3 - UNDERSTANDING STUDENT LEARNING Flashcards
1
Q
Who: The term “learning” covers every modification in behavior to meet environmental requirements
A
Gardner Murphy (1968)
2
Q
Who: Learning is the acquisition of new behavior or the strengthening or weakening of old behavior
A
Henry Smith (1962)
3
Q
- Provide a basis to understand how people learn and a way to explain, describe, analyze, and predict learning
- Help educators make more informed decisions around the design, development, and delivery of learning
A
Learning Theories
4
Q
- Learning is measured through change in behavior
- Teaches students to respond appropriately to environmental cues
A
Behaviorism
5
Q
Conditioning strategies for behaviorism
A
positive and negative reinforcement & punishment
6
Q
BHV: act of rewarding positive behavior in order to encourage it to happen again in the future
A
Positive reinforcement
7
Q
BHV: strengthens a response or behavior by stopping, removing, or avoiding a negative outcome or aversive stimulus
A
Negative reinforcement
8
Q
BHV: add a consequence to unwanted behavior
A
Positive punishment
9
Q
BHV: involves taking something good or desirable away to reduce the occurrence of a particular behavior
A
Negative punishment
10
Q
- Passive and teacher-centric
- Knowledge is spoon-fed and absolute
- Programmed instruction
- Does not account for processes that take place in the learner’s mind
A
critiques on behaviorism
11
Q
- Learners focus on acquiring knowledge and concepts rather than new behaviors
- Focuses on how knowledge is remembered and stored
A
Cognitivism
12
Q
3 components of memory
A
- sensory register
- short-term store
- long-term store
13
Q
CG: information is received through the senses
A
Sensory register
14
Q
CG: information is easily lost
A
Short-term store
15
Q
CG: the learner makes an effort to remember information and should always keep practicing acquiring knowledge
A
Long-term store
16
Q
- Knowledge is absolute and may not account for individuality
- Little emphasis on affective aspect of learning
A
Critiques in cognitivism
17
Q
- Also known as social cognitive theory
- Learning is through observations and sensorial experiences
- Blends behaviorism and cognitivism
- Cognition mediates behavior
- “Learning is acquired by observing and replicating what others do and through observing behavioral reward and punishment”
A
Social Learning Theory
18
Q
important personality in social learning theory
A
Albert Bandura
19
Q
Four processes of observational learning
A
- Attention
- Retention
- Reproduction
- Motivation
20
Q
SLT: process that determines what is the observed experience
A
Attention
21
Q
SLT: retaining knowledge about the experience or event
A
Retention
22
Q
SLT: converting memories and relating it to the event
A
Reproduction
23
Q
SLT: incentive to demonstrate and reproduce the learned behavior
A
Motivation
24
Q
- Students become passive receivers of stimuli
- Emotions and motivations are not considered important / connected to learning
A
Critiques on social learning theory
25
keyword for social learning theory
demonstration
26
- Learning is acquired by making sense of new experiences
- Highly student-centered
Constructivism
27
Foundation of constructivism
previous learning
28
2 processes of constructivism
1. Assimilation
2. Accommodation
29
CSV: interpreting an experience using previous knowledge
assimilation
30
CSV: forming new knowledge based on current experience
Accommodation
31
keywords for constructivism
problem-solving, experimental learning
32
- Learning is achieved through interaction with others
- Integrates culture into the learning process
Social Constructivism
33
two levels of knowledge in social constructivism
1. interpersonal
2. intrapersonal
34
SC: learning through the culture of others (external)
Interpersonal
35
SC: knowledge you make on your own (internal)
Intrapersonal
36
- Tendency to produce “tyranny of the majority”
- Ignores individual rights
- Learners become unguided or minimally guided
critiques for social constructivism
37
keyword for social constructivism
group work
38
- Considered as one of the best theories in solving problems that human beings encounter in the learning process
- Based on the perspective that learning dynamics can change according to the nature of the individual
Multiple Intelligence Theory
39
important personality for multiple intelligence theory
Howard Earl Gardner
40
8 multiple intelligences
1. visual spatial
2. visual linguistic
3. interpersonal
4. intrapersonal
5. logical-mathematical
6. musical rhythmic
7. body kinesthetic
8. naturalist
41
Provide teachers with an organized system for creating an appropriate learning environment and planning instructional activities
Learning Style Models
42
- Knowledge is created through the transformation of experience
- Represented by a 4-stage learning cycle in which the learner touches all the bases
Kolb’s Learning Model
43
who made the Kolb's Learning Model?
David Allen Kolb
44
4 stages of Kolb's Learning Model
1. concrete experience
2. reflective observation of the new experience
3. abstract conceptualization
4. active experimentation
45
KOLB: new experience or situation that is encountered or a reinterpretation of existing experience
Concrete Experience
46
KOLB: specifically its importance is any inconsistencies between experience and understanding
Reflective Observation of the New Experience
47
KOLB: reflection gives rise to a new idea or modification of an existing abstract concept the person has learned from their experience
Abstract Conceptualization
48
KOLB: the learner applies their ideas to the world around them to see what happens
Active Experimentation
49
Formulated by a group of researchers led by Benjamin Bloom in 1956 to 1972
Bloom's Learning Model
50
Taxonomy of Learning Domains
1. Cognitive Domain
2. Affective Domain
3. Psychomotor Domain
51
who was credited for the cognitive domain?
