| A | B |
|---|
| Albert Bandura | social learning theory |
| Distributed cognition | learn more with another or in a group than alone ---BANDURA social learning theory |
| Jerome Bruner | discovery learning and scaffolding -- learners construct new ideas or concepts based on knowledge or past experiences |
| scaffolding | Bruner---teacher reads portion of text aloud and then asks the student to repeat read the same sentence |
| John Dewey | learning through experience |
| John Dewey | project based learning/cooperative learning/arts integration activities/ also thought students should be active decision makers in their education |
| Erik Erikson | 8 stages of human developments...the eight stages he developed were based upon a crisis or conflict that a person resolves |
| STUDY THE CHART OF 8 STAGES | xxxxx |
| Carol Gilligan | stages of the ethic of care ...see her chart too |
| Lawrence Kohlberg | three levels of moral development---preconventional, conventional, post conventional |
| pre conventional | authority figure threat or application of punishment inspires obedience ( birth to 9) |
| conventional | 9-20 good boy/good girl law and order...following the rules and responding to obligations |
| post conventional | 20 years and up ----social contract and principled conscience respect for universal principles and the requirements of individual conscience |
| Abraham Maslow | hierachy of needs --- physilogical needs, safety needs, love and belongingness needs, esteem needs and self-actualization |
| physiolocial needs | food, water, sleep and sex |
| safety needs | secure home and family; motivate people to be religious, ensuring the promise of safety after we die |
| love and belongingness needs | people need to belong to groups, churches, schools, clubs, gangs, families and so on |
| esteem needs | self-esteem results from competence of the mastery of a task and the ensuing attention and recognition received from others |
| self-actualization | people achieve the first four levels the seek knowledge, peace, oneness with a higher power, self-fulfillment and so on |
| Maria Montessori | follow the child --- Italian doctor who beleive childhood was divided in four stages in six intervals (Birth - 6, 6-12, 12-18, 18-24) |
| Motessori - adolescence divided into two levels | 12-15 and 16-18 |
| three stages of the learning process | stage 1 - concept by lecture, lesson experience book read aloud///stage two - understand concept through work, experimentation and creativity/ Stage 3---KNOWING...pass a test with confidence teach the concept |
| Jean Piaget | stages of cognitive development SEE CHART |
| BF Skinner | operant conditioning = learning is a function of change in observable behavior |
| Lev Vgotsky | 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 |
| accommodation | responding to a new event or object by changing an exsiting scheme or creating a new scheme |
| assimilation | responding to a new event or object ath is consistent with an exisiting scheme |
| classical conditioning | a person comes to respond in the desired manner to what was once a neutral stimulus... |
| conservation | knowing the number stays the same when rearranged or presented in a different shape |
| constructivism | people construct their own understanding of the world they live in through reflection on experiences |
| convergent thinking | a process of gathering several pieces of information together to solve a problem |
| creativity | new and original behavior that creates a culturally appropriate product |
| discovery learning | teaching methods where students learn to discover information by themselves or in groups |
| disequilibrium | one's inability to explain new events based on existing schemes which is usually accompanied by discomfort |
| disposition | a person's natural tendency to approach learning or problem solving in certain ways |
| distributed cognition | a process in which two or more learners share their thinking as they work together to solve a problem |
| divergent thinking | mentally taking one single idea nad expanding it in several directions |
| equilibration | movement from equilibrium to disequilibrium and then back to equilibrium again |
| equilibrium | ones ability to explain new events based on existing schemes |
| long term memory | the part of memory that holds skills and knowledge for a long time |
| metacognition | a person'a ability to think about his or her own thinking |
| operant conditioning | psychological learning where learner modifies his or her own behavior based on association of the behavior with a stimulus |
| problem solving | to use existing knowledge or skills to solve problems or complex issues |
| readiness to learn | a context within a student's more basic needs are met and the student is cognitively ready for developmentally appropriate problem solving and learning |
| response | a specific behavior that a person demonstrates |
| scaffoldin | adult or peer supports instruction and as students get better let go more...like read to them and then ask them to repeat the same reading |
| schema | concepts in the mind about events, scenarios, actions that have been acquired from past experience. |
| self efficacy | a belief that one is capable |
| self regulation | the process ofa king control of ones own learning or behavior |
| stimulus | specific object or event that influences a person's learning or behavior |
| transfer | ability to apply a lesson learned in one situation to a new situation |
| working memory | the part of memory that holds and actively processes a limited amount of info for a short amount of time |
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