Learning Flashcards
refers to change in potentiality (i.e., knowledge or behavior) that results from experience
Learning
Learning types: learning without understanding e.g. memorization
Rote learning
Learning types: learning with understanding
Rational learning
Learning types: the adaptation of movement to stimuli relating to speed and precision of performance
Motor learning
Learning types: is learning through establishing relationship
Associational learning
Learning types: process of acquiring attitudes, ideas, satisfaction, and judgment concerning values as well as the recognition of worth and importance which learner ains from activities
Appreciational learning
Basic Principles of Learning: most recent impression or association is more likely to e recalled
Recency
Basic Principles of Learning: knowledge encountered most often is more likely to be recalled
Frequency
Basic Principles of Learning: learning is proportional to vividness of the process
Vividness
Basic Principles of Learning: using what has learned will help its likelihood to be recalled
Exercise
Basic Principles of Learning: readiness to learn is proportional to the efficiency of learning
Readiness
Refers to ways or methods of learning
Learning Styles
this can be a pattern that provide direction to learning
Learning Styles
a set of factors, behaviors and attitudes that facilitate learning for an individual in a given situation
Learning styles
can be considered as a contextual variable that may be influenced by both individual traits and culture
Learning styles
Learning Types:
intake
time-of-day energy
mobility vs passivity
perceptual preferences
Physiological
primary grade children are most often auditory, shifting to visual and kinesthetic in late elementary years, then moving to visual and auditory in adolescence and adulthood
Perceptual preferences
Learning Types:
light
sound
design
temperature
Environmental
Learning Types:
affect
motivation
persistence
responsibility
Emotional
Learning Types:
alone
in a pair
with peers
with an adult
Social
Refers to self-regulated thoughts, feelings, and behaviors that are oriented to attaining goals
Self-regulation
Is a proactive, self-directed process where the learner is aware of his/her strengths and limitations.
Self-regulated learning
Is a proactive, self-directed process where the learner personally set goals and task-related strategies
Self-regulated learning
Is a proactive, self- directed process where the learner views learning as an activity that they do for himself/herself rather than as a covert event that happens to him/her in reaction to teaching
Self-regulated learning
_______ is not asocial in nature and origin. What defines a ___________ student is his/her personal initiative, perseverance, and adoptive skill.
Self-regulated learning, self-regulated
is encouraged to be developed among new students because this learning was found to be associated with many positive developmental outcome
Self-regulated learning
Self-Regulated Learning Strategies: Statements indicating student-initiated evaluations of the quality or progress of their work; e.g., “I check over my work to make sure I did it right.”
Self-evaluation
Self-Regulated Learning Strategies: Statements indicating student-initiated overt or covert rearrangement of instructional materials to improve learning; e.g., “I make an outline before I write my paper.”
Organizing and transforming
Self-Regulated Learning Strategies: Statement indicating student setting of educational goals or subgoals and planning for sequencing, timing, and completing activities related to those goals; e.g., “First, I start studying 2 weeks before exams, and I pace myself.”
Goal setting and planning
Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to secure further task information from nonsocial sources when undertaking an assignment; e.g., “Before beginning to write a paper, I go to the library to get as much information as possible concerning the topic.”
Seeking information
Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to record events or results; e.g., “I took notes of the class discussion” or “I kept a list of the words I got wrong.”
Keeping records and monitoring
Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to select or arrange the physical setting to make learning easier; e.g., “I isolate myself from anything that distracts me” or “I turn off the radio so I can concentrate on what I am doing.”
Environmental structuring
Self-Regulated Learning Strategies: Statements indicating student arrangement or imagination of awards or punishment for success or failure; e.g., “If I do well on a test, I treat myself to a movie.”
Determining self-consequences
Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to memorize material by overt or covert practice; e.g., “In preparing for a math test, I keep writing the formula down until I remember it.”
Rehearsing and memorizing
Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to solicit help from peers, teachers, and adults; e.g., “If I have problems with a math assignment, I ask a friend to help.”
Seeking social assistance
Self-Regulated Learning Strategies: Statements indicating student-initiated efforts to reread tests, notes, or textbooks to prepare for class or further testing; e,g., “When preparing for a test, I review my notes.”
Reviewing records
MBTI: Focus on outer world
Extraversion (E)
MBTI: Focus on inner world
Introversion (I)
MBTI: Focus on taking basic information
Sensing (S)
MBTI: Focus on interpreting and adding meaning
Intuition (N)
MBTI: Focus on logic and consistency
Thinking (T)
MBTI: Focus on people and circumstance
Feeling (F)
MBTI: Focus on getting things decided
Judging (J)
MBTI: Focus on staying open to new information or options
Perceiving (P)
A low degree of stress is associated with low performance
Stress and Performance
High stress can set the system into fight-or-flight mode which leads to less brain activity in the cortical areas where higher-level learning happens
Stress and Performance
Moderate levels of cortisol tend to correlate with the highest performance on tasks of any type
Stress and Performance
concept is borrowed from physics (referring to strain, pressure, or force on a system)
Stress
related in an inverted-U curve
Stress and performance
Stress and performance: Too much stress may cause a person to
To freeze or be paralyzed in thinking
Stress and performance: Studies show that the stimulation to learn requires _____
A moderate amount of stress
Stress and performance: Any amount of _______ stress is linked with the _______ performance on tasks of any type (______ amount of strain, pressure, or force)
Any amount of moderate stress is linked with the highest performance on tasks of any type (right amount of strain, pressure, or force)
The component skills of self-regulated learning include
- Setting specific personal goals
- creating or adopting strategies for attaining goals
- monitoring one’s performance for signs of progress
- restructuring one’s physical and social context to make it compatible with one’s goals
- managing one’s time use efficiently
- self-evaluating one’s methods
- attributing causation to results
- adapting future methods
Self-regulated learning is encouraged to be developed among new students because this learning was found to be associated with many positive developmental outcome, such as:
- Academic resilience
- academic achievement
- greater personal satisfaction
- optimistic view of the future
- higher self-esteem and efficacy
- pursuit of lifelong learning
Rief (1993) says that students retain:
__% of what they read
__% of what they hear
__% of what they see
__% of what they hear and see
__% of what they say
__% of what they say and do
Rief (1993) says that students retain:
10% of what they read
20% of what they hear
30% of what they see
50% of what they hear and see
70% of what they say
90% of what they say and do
According to the findings of Rief (993), to maximize student learning, we must _____
Combine several approaches or multi-sensory approaches
Establishing effective study habits
Learning to be a better student
