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experience.
Person variables - This includes how one views himself as a learner and thinker.
Knowledge about how human
Task Variables – includes knowledge about the nature of the task as well as type of
processing demands it will place upon the individual.
3. Construction of knowledge
The successful learner can link new information with existing knowledge in
meaningful ways.
4. Strategic thinking
The successful learner can create and use a repertoire of thinking and reasoning
strategies to achieve complex learning goals.
6. Context of learning
Learning is influenced by environmental factors, including culture, technology,
and instructional practices
Part 2
Stage 1 Sensori – motor stage – first stage corresponds from birth to infancy.
Ex. Child is gasping sucking reaching more organized
Object permanence – This is the ability of the child to know that an object still
exist even without sight
Stage 2 Pre-Operational stage – The preoperational stage covers from about two to seven
years old
Intelligence at this stage is intuitive in nature
Ex Can make mental representation/ can use of symbols
Stage 3 Concrete operational stage – the ability of the child to think logically but in terms
concrete object only. For elementary years
Stage 4 Operational Stage – Final stage of operations covering 12 and 15 years of age
Thinking is more logical
Hypothetical reasoning – Ability to come up with different hypothesis
about a problem and to gather and weight
data to make a final decision or Judgment
Virtue – psychological strength w/c help us through the stage of our lives
Malignancy – is the worse of the two, and involves too little positive and too much
negative
Scaffolding - term for the appropriate assistance given by the teacher to assist the learner
Accomplish a task Social interaction and language two central factor in
cognitive development
Zone of actual development – when a child attempts to perform a skill alone she may not
be immediately proficient at it. So, alone she may perform a certain level of competency.
Scaffolding – Support assistance that lets child accomplish a task she cannot accomplish
independently
Ex. Leading the straw to the hole and letting child put the straw through the tetra pack
hole is scaffolding
Scaffold and fade-away technique – as learners become more proficient, able to complete
task on their own that they could not initially do without assistance, the guidance can be
withdrawn
Just Community - Kohlberg and colleagues came up approach towards promoting moral
development
Community meeting – w/c issues is related to life and discipline in the school are
discussed
STUDENT DIVERSITY
Socio-economic status – the millionaires lifestyle differs from the middle income or
lower income group
Exceptionalities - In class there maybe one who has difficult spoken language or
comprehension.
3. Aside from high lightning diversity, identify patterns of unity that transcend group
differences
6. Vary the examples you use to illustrate concepts in order to provide multiple contexts
are relevant to students from diverse background
7. Adapt the students diverse backgrounds and learning style by allowing them personal
choice and decision making opportunities concerning what they will learn and how they
will learn it
8. Diversify your method of assessing and evaluating students learning
Bipolar dimension- styles are usually considered describe a persons thinking style
Sensory Preferences – individual tend to gravitate towards one or two types of sensory
input and maintain a dominance
Visual learners – these learners must see their teachers action and facial expression to
fully understand the content of the lesson
Ri charde breaks down visual learners into:
Visual iconic - those who prefer this form of input are more interested in visual imagery
such as films graphic display or pictures good picture memory
Visual symbolic – Those who prefer this form of input feel comfortable with abstract
symbolism such as mathematic formulae or the written word
Auditory learners - They learn best in verbal lectures, discussion and talking things
Auditory two categories
Listeners - this is more common type listeners most likely do well good in school
Talkers – they are the one who ones who prefers to talk and discuss
Analytic - Analytic thinkers tend toward the linear step-by-step process of learning/ tree
seers
Global – Global thinkers lean towards non-linear thought and tend to see the whole
pattern rather than particle element/ Forest seers
Successive processor – prefers to learn a step by step sequential format, beginning with
details leading to a conceptual understanding of skill
Simultaneous processor (right brain) prefers to learn beginning with general concept and
going on to specifics
Multiple intelligence
Multiple intelligence - Howard Gardner an ability to or set of abilities that allows person
to solve problem or fashion a product that is valued one or more cultures
Visual/spatial intelligence (picture smart) – learning visually ability to see things in ones
mind in planning to create a product or solve a problem
Verbal /Linguistic (word smart) – learning through spoken and written word
Naturalist (nature smart) – learning through classification categories and hierarchies. Its
not study of nature but all areas of study
Existential (spirit smart) - learning by seeing big pictures ex. why are we here?
