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WGU FTC5 Theories
Theories of Learning Focus
| Question | Answer |
|---|---|
| Breaking down the skills and information to be learned into small units | Behaviorism |
| Checking student's work regularly and providing feedback as well as encouragement (reinforcement). | Behaviorism |
| Teaching "out of context." Generally believe that students can be taught best when the focus is directly on the content to be taught. Instruction often takes the material out of the context in which it will be used. | Behaviorism |
| Direct or "teacher centered" instruction. Lectures, tutorials, drills, demonstrations, and other forms of teacher controlled teaching tend to dominate what type of classrooms. | Behaviorism |
| Drill/Dril and practice spoftware to teach a mutitude of skills that have already been taught. math skills, vocabulary, states, ext | Behaviorism |
| Computer games are a type of direct instruction program that can be adapted for use as a preparatory activity. They generally involve a scenario such as saving a planet or discovering a treasure through knowledge and understanding some skill. | Behaviorism |
| tutorial software may include elements of drill&practice&assessment, it presents new info and may be represented as providing an independent teaching environment. In its purest form, tutorial software is the embodiment of the teaching machine | Behaviorism |
| Programed Insturction software such as Word Gallory or Spanish Language educator | Behaviorism |
| Simulation"imitation interpersona/other dynamics, using materials&roles, to help participants feel as well as understand the dynamics of a situation.Act as sim controller, sched events 2 occur& prov outcomes based on actions the player take | Behaviorism |
| typical use of a graphic organizer involves introducing the organizer to the students in a teacher-led discussion that encourages students to think through the various components of the organizer and their relationship to each other | Behaviorism |
| Semantic mapping emphasizes meaning in context and helps students organize new learning and relate it to their prior knowledge. | behaviorism |
| software breaksdown content 2b taught into small units, teaches unit, assesses progress, then moves to next unit or provides remedial instruction as indicated. The most popular ILSs cover core content areas such as reading, language arts, and mathematics | Behaviorism |
| People can learn by observing the behavior is of others and the outcomes of those behaviors. | Social Learning Theory |
| Learning can occur without a change in behavior. Contrast Behaviorism | Social Learning Theory |
| social learning theorists say that because people can learn through observation alone, their learning may not necessarily be shown in their performance. Learning may or may not result in a behavior change | Social Learning Theory |
| Cognition plays a role in learning.learning theory has become increasingly cognitive in its interpretation of human learning. Awareness and expectations of future reinforcements or punishments can have a major effect on the behaviors that people exhibit. | Social Learning Theory |
| can be considered a bridge or a transition between behaviorist learning theories and cognitive learning theories | Social Learning Theory |
| The observer is reinforced by the model. For example a student who changes dress to fit in with a certain group of students has a strong likelihood of being accepted and thus reinforced by that group | Social Learning Theory |
| observer is reinforced by a 3rd person. observer might be modeling actions of someone else, ex, an outstanding class leader/stu. The teacher notices this and compliments and praises the observer for modeling such behavior thus reinforcing that behavior. | Social Learning Theory |
| Contemporary theory proposes that both reinforcement and punishment have indirect effects on learning. They are not the sole or main | Social Learning Theory |
| Reinforcement and punishment influence the extent to which an individual exhibits a behavior that has been learned. | Social Learning Theory |
| Describing the consequences of behavior is can effectively increase the appropriate behaviors and decrease inappropriate ones. This can involve discussing with learners about the rewards and consequences of various behaviors | Social Learning Theory |
| Modeling prov an alternative 2 shaping 4 teaching new behaviors. modeling can provide more eff means 4 teaching new behavior. 2 promote eff modeling a teacher 4 ess conditions exist; attention, retention , motor reproduction, & motivation. | Social Learning Theory |
| Teachers and parents must model appropriate behaviors and take care that they do not model inappropriate behaviors | Social Learning Theory |
| Teachers should expose students to a variety of other models. This technique is especially important to break down traditional stereotypes | Social Learning Theory |
| Students must believe that they are capable of accomplishing school tasks. | Social Learning Theory |
| Teachers should help students set realistic expectations for their academic accomplishments | Social Learning Theory |
