This document provides summaries of several theories related to the educational psychology module, including behaviorism, social learning theory, and information processing theory. It discusses key principles of each theory and their implications for classroom instruction. For example, it explains that behaviorism views learning as determined by the environment through stimulus-response-reinforcement mechanisms, while social learning theory emphasizes modeling and vicarious learning. Information processing theory sees cognition as computational, with the mind processing information through sensory, short-term and long-term memory stages.
The document discusses different learning theories and how they relate to instructional design and learning. It analyzes proverbs and metaphors about learning through the lenses of behavioral, cognitive, constructivist, and connectivist learning theories. Different instructional approaches are then connected to each learning theory, such as drill-and-practice for behavioral learning and case studies for social constructivism.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
The teacher will use several strategies to re-engage students who are having difficulty paying attention, including games that incorporate content, mild competition, and physical movement. The teacher will also manage questioning techniques, demonstrate enthusiasm, engage students in friendly debates, and allow time for self-expression to stimulate students and challenge their thinking while keeping the lesson moving at an appropriate pace.
This document discusses several learning theories including behaviorist theory and cognitive theory. Behaviorist theory focuses on how learning occurs through consequences like reinforcement or punishment that influence whether behaviors are repeated. Cognitive theory examines internal mental processes like memory, understanding, and problem-solving that influence learning.
The document discusses strategies for helping students practice and deepen their understanding of new knowledge, including providing opportunities to practice procedural knowledge through repeated structured activities with feedback, having students identify errors in reasoning to strengthen declarative knowledge, and using homework, cooperative work, and revision activities.
To help students generate and test hypotheses about new knowledge, the document outlines seven action steps:
1. Teach students how to effectively support hypotheses through frameworks, common errors in thinking, and quantitative data analysis.
2. Engage students in experimental inquiry tasks requiring prediction testing through data collection and analysis.
3. Use problem-solving tasks in unusual contexts requiring hypothesis generation and examination of existing strategies.
4. Require decision-making among appealing alternatives and generation of evaluation criteria.
5. Design historical, definitional, or projective investigation tasks with initial predictions and information seeking.
6. Have students design their own tasks to further examine topics of interest.
7. Consider using
The document discusses establishing effective relationships with students through teacher behaviors. It emphasizes that teacher behavior is different from thoughts and that actions should communicate both concern and cooperation as well as guidance and control. Specific recommended actions include getting to know students, engaging in friendly behaviors, personalizing learning, using humor appropriately, and maintaining consistency and emotional objectivity.
Teachers should help students effectively interact with new knowledge by:
1. Previewing information and dividing students into small groups to activate prior knowledge.
2. Organizing critical input experiences into small chunks and asking students to discuss and make predictions about the content.
3. Asking questions that require students to elaborate and having them record their conclusions in linguistic and non-linguistic formats like drawings or diagrams.
The document discusses different learning theories and how they relate to instructional design and learning. It analyzes proverbs and metaphors about learning through the lenses of behavioral, cognitive, constructivist, and connectivist learning theories. Different instructional approaches are then connected to each learning theory, such as drill-and-practice for behavioral learning and case studies for social constructivism.
This document provides a learning matrix that summarizes several learning theories: behaviorist, cognitive, constructivist, social learning, connectivism, and adult learning. For each theory, the matrix outlines the definitive questions, influencing factors, roles of memory, how transfer occurs, best explained types of learning, and uses of technology. The matrix links to additional information about each individual theory.
The teacher will use several strategies to re-engage students who are having difficulty paying attention, including games that incorporate content, mild competition, and physical movement. The teacher will also manage questioning techniques, demonstrate enthusiasm, engage students in friendly debates, and allow time for self-expression to stimulate students and challenge their thinking while keeping the lesson moving at an appropriate pace.
This document discusses several learning theories including behaviorist theory and cognitive theory. Behaviorist theory focuses on how learning occurs through consequences like reinforcement or punishment that influence whether behaviors are repeated. Cognitive theory examines internal mental processes like memory, understanding, and problem-solving that influence learning.
The document discusses strategies for helping students practice and deepen their understanding of new knowledge, including providing opportunities to practice procedural knowledge through repeated structured activities with feedback, having students identify errors in reasoning to strengthen declarative knowledge, and using homework, cooperative work, and revision activities.
To help students generate and test hypotheses about new knowledge, the document outlines seven action steps:
1. Teach students how to effectively support hypotheses through frameworks, common errors in thinking, and quantitative data analysis.
