Learning and teaching Flashcards
extrensic motivation
succeed because of outside rewards - grades , praise , approval
intrinsic motivation
succeed because of inside rewards- pleasure of learning
expectancy theory
leaning towards activities that the person sees as important and which and which we see as being able to have some degree of success in
attribution theory
we seek to explanations for unexplained problems. we make attributions about causes we assume have an effect on our motivation
mastery goals
have a desire to master the material
- more likely with criterion referenced grading
- leads to a more adaptive outcome
performance goals
our desires is to outperform those around us
- normative grading
that is the purpose of the “reinforcer”
the more immediately the reinforcement or feedback is given the more effect it has
the cognitive learning theory
focuses on acquisition of internal mental structures and processes , sometimes termed “schemata” and “cognitive operations “ respectively, that are necessary for successful performance
constructivism perspective
by reflexing on our experiences we construct our own understanding of the world around us . we individually come up with our systems to make sense of our experiences
developmental theory
came out of piaget’s theory implies passing through a series of stages one leading to another and the learner must be ready to achieve competence
brain based learning
learning engages the whole physiology and happen both at the conscious and unconscious levels
multiple intelligence
many types of intelligences are more prone to one another
global learners
learn in large jumps absorbing material randomly without understanding connections and than suddenly it all clicks
sequential learner
understands the material in a linear step where they logically build from the previous one
reflective learner
- prefer to think and contemplate on their own
- “lets think about it first” people
- they don’t necessarily like a completely passive process but do need the active component like their counterpart
Active Learner
- needs active counterpart and learns best by doing
they are “lets try it out people”
expository instruction
verification of predetermined results , stresses manipulation skills . requires the student to follow very specific directions
inquiry instruction
students construct their knowledge by formulating their own problem from the information given. gives the student more autonomy
discovery instruction
“guided inquiry” the teacher creates the setting by using prescribes outcomes and directs the students toward those outcomes
problem based learning
creates a context for students to generate their own questions but the context is highly influenced by the instructors input, so that the student is lead down a constructed path so to speak and acquire knowledge in the process
expert
organizes the material so that the hands on work best illustrates the theories or content material and so that the experiences develop cognitive strategies
socializing agent
assisting students to find where they might best fit and serve society
facilitator
we challenge the student to questions preconceived knowledge and new knowledge to develop their mastery and to overcome anxiety and fears that makes them defensive but instead to create freedom to question and be wrong
ego ideal
the student comes to see us as worthy model beyond the cognitive mastery. Example admiring a teachers passion