| Self-regulation techniques provide an effective method for improving student behavior | Social Learning Theory |
| concentrate upon the development of the child's self-concept | Humanistic |
| is about rewarding yourself | Humanistic |
| historically - concerned with human worth, individuality, humanity, freedom for the individual to determine personal actions. Development of human potential is highly valued; the attainment of material goals is de-emphasised. | Humanistic |
| Teaching topics that are directly relevant to the students' lives (e.g. drugs awareness) | Humanistic |
| Focuses on the whole student and can include teaching assertiveness training, for example | Humanistic |
| open classrooms, class meetings and finding alternative ways of assessment | Humanistic |
| Students exercise choice and control over activities Curriculum focuses on what the children are concerned about. Focus on life skills - thinking skills combined with social skills (e.g. sharing and communicating). | Humanistic |
| Co-operative learning Self-evaluation and self-monitoring Teacher becomes a facilitator | Humanistic |
| Open classroom 2) Learning Styles 3) Co-operative learning | Humanistic |
| Goals - individual growth, critical thinking, self-reliance, co- operation, commitment to lifelong learning. | Humanistic |
| Most important person - student not teacher. Not curriculum bound Not age/grade locked | Humanistic |
| Student-centred - intensive, but relaxed teacher/pupil contact. Needs low teacher/pupil ratio. de-emphasises schedules. | Humanistic |
| Difficult to draw the line between chaos and order, rebelliousness and expression of rights. Productive and unproductive time. Students tend to have better self-concepts and are more creative and co- operative, but academic achievements are lacking | Humanistic |
| Allow student to use a learning style that suits them. e.g. working on soft carpet or around a table | Humanistic |
| highly structured lessons, peer teaching, computer-assisted instruction, self-learning. Subjects rotated, to be taught at different times of the day. | Humanistic |
| people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences | Constructivist |
| usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. | Constructivist |
| Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts. | Constructivist |
| Pursuit of student questions and interests is valued | Constructivist |
| Materials include primary sources of material and manipulative materials | Constructivist |
| Learning is interactive, building on what the student already knows. | Constructivist |
| Teachers have a dialogue with students, helping students construct their own knowledge | Constructivist |
| Teacher's role is interactive, rooted in negotiation. | Constructivist |
| Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product | Constructivist |
| Knowledge is seen as dynamic, ever changing with our experiences. | Constructivist |
| Students work primarily in groups. | Constructivist |
| prompt students to formulate their own questions (inquiry) allow multiple interpretations and expressions of learning (multiple intelligences) encourage group work and the use of peers as resources (collaborative learning) | Constructivist |
| Journals/Portfolios | Constructivist |
| Skinner/John Watson | Behaviorism |
| Favors Extisic rewards, rwards from teachers & parents | Behaviorism |
| focused on facts & skills | behaviorism |
| NO LONGER POPULAR | Behaviorism |
| wants students to set their own expectations Not too Low, but HIGH enough to still succeed | SOcial Learning Theory |
| Epistemology | The theory of knowledge, esp. with regard to its methods, validity, and scope |
| Metaphysics/Ontology | 1.The branch of philosophy that deals with the first principles of things, including abstract concepts such as being, knowing, cause,... 2.Abstract theory or talk with no basis in reality. |
| Axiology | the study of values and value judgments. |
| Logic | 1.Reasoning conducted or assessed according to strict principles 2.A particular system or codification of the principles of proof and inference |
| Idealism | 1.The practice of forming or pursuing ideals |
| Realism | 1.The attitude or practice of accepting a situation as it is and being prepared to deal with it accordingly: "a new mood of realism". 2.The view that the subject matter of politics is political power, not matters of principle |
| Pragmatism | is a philosophical movement that includes those who claim that an ideology or proposition is true if it works satisfactorily |
| Existenialism | A philosophical theory or approach that emphasizes the existence of the individual person as a free and responsible agent determining |
| Perennialism | believe that one should teach the things that one deems to be of everlasting pertinence to all people everywhere |
| Progressivism | is the belief that education must be based on the principle that humans are social animals who learn best in real-life activities with other people |
| Postmodernism | The belief that institutions in our society are used by those in power to control and marginalize those who lack power |
Created by:
baherring001