Professional Documents
Culture Documents
and Methods
A GILD Tutorial
Presenter: M.E. Sanseverino
Jan 22, 2003
4.
SCENARIO
Segue to
Learning Tools
5. LEARNING GOALS
AND ACTIVITIES
1.1 Theories: Behavioural
Primary Focus Major Theorists
– Observable behaviour – Thorndike
– Stimulus-response
connections
– Pavlov
Assumptions – Watson
– Learning is a result of – Skinner
environmental forces
Subcategories Principles
– Contiguity
– Time/place pairings
– Respondent (Classical)
– Operant (Instrumental)
– Biological basis of
behaviour
– Consequences
– Modelling
1.2 Theories: Cognitive
Primary Focus
– Mental behaviour Major Theorists
– Knowledge
– Bloom
– Intelligence
– Critical Thinking – Piaget
Assumptions
– Gagne
– Learning is a result of mental operations/
processing
Subcategories
– Information Processing
Principles
– Hierarchical – Memory is limited
– Developmental
– Changes in
– Critical Thinking
complexity
– Changes over time
– Good thinking
requires standards
1.3 Theories: Humanistic
Primary Focus
– Affect/Values Major Theorists
– Self-Concept/Self-Esteem
– Rogers
– Needs
Assumptions – Maslow
– Learning is a result of affect/emotion – N. V. Peale
and goal-orientation
Subcategories
– Affect Principles
– Motivation/Needs
– Self-concept
– Individual
– Self-esteem uniqueness
– Self-determination
– Dreams and goals
are vital for success
1.4 Theories: Social Cognition
Primary Focus
– Modelling Major Theorists
– Vicarious Learning
– Attitudes
– Bandura
– Goals – Vygotsky
Assumptions
– Learning is a result of influences of social
– Sears
environment on thinking.
Subcategories
– Observational (Social) Principles
– Self-efficacy – Reciprocal
– Goal-setting
– Self-regulation
determinism
– Individual
responsibility
3. Methods: Putting theories and models together
Verbal/Logical solution
Discuss why and when To get the students Give a problem. Ask
one structure might be thinking of these students to select structure
more appropriate structures in terms of and justify choice.
EVALUATION
than another. problem solving.
Have students learn
To develop debugging Have an in-class find and
debugging strategies fix competition. Logical
/logical problem
using repetition as a errors, syntax, and run-
solving strategies. time. ANALYSIS
catalyst.
Bibliography
Educational Psychology Interactive
<http://chiron.valdosta.edu/whuitt/index.html>
Valdosta State University, Georgia, USA.
Recommended for GILD members
Looking at Carl Rogers (Humanistic Theory)
<http://facultyweb.cortland.edu/~ANDERSMD/ROGERS/ROGERS.
HTML>
Learning to Learn
<http://www.ldrc.ca/projects/atutor/login.php>
Recommended for GILD members
The Next Step Teacher Education
<http://www.teachers.ash.org.au/teachereduc/indexTE.html>
Theory into Practice: TIP
<http://tip.psychology.org/>
Resources in Science and Engineering Education
<http://www2.ncsu.edu/unity/lockers/users/f/felder/public/>
Recommended for GILD members
Bibliography cont.
How People Learn, Expanded Edition.2000. John Bransford et al
Full book online at
<http://books.nap.edu/books/0309070368/html/index.html>
Recommended for GILD members -- if you can only fit in one
item on learning, make it this book. It blends theory and
practice into a very readable, useable resource.
Funderstanding: educational products for kids.
<http://www.funderstanding.com/engaging_kids.cfm>
Great Expectations: Leveraging America's Investment in
Educational Technology
<http://www.benton.org/e-rate/execsummary.html>
Integrating Technology in Learning and Teaching. Pat Maier and
Adam Warren. Kogan Page Limited, London, UK. 2000.