The topic under the course of Learning Principles

2. Psychological Foundation of
Learning
Educational psychology deals in learning and teaching. This
branch of psychology involves not just the learning process of
early childhood and adolescence, but includes the social,
emotional and cognitive processes that are involved in learning
throughout the entire lifespan. The field of educational
psychology incorporates a number of other disciplines,
including developmental psychology, behavioral psychology and
cognitive psychology.

3. Cognitive Learning

4. Cognitive
Learning
Cognitive development is gradual, systematic
changes by which mental process become more
complex and refined. Establishment of new schemes
is essential in cognitive development.

5. Growth Mindset
Students’
beliefs or perceptions
about intelligence and
ability affect their
cognitive functioning
and learning

7. Prior Knowledge
What students already know
affects their learning. A learner’s
understanding of a text can be
improved by activating their prior
knowledge.

8. Limits of stage theories
Students’ cognitive
development and
learning are not
limited by general
stages of
development

9. Facilitating Context
Learning is based on context, so generalizing learning to new
contexts is not spontaneous, but rather needs to be facilitated.

10. Practice
Acquiring long-term
knowledge and skill
is largely dependent
on practice

11. Feedback
Clear, explanatory
and timely feedback to
students is important
for learning.

12. Self-regulation
Students’ self-regulation
assists in learning and
self-regulatory skills can
be taught.

13. Creativity
Student creativity can be fostered.

14. is the reason for
people's actions,
willingness and goals,
defined as a need that
requires satisfaction

15. Students tend to enjoy learning and to do better when
they are more intrinsically rather than extrinsically
motivated to achieve.
Intrinsic Motivation

16. Students persist in the face of
challenging tasks and process
information more deeply when they
adopt mastery goals rather than
performance goals.
Mastery Goals

17. tend to undermine long-term
performance. If you hit your
initial goal, you become less
motivated to continue towards
excellence (after all you hit your
goal). And if you don't hit your
initial goal, you become
discouraged and de-motivated
because your self-worth is
based on external inputs.
Performance Goals

18. about their students affect
students’ opportunities to learn,
their motivation and their
learning outcomes.
Teacher Expectations

19. Are short term (proximal), specific and
moderately challenging enhances motivation more
than establishing goals that are long term (distal),
general and overly challenging.
Goal Setting

20. Social contexts
Learning is situated
within multiple social
contexts.
Social and Emotional
Dimensions

21. Interpersonal relationships
and communication are critical
to both the teaching-learning
process and the social
development of students
Interpersonal Relationships

22. Emotional well-being influences educational
performance, learning, and development.

23. Classroom conduct
Expectations for classroom
conduct and social interaction
are learned and can be taught
using proven principles of
behavior and effective classroom
instruction.
Context and Learning

24. Effective classroom management is based on:
(a) setting and communicating high expectations,
(b) consistently nurturing positive relationships, and
(c) providing a high level of student support
Expectation and Support

25. Assessment
Formative and summative assessment are both
important and useful, but they require different
approaches and interpretations.

27. The goal of formative assessment is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve their
teaching and by students to improve their learning. More specifically,
formative assessments:
 help students identify their strengths and weaknesses and target areas that
need work
 help faculty recognize where students are struggling and address problems
immediately
Formative assessments are generally low stakes, which means that
they have low or no point value.
Formative Assessment

29. The goal of summative assessment is to evaluate student
learning at the end of an instructional unit by comparing it
against some standard or benchmark. Summative assessments
are often high stakes, which means that they have a high point
value.
Information from summative assessments can be used
formatively when students or faculty use it to guide their efforts
and activities in subsequent courses.
Summative Assessment

31. Student skill, knowledge, and ability are best
measured with assessment processes grounded in
psychological science with well-defined standards
for quality and fairness.
Assessment Development

32. Making sense of assessment data depends on clear,
appropriate and fair interpretation. Effective teaching
requires that instructors be able to accurately interpret test
results and clearly communicate the results to students and
parents. Students can use what they learn about testing and
statistics to evaluate the various assessments given in class
for reliability and validity.
Assessment Evaluation

33. “Growth” and “development”
interchangeably and accept
them as synonymous. But in
reality, the meanings of these
two terms are different.
Understanding Growth and
Development

34. In The Process of growth is defined as
increase in size, development is defined as
progression toward maturity. Thus the terms
are used together to describe the complex
physical, mental, and emotional process.
What is the difference between growth
and development?

