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PRAXIS Principles of Learning & Teaching > PRAXIS PLT - Students as Learners: Student Development & the Learning Process > Flashcards

PRAXIS PLT - Students as Learners: Student Development & the Learning Process Flashcards

Study information found in Cliffs Notes PLT Test Prep book

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1
Q

How do behaviorists view learning?

A

As a process of accessing and changing associations between stimuli and responses. It is used in classroom management and establishing positive contexts for learning.

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2
Q

Who are the key contributors to behaviorist perspectives in learning?

A
  1. John B. Watson
  2. B.F. Skinner
  3. Edward Thorndike
  4. Ivan Pavlov
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3
Q

What is social cognitive theory?

A

Social cognitive theorists focus on the ways people learn from one another. The key theorist is Albert Bandura.

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4
Q

What is information processing theory?

A

Information processing theorists focus on what happens inside the learner’s mind, considering the processes of learning, memory and performance and using terms such as storage, retrieval, working memory and long-term memory. They advance the idea of building students’ declarative, procedural and conditional knowledge.

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5
Q

What is constructivism?

A

Constructivist theorists suggest that people construct or create knowledge (as opposed to absorbing knowledge) based on their experiences, prior learning and interactions. Some focus on individual constructivism (how one person makes meaning) and others focus on social constructivism (how people gain knowledge by working together.)

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6
Q

What is sociocultural theory?

A

Sociocultural theorists posit that the combination of social, cultural and historical contexts in which a learner exists has a great influence on the person’s knowledge construction and the ways that teachers should organize instruction. Key theorist: Lev Vygotsky and his theory on the zone of proximal development.

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7
Q

Albert Bandura

A

Theory: Social (or observational) learning theory

Children learn by observing others. In a classroom setting, this may occur through modeling or learning vicariously through others’ experiences.

Distributed cognition - A person is able to learn more with another or in a group than he or she might be able to do alone

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8
Q

Benjamin Bloom

A

Theory: Bloom’s Taxonomy of learning domains

Three learning domains:

  1. Cognitive
  2. Performance or psychomotor
  3. Affective

Theory impacts the way educators write lesson objectives, plan learning activities and assess student performance. The taxonomy originated in 1956 and the cognitive domain was revised in 2001.

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9
Q

Bloom’s Taxonomy of Learning - Original cognitive domain (knowledge) 1956

A

First learning domain. The mind and skills or strategies that one uses, organized into 6 levels from lowest to highest:

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. Synthesis
  6. Evaluation
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10
Q

Bloom’s Taxonomy: original cognitive domain (knowledge) 1956 - 1. Knowledge

A

To recall information or data.

Key words: defines, lists, locates, recites, states

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11
Q

Bloom’s Taxonomy: original cognitive domain (knowledge) 1956 - 2. Comprehension

A

To understand meaning of instruction and problems.

Key words: confirms, describes, discusses, explains, matches

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12
Q

Bloom’s Taxonomy: original cognitive domain (knowledge) 1956 - 3. Application

A

To use a concept in a new situation.

Key words: applies, builds, constructs, produces, reports

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13
Q

Bloom’s Taxonomy: original cognitive domain (knowledge) 1956 - 4. Analysis

A

To separate concepts into parts

Key words: analyzes, categorizes, compares, debates, investigates

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14
Q

Bloom’s Taxonomy: original cognitive domain (knowledge) 1956 - 5. Synthesis

A

To build a pattern from diverse elements

Key words: composes, designs, hypothesizes, implements, revises

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15
Q

Bloom’s Taxonomy: original cognitive domain (knowledge) 1956 - 6. Evaluation

A

To make judgments

Key words: assesses, concludes, critiques, justifies, solves

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16
Q

Bloom’s Taxonomy of Learning - Revised cognitive domain (knowledge) 2001

A

First learning domain. The mind and skills or strategies one uses, but uses action words rather than nouns found in the original taxonomy. 6 levels from lowest to highest:

  1. Remember
  2. Understand
  3. Apply
  4. Analyze
  5. Evaluate
  6. Create
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17
Q

