L9 Teaching and Learning Flashcards
precursors to learning
motivation and attention
motivation to learn: 3 signs patient has it
3 signs: persistence, choice, and effort
extrinsic behavior
succeed because outside rewards
intrinsic behavior
succeed because inside rewards like pleasure of learning
attribution theory
what pt attributes their success to
internal or external cause
mastery goal
desire to master to personal height of achievement
adaptive outcome where you use cognitive strategies
performance goal
desire to out perform others, comparison
behavioral theory of learning
positive/negative reinforcement
environmental conditions create reinforcements
sees the learner as a blank slate
something that increases the desired behavior is a reinforcer
cognitive learning theory
acquiring cognitive operations and schemata for successful performance
knowledge as an active acquisition rather than passive
constructivism learning
reflecting on our experiences helps us construct our understanding of the world, our systems adjust to accomodate new experiences
developmental theory of learning
passing through a series of stages leading to the other
learner must be in the stage ready to achieve competence of that skill
global learner
learn in large jumps
absorb material randomly without understanding connections then it all clicks and connects together
sequential learner
understand material in a linear order of steps logically building on each other
details before big picture
learning at regular pace in a sequenced way
reflective learner
prefers to think and reflect on their own
think about it first
active learner
needs active component, learns best by doing
expository instruction
verify predetermined results
students follow very specific instructions
inquiry instructions
students construct knowledge by formulating their own problem from given information
discovery instruction
guided inquiry
teacher creates setting for outcomes and guides students towards them
problem based learning
create context for students to generate their own questions
context influenced by instructor input
role of the teacher in experiential learning
Expert
facilitator
ego ideal
person
maturationist theory
biological development occurring automatically in predictable stages
environmentalist theory
child’s environment influences their learning and behavior, lxing as a reaction to environment
constructivist theory
learning occurs when the child interacts with their environment and people around them
child as an active participant, initiating activities for lxing
Adult learning characteristics
autonomous
self directed
goal oriented
practical
relevancy oriented
need to be shown respect
motivation for adult learners
social relationships
ext expectations
social welfare
personal advancement
escape
cognitive interest
older adult learner characteristics
encoding and retrieval problems/mx problems
slower pacing
verbal and visual associations improve learning
tap into relevant knowledge
strategies to influence learning of the elderly
positive reinforcement
appropriate rate
meaningful tasks
memory strategies
more repetition and practice
highly organized presentation
bloom’s three domains
cognitive- recall/recognition
affective - interest/attitude, internalization
psychomotor
Gagne’s categories of learning outcomes
intellectual skills
cognitive strategies
verbal information
motor skills
attitudes
ryle’s two types of knowledge
knowing that or knwoing how
facts vs skill performance
motor learning
complex set of internal processes, lead to more permanent retention of a task that is practiced
types of motor tasks
discrete - beginning and end
serial - series of discrete movements
continuous - repeated, uninterrupted movements
cognitive learning
don’t know how to do the skill, thinking hard about it
associative learning
kind of know how to do skill, less frequent errors
autonomous learning
skill is easy and learner doesn’t need to think about it
Considerations for practice
amount
type - part/segmented task, whole/entire task, blocked/exact same condition practice
random practice
variation of task in unpredictable order
random block practice
variations of the task in a random order done more than one time
