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PRINCIPLES AND STRATEGIES OF TEACHING IN MLS > 3 - UNDERSTANDING STUDENT LEARNING > Flashcards

3 - UNDERSTANDING STUDENT LEARNING Flashcards

1
Q

Who: The term “learning” covers every modification in behavior to meet environmental requirements

A

Gardner Murphy (1968)

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2
Q

Who: Learning is the acquisition of new behavior or the strengthening or weakening of old behavior

A

Henry Smith (1962)

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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

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4
Q
  • Learning is measured through change in behavior
  • Teaches students to respond appropriately to environmental cues
A

Behaviorism

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5
Q

Conditioning strategies for behaviorism

A

positive and negative reinforcement & punishment

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6
Q

BHV: act of rewarding positive behavior in order to encourage it to happen again in the future

A

Positive reinforcement

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7
Q

BHV: strengthens a response or behavior by stopping, removing, or avoiding a negative outcome or aversive stimulus

A

Negative reinforcement

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8
Q

BHV: add a consequence to unwanted behavior

A

Positive punishment

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9
Q

BHV: involves taking something good or desirable away to reduce the occurrence of a particular behavior

A

Negative punishment

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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

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11
Q
  • Learners focus on acquiring knowledge and concepts rather than new behaviors
  • Focuses on how knowledge is remembered and stored
A

Cognitivism

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12
Q

3 components of memory

A
  1. sensory register
  2. short-term store
  3. long-term store
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13
Q

CG: information is received through the senses

A

Sensory register

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14
Q

CG: information is easily lost

A

Short-term store

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15
Q

CG: the learner makes an effort to remember information and should always keep practicing acquiring knowledge

A

Long-term store

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16
Q
  • Knowledge is absolute and may not account for individuality
  • Little emphasis on affective aspect of learning
A

Critiques in cognitivism

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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

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18
Q

important personality in social learning theory

A

Albert Bandura

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19
Q

Four processes of observational learning

A
  1. Attention
  2. Retention
  3. Reproduction
  4. Motivation
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20
Q

SLT: process that determines what is the observed experience

A

Attention

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21
Q

SLT: retaining knowledge about the experience or event

A

Retention

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22
Q

SLT: converting memories and relating it to the event

A

Reproduction

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23
Q

SLT: incentive to demonstrate and reproduce the learned behavior

A

Motivation

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24
Q
  • Students become passive receivers of stimuli
  • Emotions and motivations are not considered important / connected to learning
A

Critiques on social learning theory

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25
Q

keyword for social learning theory

A

demonstration

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26
Q
  • Learning is acquired by making sense of new experiences
  • Highly student-centered
A

Constructivism

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27
Q

Foundation of constructivism

A

previous learning

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28
Q

2 processes of constructivism

A
  1. Assimilation
  2. Accommodation
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29
Q

CSV: interpreting an experience using previous knowledge

A

assimilation

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30
Q

CSV: forming new knowledge based on current experience

A

Accommodation

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31
Q

keywords for constructivism

A

problem-solving, experimental learning

32
Q
  • Learning is achieved through interaction with others
  • Integrates culture into the learning process
A

Social Constructivism

33
Q

two levels of knowledge in social constructivism

A
  1. interpersonal
  2. intrapersonal
34
Q

SC: learning through the culture of others (external)

A

Interpersonal

35
Q

SC: knowledge you make on your own (internal)

A

Intrapersonal

36
Q
  • Tendency to produce “tyranny of the majority”
  • Ignores individual rights
  • Learners become unguided or minimally guided
A

critiques for social constructivism

37
Q

keyword for social constructivism

A

group work

38
Q
  • 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
A

Multiple Intelligence Theory

39
Q

important personality for multiple intelligence theory

A

Howard Earl Gardner

40
Q

8 multiple intelligences

A
  1. visual spatial
  2. visual linguistic
  3. interpersonal
  4. intrapersonal
  5. logical-mathematical
  6. musical rhythmic
  7. body kinesthetic
  8. naturalist
41
Q

Provide teachers with an organized system for creating an appropriate learning environment and planning instructional activities

A

Learning Style Models

42
Q
  • Knowledge is created through the transformation of experience
  • Represented by a 4-stage learning cycle in which the learner touches all the bases
A

Kolb’s Learning Model

43
Q

who made the Kolb’s Learning Model?