Bloom’s Taxonomy: revised cognitive domain (knowledge) 2001 - 1. Remember

A

To recall facts and basic concepts

Key words: define, memorize, list

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18
Q

Bloom’s Taxonomy: revised cognitive domain (knowledge) 2001 - 2. Understand

A

To explain ideas or concepts

Key words: explain, identify, select

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19
Q

Bloom’s Taxonomy: revised cognitive domain (knowledge) 2001 - 3. Apply

A

To use information in new situations

Key words: implement, operate, solve

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20
Q

Bloom’s Taxonomy: revised cognitive domain (knowledge) 2001 - 4. Analyze

A

To draw connections among ideas

Key words: distinguish, organize, examine

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21
Q

Bloom’s Taxonomy: revised cognitive domain (knowledge) 2001 - 5. Evaluate

A

To justify a stand or decision

Key words: argue, judge, critique

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22
Q

Bloom’s Taxonomy: revised cognitive domain (knowledge) 2001 - 6. Create

A

To produce new or original work

Key words: develop, construct, design

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23
Q

Bloom’s Taxonomy of Learning - Performance or psychomotor domain (skills)

A

Second learning domain. Involves manual or physical skills one uses, divided into 7 subdivisions:

  1. Perception
  2. Set
  3. Guided responses
  4. Mechanism
  5. Complex overt responses
  6. Adaptation
  7. Origination
24
Q

Bloom’s Taxonomy of Learning - Performance or psychomotor domain (skills) - 1. Perception

A

To use senses to guide motor activity

Key words: chooses, describes, identifies, selects

25
Q

Bloom’s Taxonomy of Learning - Performance or psychomotor domain (skills) - 2. Set

A

To be ready to act

Key words: begins, moves, proceeds, shows, states

26
Q

Bloom’s Taxonomy of Learning - Performance or psychomotor domain (skills) - 3. Guided responses

A

To use trial and error, imitation to learn (early stage)

Key words: copies, traces, follows, reproduces, replicates

27
Q

Bloom’s Taxonomy of Learning - Performance or psychomotor domain (skills) - 4. Mechanism

A

To respond in a habitual way with movements performed with some confidence and proficiency (intermediate stage)

Key words: assembles, calibrates, displays, manipulates

28
Q

Bloom’s Taxonomy of Learning - Performance or psychomotor domain (skills) - 5. Complex overt responses

A

To perform complex movement patterns skillfully (skillful stage)

Key words (same as mechanism, but adverbs or adjectives are added to indicate proficiency): assembles quickly, calibrates accurately, displays proficiently, manipulates quickly and accurately

29
Q

Bloom’s Taxonomy of Learning - Performance or psychomotor domain (skills) - 6. Adaptation

A

To use well-developed skills and be able to modify to fit special requirements

Key words: adapts, alters, changes, rearranges, revises

30
Q

Bloom’s Taxonomy of Learning - Performance or psychomotor domain (skills) - 7. Origination

A

To create new movement patterns to fit a specific problem or situation

Key words: arranges, builds, composes, constructs, initiates, originates

31
Q

Bloom’s Taxonomy of Learning - Affective domain (attitude)

A

Third learning domain. Five subdivisions:

  1. Receiving phenomena
  2. Responding to phenomena
  3. Valuing
  4. Organizing
  5. Internalizing values
32
Q

Bloom’s Taxonomy of Learning - Affective domain (attitude) - 1. Receiving phenomena

A

To be aware, to have selected attention

Key words: asks, follows, gives, locates, uses

33
Q

Bloom’s Taxonomy of Learning - Affective domain (attitude) - 2. Responding to phenomena

A

To actively participate

Key words: answers, discusses, helps, tells

34
Q

Bloom’s Taxonomy of Learning - Affective domain (attitude) - 3. Valuing

A

To determine worth

Key words: demonstrates, differentiates, explains, invites, joins

35
Q

Bloom’s Taxonomy of Learning - Affective domain (attitude) - 4. Organizing

A

To organize values into priorities

Key words: arranges, alters, modifies, relates, synthesizes

36
Q

Bloom’s Taxonomy of Learning - Affective domain (attitude) - 5. Internalizing values

A

To control behavior using own value system

Key words: acts, discriminates, listens, modifies, verifies

37
Q

Jerome Bruner

A

Theories: Discovery learning and scaffolding

Learning is an active process in which learners construct new ideas or concepts based on knowledge or past experiences.

