style. |
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KOLB's theory of learning styles
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1. Concrete Experiences
2. Reflective observation 3. abstract conceptualization 4. active experimentation |
1. Being involved in a new experinece
2. watching others 3. creating theories to expain their observations 4. using theories to solve problems and make decisions. |
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Students as Diverse Learners
Multiple Intelligence |
*linguistic intelligence (use words in learning) - learn best by saying, hearing and seeing words. Books. Writing.
*logical-mathematical intelligence - (use numbers or logic in learning). Explore relatinoships, patterns, experiments in a controlled manner. *Visual/Spatial intelligence (using pictures in learning). teach with images, pictures, videos, diagrams, maps, charts etc. *Bodily-Kinesthetic intelligence (movement or physical experience). Learn through touching, moving. Role play, dramatic improvisation, physical activity. *Musical intelligence (use of music)Learn through rhythm and melody. Records, tapes musical instruments. *Interpersonal intelligence (people smart) Peer group activities, community activities *Intrapersonal intelligence (self-smart) learn best by themselves. Private space and quiet introspection time. *Naturalist intelligence (Nature smart). Motivate with opportunities to work outdoors, supply wiht boos on the natural world, binoculars, telescopes and microscopes. |
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Students as Diverse Learners
Performance Modes |
Concrete operational thinkings
Visual and aural learners |
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Students as Diverse Learners
Gender Difference |
*Girls emphasize memorization, boys learn more by elaboration strategies
*Girls perform well in reading, but less in math, opposite for boys *Girls express emotions with owrds - boys through action |
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Students as Diverse Learners Cultural Expectations and Styles
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By understanding the differences in thinking about other cultures that students have, the teahcer is able to plan appropriate lessons to meet the various students needs.
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Issues:
self-esteem, teaching methods, working with other students, flow and order of a classroom. |
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Accommodation
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Piaget term to refer to a change in cognitive structures that produces a corresponding behavioral change.
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Assimilation
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Piage term used to describe interpreting an experience in terms of current ways of understanding.
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