| A | B |
|---|
| social or observational learning theory | children learn by observing others. in the classroom, this may occur through modeling or learning vicariously through others' experiences. |
| constructivism | learning is an active process in which learners construct new ideas or concepts based on knowledge or past experience. Bruner's X theory emphasizes a student's ability to solve real-life problems and make new meaning through reflection. |
| discovery learning | X features teaching methods that enable students to discover information by themselves or in groups |
| learning through experience | school is primarily a social institution and a process of living, not an institution to prepare for future living. Schools should teach children to be problem solvers by helping them learn to think as opposed to helping them learn only the content of a lesson. |
| eight stages of human development | a person resolves a crisis or conflict in order to progress |
| stages of the ethic of care | moral development of women |
| theory of moral development | 2 each of these stages: preconventional, conventional, post-conventional |
| hierarchy of needs | theory that posits that lower X must be satisfied before higher ones can be met. |
| follow the child | 4 stages of childhood, instruction in multi-age groups based on period of development |
| stages of cognitive development | 4 stages: sensorimotor, preoperational, concrete operational, formal operational |
| operant conditioning | learning is a function of change in observable behavior. changes are a result of a person's response to events. |
| zone of proximal development | students learn best in a social context in which a more able adult or peer teaches the student something he or she could not learn on his or her own. |
| multiple intelligences | students learn in different ways, depending on their type of intelligence. |
| three levels of culture | concrete, behavioral, symbolic |
| funds of knowledge | family (or community?) knowledge that the schools do not know about but should try to learn about, appreciate, and make use of. |
| advance organizer | introduced before learning begins and is designed to help students link their prior knowledge to the current lesson's content |
| modeling | 4 steps – attention, retention, reproduction, and motivation |
| assertive discipline | teachers clearly communicate expectations and class rules and follow through with expectations. students have a choice but face understood consequences for not following rules. |
| choice / control theory | teachers focus on behavior, not the student, when resolving classroom conflicts. greater say in rules, curriculum, and classroom environment = greater ownership of learning. designed to promote intrinsic motivation. |
| “with-it-ness” | teachers must be aware of what is happening in the classroom. they must also pace lessons appropriately and create smooth transitions between activities. |
| direct instruction | emphasises objectives, standards, advance organizers, practice, etc, for effective lessons |
| classical conditioning | the basis of behaviorist learning theory |