Discovery learning teaching techniques feature methods to allow a student to discover information by himself or herself or in a group.

Scaffolding:

Instructional supports provided to a student by an adult or a more capable peer in a learning situation

The more capable a student becomes, the less instructional scaffolding the adult or peer needs to provide

An example: A teacher reads a portion of the text aloud and then asks the student to repeat the same sentences

38
Q

What are the five main learning theories?

A
  1. Behaviorism
  2. Social Cognitive Theory
  3. Information Processing Theory
  4. Constructivism
  5. Sociocultural Theory
39
Q

John Dewey

A

Theory: Learning through experience

Considered the father of progressive education practice which promotes individuality, free activity and learning through experiences:

  1. Project-based learning
  2. Cooperative learning
  3. Arts-integration activities

School is primarily a social institution and a process of living, not an institution to prepare for future living.

Schools should teach children to be problem solvers by helping them learn to think as opposed to helping them learn only the content of a lesson.

Students should be active decision makers in their education.

Teachers have rights and need more academic autonomy.

40
Q

Erik Erikson

A

Theory: 8 stages of human development

Stage 1 - Infancy, 0-1, Trust v Mistrust, Key event: feeding

Stage 2 - Toddler, 1-2, Autonomy v doubt/shame, Key event: toilet training

Stage 3 - Early childhood, 2-6, Initiative v guilt, Key event: independence

Stage 4 - Elementary and middle school, 6-12, Competence/industry v inferiority, Key event: school

Stage 5 - Adolescence, 12-18, Identity v role confusion, Key event: sense of identity

Stage 6 - Young adulthood, 18-40, Intimacy v isolation, Key event: intimate relationships

Stage 7 - Middle adulthood, 40-65, Generativity v stagnation, Key event: supporting the next generation

Stage 8 - Late adulthood, 65-death, Integrity v despair, Key event: reflection and acceptance

41
Q

Carol Gilligan

A

Theory: Stages of the ethic of care

Questions the male-centered personality psychology of Freud and Erikson as well as Kohlberg’s male-centered stages of moral development.

Stage theory of the moral development of women:

Pre-conventional - Goal: individual survival
Conventional - Goal: self-sacrifice is goodness
Post-conventional - Goal: principle of non-violence

42
Q

Lawrence Kohlberg

A

Theory: Theory of moral development

Pre-conventional - Infancy through early elementary - an authority figure’s threat or application of punishment inspires obedience

Stage I - Obedience and punishment: Found during infancy. Infants do not discern any difference between doing the right thing and avoiding punishment.

Stage II - Individualism, instrumentalism and exchange: Preschool children try to please others, find ways to get the greatest benefits for themselves and shift their interest towards rewards rather than punishment.

Conventional - Ages 9 - 20

Stage III - “Good boy/good girl”: Seeking to do what will gain the approval of peers or others

Stage IV - Law and order: Abiding by the law and responding to obligations

Post-conventional - 20 plus (rarely achieved by the majority of adults)

Stage V - Social contract: An understanding of social mutuality and genuine interest in the welfare of others

Stage VI - Principled conscience: Respect for universal principles and the requirements of individual conscience

43
Q

Abraham Maslow

A

Theory: Hierarchy of needs

Certain lower needs must be satisfied before higher needs can be met

  1. Physiological - air, water, food, sleep and sex
  2. Safety - Establish stability and consistency in a chaotic world (secure home and family.) Safety needs sometimes motivate people to be religious (safety after we die)
  3. Love and belongingness - Need to belong to groups such as churches, schools, clubs, gangs and families and the need to be needed
  4. Esteem - Self-esteem resulting from competency or the mastery of a task and the attention and recognition received as a result of competency/mastery
  5. Self-actualization - Maximize potential by seeking knowledge, peace, oneness with a higher power and self-fulfillment.
44
Q

Maria Montessori

A

Theory: Follow the child

An Italian physician who established her school, Casa Bambina, in 1908. Modified versions of her approach are found in some U.S. schools today.