Categories of exceptionalities
Learning disabilities – involves difficult in specific cognitive process like perception
language and memory ex. Dyslexia (reading) dyscalculia (number operations) and
dysgraphia (writing)
Speech and communication disorders - involves the presence of emotional states like
depression and aggression over a considerable amount of time
Mental retardation – refers to significant sub average intelligence and deficits in adaptive
behavior.
Severe multiple Disabilities – Refers to the presence of two or more different types of
disability at times a profound level
Sensory impairments
Visual impairments – there is malfunction of the eyes or optic nerves
BEHAVIORISM
Ivan Pavlov known for his work in classical conditioning or stimulus substitution he’s
most renowned experiments involved meat dog and a bell
Stimulus generalization – Once the dog has learned to salivate at the sound of the bell, it
will salivate other similar sounds
Extinction – if you stop pairing the bell w/food salivation will eventually cease and
response to the bell
Discrimination – the dog could learn to discriminate between similar bells (stimuli) and
discern w/c bell would result in the presentation of food and w/c could not
Higher order conditioning – Once the dog has been conditioned to associate the bell
w/food, another unconditioned stimulus such as light may flashed at the same time that
the bell is rung.
Theory on connectionism stated that learning has taken place when a strong connection
or bond between stimulus and responsed is form.
Laws of Learning
Law of Readiness
The Law of Readiness means a person can learn when physically and mentally adjusted
(ready) to receive stimuli. Individuals learn best when they are ready to learn, and they
will not learn much if they see no reason for learning. * this states that the more readiness
the learner has to respond to the stimulus, the stronger will be the bond between them.
Law of Exercise
The Law of Exercise stresses the idea that repetition is basic to the development of
adequate responses; things most often repeated are easiest remembered. The mind can
rarely recall new concepts or practices after a single exposure, but every time it is
practiced, learning continues and is enforced. *Tell us that the more an S-R (stimulus
response) bond is practiced the stronger it will become. “Practice makes perfect”
Law of Effect
This law involves the emotional reaction of the learner. Learning will always be much
more effective when a feeling of satisfaction, pleasantness, or reward accompanies or is a
result of the learning process. Learning is strengthened when it is accompanied by a
pleasant or satisfying feeling and that it is weakened when it is associated with an
unpleasant experience. *it is stated that a connection between stimulus and response is
strengthened when the consequence is positive(reward)and the connection between the
stimulus and the response is weakened when the consequence is negative.
Operant conditioning – based upon the notion that learning is a result of change in overt
behavior
FINALS
Neobehaviorism – it has aspect of behaviorism but it also reaches out to the
cognitive perspective
Cognitive maps in rats his most famous experiments, one group of rats put in
the maze
Vicarious reinforcement – model is reinforced for a response and then then the
observer shows an increase in that same response.
Reciprocal causation: Bandura proposed that behavior can influence both the
environment and the person .
Retention- The Observer must be able to remember the behavoirthat has been
observed
Gestalt principles
Law of similarity - elements that are look similar will be perceived as part of the
same form
Law of closure – We tend to fill the gaps or close the figure was perceived
Discovery learning - the important aspects of learning was not reinforcement, but
the coordination of thinking to create new organization
Types of knowledge
General vs. specific – this involves whether the knowledge useful in many task or
only in one
Declarative – This refer to factual knowledge. They relate to the nature of how
things are.
Episodic – This includes memories of life events, like oyur high school graduation
Sensory register
Role of Attention
3. Getting through this attentional filter is done when the learner is interested
in the material
Serial position Effect (recency and primacy) - You will remember the beginning
and the end of list most readily
Distributed Practice - Break up learning sessions, rather than cramming all the
info in at once (massed practice)
Mnemonic aids – memory techniques the learners may employ to help them
retain and retrieve information more effectively
Representation
Enactive representation – At the earliest ages, children learn about the world
through actions on physical objects and the outcomes of these actions.
Symbolic representation – third stage, learners has developed the ability to think
in abstract terms. The most common symbols are language and mathematical
Spiral curriculum
Spiral Curriculum – teachers must revisit the curriculum by teaching by the same
content in different ways depending on students developmental levels.
Discovery learning
Effective sequencing – No none sequencing will fit every learner but in general,
the lesson can be presented in increasing difficulty Sequencing or lack of it can
make learning easier or more difficult
Categorization
Rules of categorization
Kinds of category
Sub sumption – a process by which new material is related to relevant idea the
existing cognitive structure what we learned is based on what is already known
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