A

David Allen Kolb

44
Q

4 stages of Kolb’s Learning Model

A
  1. concrete experience
  2. reflective observation of the new experience
  3. abstract conceptualization
  4. active experimentation
45
Q

KOLB: new experience or situation that is encountered or a reinterpretation of existing experience

A

Concrete Experience

46
Q

KOLB: specifically its importance is any inconsistencies between experience and understanding

A

Reflective Observation of the New Experience

47
Q

KOLB: reflection gives rise to a new idea or modification of an existing abstract concept the person has learned from their experience

A

Abstract Conceptualization

48
Q

KOLB: the learner applies their ideas to the world around them to see what happens

A

Active Experimentation

49
Q

Formulated by a group of researchers led by Benjamin Bloom in 1956 to 1972

A

Bloom’s Learning Model

50
Q

Taxonomy of Learning Domains

A
  1. Cognitive Domain
  2. Affective Domain
  3. Psychomotor Domain
51
Q

who was credited for the cognitive domain?

A

Benjamin Bloom

52
Q

who was credited for the affective domain?

A

David Krathwohl

53
Q

who was credited for the psychomotor domain?

A

Simpson & Dave

54
Q
  • 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)
A

Cognitive Domain

55
Q

hierarchy of cognitive domain (highest to lowest)

A
  1. Evaluation
  2. Synthesis
  3. Analysis
  4. Application
  5. Comprehension
  6. Knowledge
56
Q
  • Domain that focuses on values, attitudes or behavior
  • Ensures gradual growth in emotional areas which helps students to be confident to perform skills
A

Affective Domain

57
Q

hierarchy of affective domain (highest to lowest)

A
  1. Characterizing
  2. Organizing
  3. Valuing
  4. Responding
  5. Receiving
58
Q
  • Domain which focuses on physical function and application of practical teaching
  • Last to be described
A

Psychomotor Domain

59
Q

hierarchy of psychomotor domain (lowest to highest)

A
  1. Perception
  2. Set
  3. Guided Response
  4. Mechanism
  5. Complex Overt Response
  6. Adaptation
  7. Origination
60
Q

Use of different forms for each stage of the learning styles

A

Honey and Mumford Learning Style

61
Q
  • 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
62
Q
  • 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
63
Q
  • 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
A

Pragmatists

64
Q
  • Observe/record what happens
  • Value debriefing and feedback
  • Value analyzing past experiences and events
  • Examples: paired discussions, self-analysis questionnaires, personality questionnaires
A

Reflectors

65
Q

four modalities that seemed to reflect the experiences of students and teachers

A

VARK Learning Style Model

66
Q

who created the VARK Learning Style Model?

A

Fleming and Mills

67
Q

VARK: prefer the use of images, maps, and graphic organizers to learn and understand new information

A

Visual Learners

68
Q

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

A

Auditory Learners

69
Q

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

A

Read and Write Learners

70
Q

VARK: best acquire information using tactile representations of information; hands-on learners

A

Kinesthetic Learners

71
Q

Generation of Learners (Oldest to Youngest)

A
  1. Traditionalists
  2. Baby Boomers
  3. Generation X
  4. Millenials
  5. Generation Z
  6. Generation Alpha
72
Q
  • 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
A

Traditionalists

73
Q
  • 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
A

Baby Boomers

74
Q
  • 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
A

Generation X

75
Q
  • 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
A

Millennials

76
Q
  • 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
A

Generation Z

77
Q
  • 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
A

Generation Alpha

PRINCIPLES AND STRATEGIES OF TEACHING IN MLS (16 decks)

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