35. There are three principles:
1. Cephalocaudal Principle
Refers to the general
pattern of physical and
motoric development
followed from infancy into
toddlerhood and even
early childhood whereby
development follows a
head-to-toe progression.

37. There are three principles:
2. Proximodistal Principle
Development proceed from the center of the body
outward. It also describes the direction of
development. This means that the spinal cord
develops before outer parts of the body.
Trend is the tendency for more general functions
of limbs to develop before more specific or fine
motors. It comes from the Latin words proxim-
which means “close” and “-dis” meaning “away
from” , because the trend essentially describes a
path from the center outward.

38. There are three principles:
3. Orthogenetic principle
Also known as orthogenetic evolution, progressive
evolution, evolutionary progressive, is the
biological hypothesis that organisms have an
innate tendency to evolve in a definite directions
towards same goal (teleology) due to some
internal mechanism or “driving force”

39. Sigmund Freud provided with a view that personality
develops through a series of five psychosexual stages.
According to him failure to resolve conflicts at a
particular stage can result in fixation. He proposed that
experiences and difficulties during a particular
childhood stage may predict specific characteristics in
the adult personality.
Theories of Development

40. The process of personality development of the child is divided into the
following five overlapping stages:
1. Oral Stage (birth to 12-18 months)
a) Oral sucking b) Oral biting
2. Anal Stage – (12-18 months to 03 years)
a) Anal Explosive b) Anal Retentive
3. Phallic Stage (3 to 5 – 6 years)
4. Latency Stage (5 – 6 years to adolescence)
5. Genital Stage (Adolescence to adulthood)
Theories of Development

45. Our new sense for our identity now also
creates egocentric thoughts and some start to
see an imaginary audience watching them all the
time. Piaget believed in lifelong learning, but
insisted that the formal operational stage is the
final stage of our cognitive development.
Jean Piaget’s first interests were animals and
he published his first scientific paper on albino
sparrows in 1907 when he was just 11 years old.
In 1920, he began working with standardized
intelligence tests. He realized that younger
children consistently make types of mistakes that
older children do not. He concluded that they
must think differently and spent the rest of his life
studying the intellectual development of children.

47. Erikson's theory of psychosocial development
identifies eight stages in which a healthy individual
should pass through from birth to death. At each stages
we encounter different needs, ask new questions and
meet people who influence our behavior and learning
Erikson’s Stages of
Development

48. Erikson’s Stages of
Development1.) Basic Trust vs. Mistrust, Infancy (1-2 years)
As infants we ask ourselves if we can trust the
world and we wonder if it's safe. We learn that if
we can trust someone now, we can also trust
others in the future. If we experience fear, we
develop doubt and mistrust. The key to our
development is our mother.

49. 2) Autonomy vs. Shame & Doubt,
Early childhood (2-4 years)
Erikson’s Stages of
Development
In our early childhood, we experience ourselves and
discover our body. We ask: is it okay to be me? If we are
allowed to discover ourselves, then we develop self-
confidence. If we are not, we can develop shame and self-
doubt. Both parents now play a major role.

50. 3) Initiative vs. Guilt, Preschool
Age (4-5 years)
Erikson’s Stages of
Development
In preschool, we take initiative, try out new things, and learn
basic principles like how round things roll.
We ask: Is it okay for me to do what I do? If we are
encouraged, we can follow our interests. If we are held back or
told that what we do is silly, we can develop guilt. We are now
learning from the entire family.

51. Erikson’s Stages of
Development4) Industry vs. Inferiority, School Age (5-12 years)
Now we discover our own interests and realize that
we are different from others. We want to show that we
can do things right. We ask if we can make it in this
world? If we receive recognition from our teachers or
peers we become industrious, which is another word
for hard-working. If we get too much negative
feedback, we start to feel inferior and lose motivation.
Our neighbors and schools now influence us the
most.

52. Erikson’s Stages of
Development
5) Identity vs. Role Confusion, Adolescence (13–19
years)
During adolescence we learn that we have different
social roles. We are friends, students, children and
citizens. Many experience an identity crises. If our
parents now allow us to go out and explore, we can
find identity. If they push us to conform to their views,
we can face role confusion and feel lost. Key to our
learning are our peers and role models.

