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HE > PRINCIPLES > Flashcards

PRINCIPLES Flashcards

1
Q

7 principles of good teaching practice

A

Encourage learner-educator
contact

Encourage cooperation among
learners

Encourage active learning

Give prompt feedback

Emphasize time on task

Communicate high expectations

Respect diverse talents and ways
of learners

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2
Q

are guidelines or principles that direct an individual to understand the meaning of an event or situation.

A

Learning theories

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3
Q

permanent change in
behavior or behavior potential caused by reinforced practice and experience.

A

LEARNING

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4
Q

provide basic knowledge
that underpin the teaching-learning
process.

A

Theories

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5
Q

Theories and practice are

A

interrelated

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6
Q

LEARNING THEORIES

A

BEHAVIORAL

COGNITIVE LEARNING

SOCIAL LEARNING

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7
Q

The principles of behaviorism was originally derived from observation of

A

learning in animals

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8
Q

The fundamental premise of behaviorism

A

all behavior is
learned

learning is most
influenced through manipulation of
the environment

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9
Q

viewed as capable of
explaining only simple behavior

A

Behaviorism

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10
Q

behaviorist
school extol the value of

A

drill

practice

memorization

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11
Q

was a Russian
physiologist known
primarily for his work
in classical conditioning.

A

Ivan Pavlov

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12
Q

ivan pavlov studied what

A

saliva’s role in the digestive tract

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13
Q

conditioned responses
could be eliminated
gradually; a process he
referred to as

A

EXTINCTION

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14
Q

conditioned stimulus was
again BEINGapplied which Pavlov referred to as

A

SPONTANEUS
RECOVERY

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15
Q

He focused on the
effects of reward and
punishment, success
or failure, and
satisfaction or
annoyance on the
learner.

A

Edward Thorndike

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16
Q

3 Major Laws of Learning

A

The Law of Exercise or Repetition

The Law of Effect

The Law of Readiness

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17
Q

He describe the
effects of the
consequences of a
particular behavior on
the future occurrence
of that behavior

A

Burrhus Frederic Skinner

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18
Q

what did burhuss skinner imply

A

“Operant
Conditioning”

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19
Q

what was burrhus research called

A

skinner box

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20
Q

Is a desirable and pleasing
situation that transpires after a response to increase the
likelihood of its relative
permanence

A

REINFORCEMENT

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21
Q

refers to adding or
giving an incentives.

A

REINFORCEMENT
POSITIVE

22
Q

involve removal of
undesirable consequences.

A

REINFORCEMENT
NEGATIVE

23
Q

Is an unpleasant or
unfavorable consequences given after bad behavior which aims to dissuade such negative behavior from recurring.

A

PUNISHMENT

24
Q

involves adding or inflicting stimuli as a consequence of
undesirable behavior.

A

PUNISHMENT
POSITIVE

25
Q

is the removal of a
wanted and pleasurable
stimuli to weaken behavior.

A

PUNISHMENT
NEGATIVE

26
Q

dwell on the learner’s ability to solve problems rather than simply responding to stimuli.

A

COGNITIVE LEARNING THEORIES

27
Q

the study of how our brains work in the process of perceiving, thinking,
remembering and learning

A

Cognitive science

28
Q

new information is subsumed into
existing thought and memory structures.

A

The Subsumption Theory of Meaningful Verbal Learning

29
Q

are knowledge structures
that are stored in memory

A

Schemata

30
Q

COGNIVITIVE LEARNING THEORIES

A

The Subsumption Theory of Meaningful Verbal Learning

comprehensive
theory of cognitive learning

Levels of Processing Theory

The Parallel Distributing
Model

Connectionistic Model

31
Q
  • the processing sequence occurs in both
A

memory storage and
memory retrieval

32
Q

proposes that information is processed by different parts of the memory system simultaneously rather than being sequential process.

A

The Parallel Distributing
Model

33
Q

says that information is stored in many places throughout the brain, forming a network of connections.

A

Connectionistic Model

34
Q

Argued that animals did not learn everything through a gradual trial-and-error process, or Stimulusresponse association. ; animals
solved problems by
understanding, like human
beings

A

Wolfgang Kohler

35
Q

where the learner draws on her own past experiences and existing knowledge to discover facts

A

Discovery Theory

36
Q

a theory Explaining human behavior and their
changes as a product of interaction between cognitive, behavioral and environmental determinants

A

SOCIAL LEARNING THEORIES:

37
Q

a person or an object with
enough attractiveness and perceived credibility that captures the attention of the learner.

A

MODEL

38
Q

components of social learning theory

A

modelling

attentional processes

retention processes

reproduction

motivation

39
Q

refer to the ability to retain modeled behaviors in permanent memory.

A

Retention processes

40
Q

is the replication of an image including physical
capabilities, and self observation.

A

Reproduction

41
Q

is the determination to find a reason to learn or
imitate.

A

Motivation

42
Q

Three Basic Components
To Piaget’s Cognitive Theory

A

Schemas

Adaptation processes

Stages of Cognitive Development:

43
Q

stages of cognitive development

A

*Sensorimotor,
*Preoperational
*Concrete operational
*Formal operational

44
Q

Children interpret
their surroundings
using their senses
and motor abilities.
* They acquire
object permanence
and symbolic
thought

A

SENSORIMOTOR
STAGE

45
Q

Children make use
of symbolic
thoughts to
understand their
environment.
* They exhibit
egocentrism and
have no concept of
conservation

A

PREOPERATIONAL
STAGE

46
Q

belief that all things are living

A

Animism

47
Q

Children at this
stage know how to
use logic in their
thinking on real or
tangible
experiences.
* They are capable
of conservation.

A

CONCRETE
OPERATIONS

48
Q

marks
the beginning of logical or operational
thought.

A

Concrete Operational Stage

49
Q

ability to
arrange objects
in an order
according to
size, shape, or
any characteristics.

A

Seriation

50
Q

Adolescents, aside
from thinking
logically, can now
think abstractly

A

FORMAL
OPERATIONS

51
Q

during formal operational stage kids can

A

test hypotheses

HE (11 decks)

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