2. Engage students in experimental inquiry tasks requiring prediction testing through data collection and analysis.
3. Use problem-solving tasks in unusual contexts requiring hypothesis generation and examination of existing strategies.
4. Require decision-making among appealing alternatives and generation of evaluation criteria.
5. Design historical, definitional, or projective investigation tasks with initial predictions and information seeking.
6. Have students design their own tasks to further examine topics of interest.
7. Consider using
The document discusses establishing effective relationships with students through teacher behaviors. It emphasizes that teacher behavior is different from thoughts and that actions should communicate both concern and cooperation as well as guidance and control. Specific recommended actions include getting to know students, engaging in friendly behaviors, personalizing learning, using humor appropriately, and maintaining consistency and emotional objectivity.
Teachers should help students effectively interact with new knowledge by:
1. Previewing information and dividing students into small groups to activate prior knowledge.
2. Organizing critical input experiences into small chunks and asking students to discuss and make predictions about the content.
3. Asking questions that require students to elaborate and having them record their conclusions in linguistic and non-linguistic formats like drawings or diagrams.
Establish and communicate learning goals using rubrics and scales. Track students' progress through formative assessment and having students chart their own progress. Celebrate success by recognizing and acknowledging students' knowledge gain and progress towards learning goals.
Teachers must be aware of their own expectations for students and whether some students receive differential treatment based on those expectations. Specifically, teachers should examine if they interact less positively with "low expectancy" students through things like less eye contact, smiles, or challenging questions. The document provides action steps for teachers to treat all students equally through maintaining a positive tone, paying attention to interactions and questions asked, and ensuring low expectancy students feel valued and respected.
This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
This document discusses principles of teaching and learning including:
- Maintaining a learner's natural curiosity and structuring knowledge to make it comprehensible by relating it to their experiences.
- Sequencing information from general to more specific in increasing difficulty for best retention.
- Ideally, interest in a subject is the best motivator for learning, but rewards and punishments can also be used appropriately to encourage learning.
- Bruner's theory of categorization and coding systems which involve forming hierarchical categories to organize information and enable inferences.
Cognitive learning theory explains how the brain processes and interprets information during learning. Key cognitive learning models include:
- Gestalt model which views thinking as proceeding from the whole to parts.
- Ausubel model which focuses on verbal learning and meaning-making.
- Gagne model which identifies 5 types of learning and 9 levels of instruction.
- Bruner model which sees learning progressing from physical actions to images to symbolic thought.
Constructivism views learning as a self-regulated process where learners build on prior knowledge through active participation and social interaction. It encourages learner-centered activities and collaborative work.
This document discusses several major learning theories that are important for instructional design: behaviorism, cognitivism, constructivism, and experiential learning. It argues that instruction should incorporate aspects of multiple theories to accommodate different learning styles and build upon students' prior knowledge. Behaviorism focuses on conditioning responses, cognitivism views learning as information processing, constructivism sees learners as actively constructing knowledge, and experiential learning emphasizes hands-on experiences. The document advocates combining theories for cohesive, effective instructional design.
This document provides guidance on developing effective lesson units organized into a cohesive framework. It recommends identifying the unit focus, deciding on a central task, and planning critical input experiences and activities. Teachers should create an outline guiding weekly development. The document also suggests planning for routine lesson components like rules and procedures, as well as content-specific segments involving input, practice, and hypothesis generation. Flexibility is important when designing segments to address issues as they arise. Teachers are advised to review critical aspects of teaching daily.
1) The document discusses strategies for recognizing adherence to and lack of adherence to classroom rules. This includes using verbal and nonverbal acknowledgement, tangible rewards, and contacting homes about positive behavior.
2) Consequences for negative behavior are also outlined, such as being aware of potential issues, using timeouts, overcorrection, and group and home contingencies.
3) The strategies suggested are aimed at reinforcing positive behavior through rewards and deterring disruptions through appropriate negative consequences.
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
Jerome Bruner developed a theory of cognitive development that occurs in three stages - enactive, iconic, and symbolic. In the enactive stage, knowledge is represented through motor actions and skills. In the iconic stage, knowledge is represented through mental images and diagrams. In the symbolic stage, knowledge is represented through language, words, and other abstract symbol systems. Bruner believed that scaffolding from teachers and discovery learning were important for cognitive growth as students develop more complex thinking abilities through these sequential stages.
Learning theories for technology integrationcorpuznestor
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
Bandura's social learning theory posits that people learn through observing others within a social context. The theory explains that learning can occur through observation of others' behaviors and the outcomes of those behaviors without direct reinforcement. Social learning theory emphasizes that learning is a cognitive process that takes place in a social context and can occur purely through observation.