She divided childhood into four 6-year intervals: Birth-6, 6-12, 12-18 (adolescence intervals: 12-15, 16-18), 18-24

3 stages of the learning process:

Stage 1 - Introduce a concept by lecture, lesson, experience, book read-aloud and so-on

Stage 2 - Process the information and develop an understanding of the concept through work, experimentation and creativity.

Stage 3 - “Knowing” - possessing an understanding of something that is demonstrated by the ability to pass a test with confidence, teach the concept to another or express understanding with ease.

45
Q

Jean Piaget

A

Theory: Stages of cognitive development (Piaget is a cognitivist theorist)

Four stages:

  1. Sensorimotor, birth-2, Explore the world through sense and motor skills
  2. Preoperational, 2-7, Believe that others view the world as they do. Can use symbols to represent objects.
  3. Concrete operational, 7-11, Reason logically in familiar situations. Can conserve and reverse operations
  4. Formal operational, 11 and up, Reason in hypothetical situations and use abstract thought.
46
Q

B. F. Skinner

A

Theory: Operant conditioning

Skinner is considered to be the grandfather of behaviorism since he conducted much of the experimental research that is the basis for behavioral learning theory. Operant conditioning theory is based on the idea that learning is a function of change in observable behavior. Changes in behavior are the result of a person’s response to events (stimuli.)

Operant conditioning - when a stimulus-response is reinforced (rewarded), the individual becomes conditioned to respond.

47
Q

Lev Vygotsky

A

Theory: Zone of proximal development

Vygotsky is credited with the social development theory of learning. He suggested that social interaction influences cognitive development. Students learn best in a social context in which a more able adult or peer teaches the student something he or she could not learn on his or her own. Teachers must determine what a student can do independently and then provide the student with opportunities to learn with the support of an adult or a more capable peer.

48
Q

Define accomodation

A
  1. What happens when new experiences or information causes a learner to modify his or her existing understanding of previously learned information. (Piaget) Example: A child initially thinks that a tall glass filled with water contains more water than a shorter, wider glass filled with water and the child learns to change and create a new understanding that both glasses have the same amount of water.
  2. A change in how a student learns material (Special education) Example: If a student has reading difficulties, the teacher could allow the student to listen to the book on audio.
49
Q

Define assimilation

A

When a learner assimilates new information, he or she connects the new experience to existing schema (Piaget). Example: A student who understands multiplication realizes that division is a related process and is able to use multiplication knowledge to solve division problems.

50
Q

Define classical conditioning

A

A process of behavior modification by which a person comes to respond in the desired manner to what was once a neutral stimulus.

A neutral stimulus has been presented repeatedly along with an unconditioned stimulus that eventually elicits the desired response.

Example: A teacher creates a positive, supportive classroom environment that eventually conditions a student with anxiety or fear of public speaking to find the experience of speaking in front of the class enjoyable.

51
Q

Define conservation

A

Knowing that a number or amount stays the same even when rearranged or presented in a different shape.

Example: A child understands that there has been no changed when 6 ounces of milk is poured into a short, round glass in which the glass appears half full and when the same 6 ounces of milk is poured in a tall, cylindrical glass that appears only a quarter of the way full.

52
Q

Define constructivism

A

A philosophy of learning based on the premise that people construct their own understanding of the world they live in through reflection on experiences.

53
Q

Define convergent thinking

A

A process of gathering several pieces of information together to solve a problem.

54
Q

Define creativity

A

New and original behavior that creates a culturally appropriate product.

55
Q

Declarative, procedural and conditional knowledge

A

Knowledge is constructed, not absorbed. In order to develop knowledge, one must develop:

  1. Declarative knowledge - knowledge of what is
  2. Procedural knowledge - knowledge of how to
  3. Conditional knowledge - knowledge of when again

Teachers can use these types of knowledge to develop lesson plans that explicitly help students know what they are learning (declarative knowledge)

PRAXIS Principles of Learning & Teaching (1 decks)

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