Bandura - Social learning theory. He emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Two important ideas: Mediating processes occurs between stimuli and responses and 2. Behavior is learned through the environment through the process of observational learning., Bruner - learners construct their own knowledge and do this by organizing and categorizing information using a coding system that is developed by the student. Start with a simple explanation and then add details., Dewey - Experiential learning- students should learn by being active participants in the school curriculum. Students should be given opportunities to link current activities to previous knowledge. Teachers should be facilitators. Inquiry-based learning., Piaget - Four stages of cognitive development: 1) Sensorimotor stage: infant to two years interact with the world using their senses, realize they are separate from objects; 2) Preoperational Stage: 3 to 7 years: learning symbols for language and objects, egocentric, and concrete thinkers; 3) Concrete operational Stage: 7 to 11 years, think logically about concrete ideas, and not as egocentric; 4) Formal Operational Stage: 12+ begin to think abstractly and consider moral theoretical thinking. Students build knowledge by interacting with their world., Schema - Introduced by Piaget: categories of knowledge that help us to interpret and understand the world., Assimilation - Introduced by Piaget: taking new information into our already existing schemas., Accommodation - Introduced by Piaget: changing or altering our schemas in light of new information., Equilibration - Introduced by Piaget: Striking a balance between assimilation and accommodation., Vygotsky - Human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. Collaboration with peers as a an effective way to develop skills and strategies to learn. Student-centered approach to teaching., Zone of proximal development - Introduced by Vygotsky: this is what a student can learn independently verses what the student can learn with guidance and encouragement from a more knowledgeable other., Kohlberg Moral Theory: Preconventional up to 9 yrs. - Stage 1. Obedience and Punishment Orientation. The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong. The child/individual is good in order to avoid being punished. If a person is punished, they must have done wrong. Stage 2. Individualism and Exchange. At this stage, children recognize that there is not just one right view that is handed down by the authorities. Different individuals have different viewpoints., Kohlberg Moral Theory: Conventional (most adolescents/adults) - Stage 3. Good Interpersonal Relationships The child/individual is good in order to be seen as being a good person by others. Therefore, answers relate to the approval of others. Stage 4. Maintaining the Social Order. The child/individual becomes aware of the wider rules of society, so judgments concern obeying the rules in order to uphold the law and to avoid guilt., Kohlberg Moral Theory: Postconventional (10-15% adults) - Social Contract and Individual Rights. The child/individual becomes aware that while rules/laws might exist for the good of the greatest number, there are times when they will work against the interest of particular individuals. Stage 6. Universal Principles. People at this stage have developed their own set of moral guidelines which may or may not fit the law. The principles apply to everyone., Bloom's Taxonomy Remember - Example activities at the Remembering level: memorize a poem, recall state capitals, remember math formulas, Bloom's Taxonomy Understand - Example activities at the Understanding level: organize the animal kingdom based on a given framework, illustrate the difference between a rectangle and square, summarize the plot of a simple story, Bloom's Taxonomy Apply - Example activities at the Application level: use a formula to solve a problem, select a design to meet a purpose, reconstruct the passage of a new law through a given government/system, Bloom's Taxonomy Analyze - Example activities at the Analysis level: identify the ‘parts of’ democracy, explain how the steps of the scientific process work together, identify why a machine isn’t working, Bloom's Taxonomy Evaluate - Example activities at the Evaluation level: make a judgment regarding an ethical dilemma, interpret the significance of a given law of physics, illustrate the relative value of a technological innovation in a specific setting—a tool that helps recover topsoil farming, for example., Bloom's Taxonomy Create - Example activities at the Creation level: design a new solution to an ‘old’ problem that honors/acknowledges the previous failures, delete the least useful arguments in a persuasive essay, write a poem based on a given theme and tone, Metacognition - thinking about one’s thinking. More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and learner., Transfer - Taking skills learned in one content and applying them to another area., Self-efficacy Bandura - A belief in one's ability to succeed in a situation., Self-regulation - Individual's ability to self-regulate and to gain control over one's behavior and life., Classical Conditioning (Pavlov's dogs and bell) - Two stimuli are linked together to produced a new learned response., Operant Conditioning Skinner - A method of learning that is reinforced by a positive or negative consequence., Neutral operants (Skinner) - Responses from the environment that neither increase nor decrease the probability of a behavior being repeated., Reinforcers (Skinner) - Responses from the environment that increase the probability of a behavior being repeated. Reinforcers can be either positive or negative., Punishers (Skinner) - Responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior., Positive reinforcement (Skinner) - A response or behavior is strengthened by rewards, leading to the repetition of desired behavior., Negative reinforcement (Skinner) - The termination of an unpleasant state following a response., Punishment (Skinner) - An aversive event that decreases the behavior that it follows., Continuous Reinforcement (Skinner) - The response rate is slow because you are always providing the reinforcement and the extinction rate is fast because you are always providing the reinforment., Fixed Ratio Reinforcement (Skinner) - Only after a behavior occurs a specified number of times will the student be rewarded. Response rate is fast and extinction rate is medium., Variable Ratio Reinforcement (Skinner) - Behavior is reinforced after an unpredictable number of times. Response rate is fast and extinction rate is slow., Variable Interval Reinforcement (Skinner) - A correct response is given and reinforcement is given after an unpredictable amount of time has passed. Response rate is fast and extinction is slow., Thorndike Law of Effect - Behaviors immediately followed by favorable consequences are more likely to occur again. Behaviors followed by unfavorable consequences are less likely to occur again., Watson Father of Behaviorism - All behaviors are the result of experience. Any person, regardless of his or her background, can be trained to act in a particular manner given the right conditioning., Maslow's Hierarchy of Needs - From the bottom of the hierarchy upwards, the needs are: physiological (food and clothing), safety (job security), love and belonging needs (friendship), esteem, and self-actualization. Needs lower down in the hierarchy must be satisfied before individuals can attend to needs higher up., Erikson Trust vs Mistrust (birth to age 1yr) - Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust., Erikson Autonomy vs Shame and Doubt (2 to 3yrs) - Children who successfully complete this stage feel secure and confident, while those who do not are left with a sense of inadequacy and self-doubt. Erikson believed that achieving a balance between autonomy and shame and doubt would lead to will, which is the belief that children can act with intention, within reason and limits., Erikson Initiative vs Guilt (3 to 5 yrs) - When an ideal balance of individual initiative and a willingness to work with others is achieved, the ego quality known as purpose emerges., Erikson Industry vs Inferiority (6 to 11yrs) - Successfully finding a balance at this stage of psychosocial development leads to the strength known as competence, in which children develop a belief in their abilities to handle the tasks set before them., Erikson Identity vs Confusion (12 to 18yrs) - Our personal identity gives each of us an integrated and cohesive sense of self that endures through our lives. Our sense of personal identity is shaped by our experiences and interactions with others, and it is this identity that helps guide our actions, beliefs, and behaviors as we age., Erikson Intimacy vs Isolation (19 to 40yrs) - Successful resolution of this stage results in the virtue known as love. It is marked by the ability to form lasting, meaningful relationships with other people., Erikson Generativity vs Stagnation (40 to 65yrs) - Care is the virtue achieved when this stage is handled successfully. Being proud of your accomplishments, watching your children grow into adults, and developing a sense of unity with your life partner are important accomplishments of this stage., Erikson Integrity vs Despair (65yrs to death) - Those who feel proud of their accomplishments will feel a sense of integrity. Successfully completing this phase means looking back with few regrets and a general feeling of satisfaction. These individuals will attain wisdom, even when confronting death.,

Educational and Behavioral Theories

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