53. Erikson’s Stages of
Development
6) Intimacy vs. Isolation, Early Adulthood
(20-40 years)
As young adults we slowly understand
who we are and we start to let go of the
relationships we had built earlier in order to
fit in. We ask ourselves if we can love? If we
can make a long-term commitment, we are
confident and happy. If we cannot form
intimate relationships, we might end up
feeling isolated and lonely. Our friends and
partners are now center to our development.

54. Erikson’s Stages of
Development7) Generativity vs. Stagnation - Adulthood
(40-65)
When we reach our forties we become
comfortable, use our leisure time
creatively and maybe begin contributing to
society. Our concern is Generativity. If we
think that we are able to lead the next
generation into this world, we are happy. If
we did not resolve some conflicts earlier,
we can become pessimistic and
experience stagnation. People at home
and at work are now who influence us
most.

55. Erikson’s Stages of
Development
8) Ego Integrity vs. Despair,
Maturity (65-death)
As we grow older we tend to
slow down and begin to look back
over our lives. We ask: how have I
done? If we think we did well, w
develop feelings of contentment
and integrity. If not, we can
experience despair and become
grumpy and bitter. Time to
compare us with mankind.

57. Erik Erikson was a German-
American psychologist who together
with his wife Joan, became known for
his work on psychosocial development.
He was influenced by Sigmund and
Anna Freud and became famous for
coining the phrase "identity crisis."
Although Erikson lacked even a
bachelor's degree, he served as a
professor at Harvard and Yale.
Erikson’s Stages of
Development

58. Kohlberg's stages of Moral
Development

59. Lev Vygotsky
 Sociocultural theory results from the dynamic
interaction between a person and the surroundings
social and cultural forces.
3 Claims of Vygotsky
a) Fundamentally shaped by a cultural tools
b) Functioning emerges outs of social processes
c)Development methods (Zone of Proximal
Development)

60. Lev Vygotsky
 Strategies to utilize the benefits of ZPD
a) Scaffolding – requires demonstration, while controlling
the environment so that one can take things step by
step.
b) Reciprocal teaching - open dialog between student
and teacher which goes beyond simple question and
answer session.

61. Lev Vygotsky
 Theorized that human development is not something
that fixed and eternal. It will changes as a result of
historical development.
Cultural influences:
a) Imitative learning
b) Instructed learning
c) Collaborative learning
Principles:
a) Cognitive development is limited to a certain range at any given
age.
b) Full cognitive development requires interaction.

62. Lev Vygotsky
5 Main Points:
a) Use of Zone of Proximal Development
b) Interaction with other people is important for cognitive
growth
c) Culture can make daily living more efficient and
effective.
d) Advance mental methods tart through social activities.
e) Increase of the independent use of language and
thought during a child’s first few years of life.

65. No two individuals can be exactly alike in their resulting
development and adjustments. The unique characteristics and
traits emerges as children pass from one stage to another.
The rate of development is not the same for all individuals.
Some develop and learn faster than others. Sometimes the gap
is wide Learning is most effective when differences in learner’s
language, cultural, and social behavior are taken into account.
Individual differences is the uneven rate of growth and
development among individuals.
Individual Differences

66. Individual Differences
The change is
seen in physical
forms like in height,
weight, color,
complexion strength
etc.

67. Personality
An individuals
unique pattern of
characteristics
It is what makes you
different from others

68. Heredity
 we inherit almost all
the things we need for
growth and
development,
 heredity gives all
potential for growth
and development

69. Heredity
Hereditary Factors
may be influence
behaviors as risk-
taking and behaviors.

70. Environment
Does not refer only
physical surroundings
but also, it refers the
different types of
people, society, their
culture, customs,
traditions, social
heritage, ideas and
ideals.

71. How Hereditary and Environment
Interact
The interaction between hereditary and environment is
often the most important factor of all.
Perfect pitch is the ability to detect of a musical tone
without any reference. This ability tends to run in
families and believe that it might be tied to a single
gene. However, possessing the gene is not enough to
develop this abilty. Instead, musical training during early
is necessary to allow this inherited ability to manifest
itself.