Jerome Bruner was an influential American psychologist known for his work on education. He developed theories of cognitive development and learning that emphasized the active role of learners in constructing new ideas based on their existing knowledge. Bruner believed that instruction should be concerned with making students willing and able to learn, structuring information so it can be easily grasped, and facilitating students to go beyond the information given. He proposed that intellectual development progresses through enactive, iconic, and symbolic stages of representing knowledge. Bruner's work influenced constructivist learning theories and the concept of a "spiral curriculum."
Jerome Bruner was an American psychologist who contributed significantly to cognitive psychology and educational psychology. He was one of the founders of constructivist learning theory. Bruner believed that classroom learning should proceed from the specific to the general, and that concepts are made up of attributes. He argued against Piaget's theory of cognitive development stages, saying that complex ideas can be taught simply at first and made more complex later through a spiral curriculum.
Constructivism is a theory of learning that suggests learners construct knowledge by interacting with their environment and experiences. It is based on the idea that learners build understanding based on what they already know. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, the teacher acts as a facilitator by seeking students' perspectives and allowing questions, while students work collaboratively and are actively engaged in learning through activities like projects.
The document discusses three learning theories that have shaped technology integration:
1) The behaviorist perspective views learning as acquiring behaviors through rewards/punishment in response to stimuli. Behaviorism focuses on observable behaviors and responses to external influences.
2) The cognitivist perspective sees learning as a mental process of receiving, manipulating, and storing information. It focuses on how people process and organize new information. Key concepts include schemata, assimilation, and accommodation.
3) The constructivist perspective is that individuals construct their own understanding through experiences and reflecting on those experiences. It emphasizes personal interpretations and meaning making.
This document discusses emerging learning theories and how they relate to preservice teachers and technology integration. It summarizes established theories like behaviorism and constructivism as well as emerging theories including cognitive, social, and radical constructivism, multiple intelligences theory, and situated cognition. These theories influence how technology should be used in the classroom. The document recommends helping preservice teachers develop a personal educational philosophy by exposing them to learning theories and ways to apply theories through technology.
This document discusses several learning theories and their implications for curriculum, instruction, and assessment. It covers behaviorism, constructivism, multiple intelligences theory, brain-based learning, and social cognitive learning theory among others. The key ideas are that learning theories call for student-centered approaches, emphasize experiences and problem-solving over standardized curricula, and recommend assessing students in varied ways that account for different learning styles and intelligences. Learning is presented as an active, social process in which students construct their own understandings rather than just memorizing information.
Perspectives on teaching, learning and technologydiannachayden
The document discusses different educational paradigms, theories, and models including behaviorism, cognitivism, constructivism, and eclecticism. It focuses on key figures that developed theories within each paradigm such as Skinner, Vygotsky, and Piaget. It also discusses how different paradigms and theories approach teaching and learning from philosophical, psychological, and applied perspectives.
The document outlines several major theories of learning:
1. Behaviorism focuses on observable behaviors and uses reinforcement.
2. Cognitivism examines internal mental processes and meaningful learning.
3. Social learning theory emphasizes observational learning and modeling.
4. Social constructivism views knowledge as constructed through social experiences.
5. Multiple intelligences proposes eight distinct types of intelligence.
6. Brain-based learning incorporates principles from neuroscience on how the brain learns best.
This document provides an overview of learning and learning theories. It defines learning, discusses the domains, features, principles, and process of learning. It also summarizes four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior due to environmental influences and conditioning. Cognitivism sees learning as the processing of information in memory. Constructivism emphasizes learning through experience and knowledge construction. Humanism views learning as a personal act to fulfill one's potential.
This document discusses models of teaching and their components. It defines teaching models as instructional designs that specify environmental situations to cause specific changes in student behavior. There are four families of teaching models: information processing, personal, social, and behavioral systems. Each model has four key components - syntax, social system, principles of reaction, and support system. The document provides examples of models within each family and describes the components.
Establish and communicate learning goals using rubrics and scales. Track students' progress through formative assessment and having students chart their own progress. Celebrate success by recognizing and acknowledging students' knowledge gain and progress towards learning goals.
Teachers must be aware of their own expectations for students and whether some students receive differential treatment based on those expectations. Specifically, teachers should examine if they interact less positively with "low expectancy" students through things like less eye contact, smiles, or challenging questions. The document provides action steps for teachers to treat all students equally through maintaining a positive tone, paying attention to interactions and questions asked, and ensuring low expectancy students feel valued and respected.