Benjamin Bloom
52
who was credited for the affective domain?
David Krathwohl
53
who was credited for the psychomotor domain?
Simpson & Dave
54
- Mental/thinking process
- Domain which describes progress of students from a beginner to advanced level in knowledge
- Consists of a hierarchy of skills that are attained through the process (highest to lowest)
Cognitive Domain
55
hierarchy of cognitive domain (highest to lowest)
1. Evaluation
2. Synthesis
3. Analysis
4. Application
5. Comprehension
6. Knowledge
56
* Domain that focuses on values, attitudes or behavior
* Ensures gradual growth in emotional areas which helps students to be confident to perform skills
Affective Domain
57
hierarchy of affective domain (highest to lowest)
1. Characterizing
2. Organizing
3. Valuing
4. Responding
5. Receiving
58
- Domain which focuses on physical function and application of practical teaching
- Last to be described
Psychomotor Domain
59
hierarchy of psychomotor domain (lowest to highest)
1. Perception
2. Set
3. Guided Response
4. Mechanism
5. Complex Overt Response
6. Adaptation
7. Origination
60
Use of different forms for each stage of the learning styles
Honey and Mumford Learning Style
61
* More keen to try new things
* Embrace trial and error
* Learn more from active discovery than following instructions
* Examples of activities: brainstorming, problem-solving, group discussion, puzzles, competitions, and role-play
Activists
62
* Want to make rational sense of things
* Value conceptual models
* Value structure, jargon, taxonomies
* Example of activities: models, statistics, stories, quotes, background information, and applying theories
Theorists
63
* Prefer what works in the real world
* Want instructions
* Value evidence
* Value experience
* Examples: time to think about how to apply to learn in reality, case studies, problem-solving, and discussions
Pragmatists
64
* Observe/record what happens
* Value debriefing and feedback
* Value analyzing past experiences and events
* Examples: paired discussions, self-analysis questionnaires, personality questionnaires
Reflectors
65
four modalities that seemed to reflect the experiences of students and teachers
VARK Learning Style Model
66
who created the VARK Learning Style Model?
Fleming and Mills
67
VARK: prefer the use of images, maps, and graphic organizers to learn and understand new information
Visual Learners
68
VARK: best understand new content through listening and speaking in class, in groups and make use of repetition as a study technique and benefit from the use of mnemonics
Auditory Learners
69
VARK: they learn best by reading and writing the words and are therefore avid readers or copious note-takers; they are good at translating the abstract into words or essays
Read and Write Learners
70
VARK: best acquire information using tactile representations of information; hands-on learners
Kinesthetic Learners
71
Generation of Learners (Oldest to Youngest)
1. Traditionalists
2. Baby Boomers
3. Generation X
4. Millenials
5. Generation Z
6. Generation Alpha
72
* Born between 1922-1945
* Value old-time morals, safety, security, and consistency
* Have more respect for brick-and-mortar educational institutions and traditional lecture formats
* Favors conventional business models in the legal workplace and a top-down chain of command
* Prefer structure, lectures, and direction on what is expected of them
* More formal with their communication style
Traditionalists
73
* Born between 1946-1964
* Strong-willed and are not afraid to do a hard day of work
* Self-assured, independent, competitive, goal-centric, resourceful, mentally focused, team-oriented, and disciplined
* Used to being taught through lectures
* Enjoy reading books and are more likely to stay focused on one topic at a time
* Classified as workaholics
* Appreciate direct communication
* Versatile learners
Baby Boomers
74
* Born between the early-to-mid 1960s to the early 1980s
* Independent, resourceful, self-sufficient
* Value freedom and responsibility in the workplace
* Display a casual disdain for authority and structured work hours
* Dislike being micro-managed and embrace a hands-off management philosophy
* Appreciate direct and clear communication
* Thrive on clear and succinct directions, independent learning, digital resources, and real-world applications
Generation X
75
* Generation Y
* Early 1980s to mid-1990s to early 2000s
* Comfort with technology
* Digital natives
* More tech-savvy yet more impatient and easily distracted
* Successful learning require experiential learning, opportunities to network and interact, and use of digital resources
Millennials
76
* Mid-1990s to mid-2000s
* Digital natives
* Stay engaged in the learning process through multiple learning channels
* Motivated by experiential learning, yet still need classroom discussion and application that can be facilitated by a teacher to improve critical thinking skills
Generation Z
77
* 2010-2025
* First generation entirely born within the 21st century
* iGeneration
* Children of Millennials
* Highly immersed in technologies
* Born with a tech thumb and can very well navigate a gadget before starting to read
* Teachers of this generation will have to be more open-minded and ready to understand generation alpha in the new global age
Generation Alpha
