History And Educational Aims Flashcards
The cognitive perspective
How people perceive, remember, think, speak, and problem-solve; acknowledges the existence of internal (Non-observable) mental states (desires, beliefs, motivation, ideas); memory structures determine how information is perceived, processed, stored, retrieved, and forgotten.
Reflective teaching
The process where teachers think over their teaching practices, analyzing how something was taught and how the practice might be improved or changed for better learning outcomes (what is being done, why, and how well ss are learning).
Methods: keeping a journal, student feedback, peer observation, recording your class.
The behavioral perspective
Learning and behavior are described and explained in terms of stimulus-response relationships; the environment influences behavior; learning is described through stimuli and responses; learning must involve a behavioral change; learning must result when stimulus and response occur close together in time; animals and humans learn in similar ways.
Learning
A step-by-step process in which an individual experiences permanent, lasting changes in knowledge, behaviors, or ways of processing the world.
Types of learning
Observational learning
Cognitive learning
Conditioning
Cooperative learning
The VAK/VARK learning style model (Neil Fleming, 1992)
Visual Auditory Read/writers Kinesthetic/tactile learners (+logical learners, social learners, and solitary learners) Multimodal learners
The Kolb model (1972)
People fall on a matrix that measures how abstract or concrete they think, while also looking at how active or passive they are while learning.
The diverging style (concrete learning, but also like to reflect upon and observe)
The converging style (abstract ideas and hands-on experimentation)
The accommodating style (concrete and hands-on learners)
The assimilating style (abstract and reflective learners)
Cooperative learning
Face-to-face interactions Positive interdependence Individual accountability Group processing Collaborative skills
Cooperative learning methods:
Reciprocal questioning, jigsaw, scripted cooperation
Subject Matter Expert
Provides the knowledge and expertise in a specific subject for a project.
For effective teaching to occur, teachers must:
Master professional knowledge and skills (be an SME)
Perform reflection activities
Seek out opportunities for professional growth
Pedagogical content knowledge (Lee Shulman, 1986)
Combination of content and teaching knowledge; provide Ss with a route to genuine understanding and learning
The developmental perspective
Studies change that occurs in learners over the course of a long period of time; discontinuous theories (stage-like); continuous theories (learning and development occur in incremental processes).
Social-cognitive perspective
Learning by observing others; learning is an internal process; occurs through observation; behavior is directed toward a particular goal; behavior eventually becomes self-regulated; vicarious reinforcement.
Constructivist perspective (Maria Montessori)
Learner constructs, rather than absorbs, knowledge from his or her experiences; the learner is self-directed, creative, and innovative; the learner is encouraged to learn truths about the environment and the world by arriving at conclusions based on his or her background, culture, or worldview; the responsibility of learning falls primarily on the learner; collaborative learning.
IDEA (2004)
Individuals with Disabilities Education Act; Six principles:
IEP: individualized education program
LRE: least restrictive environment
Free appropriate public education
Appropriate evaluation
Parent and student participation in decision making
Procedural safeguards