This document discusses Jerome Bruner's theory of learning and constructivism. Some key points include:
- Bruner believed learning is an active process where learners construct new ideas based on past knowledge.
- He identified three stages of representation: enactive, iconic, and symbolic.
- Bruner's spiral curriculum involves revisiting topics at increasing levels of complexity tailored to students' development.
- Discovery learning and scaffolding instruction are important principles in Bruner's view of how students learn best.
This document discusses principles of teaching and learning including:
- Maintaining a learner's natural curiosity and structuring knowledge to make it comprehensible by relating it to their experiences.
- Sequencing information from general to more specific in increasing difficulty for best retention.
- Ideally, interest in a subject is the best motivator for learning, but rewards and punishments can also be used appropriately to encourage learning.
- Bruner's theory of categorization and coding systems which involve forming hierarchical categories to organize information and enable inferences.
Cognitive learning theory explains how the brain processes and interprets information during learning. Key cognitive learning models include:
- Gestalt model which views thinking as proceeding from the whole to parts.
- Ausubel model which focuses on verbal learning and meaning-making.
- Gagne model which identifies 5 types of learning and 9 levels of instruction.
- Bruner model which sees learning progressing from physical actions to images to symbolic thought.
Constructivism views learning as a self-regulated process where learners build on prior knowledge through active participation and social interaction. It encourages learner-centered activities and collaborative work.
This document discusses several major learning theories that are important for instructional design: behaviorism, cognitivism, constructivism, and experiential learning. It argues that instruction should incorporate aspects of multiple theories to accommodate different learning styles and build upon students' prior knowledge. Behaviorism focuses on conditioning responses, cognitivism views learning as information processing, constructivism sees learners as actively constructing knowledge, and experiential learning emphasizes hands-on experiences. The document advocates combining theories for cohesive, effective instructional design.
This document provides guidance on developing effective lesson units organized into a cohesive framework. It recommends identifying the unit focus, deciding on a central task, and planning critical input experiences and activities. Teachers should create an outline guiding weekly development. The document also suggests planning for routine lesson components like rules and procedures, as well as content-specific segments involving input, practice, and hypothesis generation. Flexibility is important when designing segments to address issues as they arise. Teachers are advised to review critical aspects of teaching daily.
1) The document discusses strategies for recognizing adherence to and lack of adherence to classroom rules. This includes using verbal and nonverbal acknowledgement, tangible rewards, and contacting homes about positive behavior.
2) Consequences for negative behavior are also outlined, such as being aware of potential issues, using timeouts, overcorrection, and group and home contingencies.
3) The strategies suggested are aimed at reinforcing positive behavior through rewards and deterring disruptions through appropriate negative consequences.
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
Jerome Bruner developed a theory of cognitive development that occurs in three stages - enactive, iconic, and symbolic. In the enactive stage, knowledge is represented through motor actions and skills. In the iconic stage, knowledge is represented through mental images and diagrams. In the symbolic stage, knowledge is represented through language, words, and other abstract symbol systems. Bruner believed that scaffolding from teachers and discovery learning were important for cognitive growth as students develop more complex thinking abilities through these sequential stages.
Learning theories for technology integrationcorpuznestor
The document discusses different learning theories that can be used for technology integration, including objectivism/directed instruction and constructivism. Objectivism theories include behaviorism, information processing theory, and systematic instructional design. Constructivism theories include social constructivism, scaffolding theory, discovery learning, and multiple intelligences. The document provides descriptions of each theory and guidance on when each approach might be best for technology integration.
Bandura's social learning theory posits that people learn through observing others within a social context. The theory explains that learning can occur through observation of others' behaviors and the outcomes of those behaviors without direct reinforcement. Social learning theory emphasizes that learning is a cognitive process that takes place in a social context and can occur purely through observation.
Jerome Bruner was an influential American psychologist known for his work on education. He developed theories of cognitive development and learning that emphasized the active role of learners in constructing new ideas based on their existing knowledge. Bruner believed that instruction should be concerned with making students willing and able to learn, structuring information so it can be easily grasped, and facilitating students to go beyond the information given. He proposed that intellectual development progresses through enactive, iconic, and symbolic stages of representing knowledge. Bruner's work influenced constructivist learning theories and the concept of a "spiral curriculum."
Jerome Bruner was an American psychologist who contributed significantly to cognitive psychology and educational psychology. He was one of the founders of constructivist learning theory. Bruner believed that classroom learning should proceed from the specific to the general, and that concepts are made up of attributes. He argued against Piaget's theory of cognitive development stages, saying that complex ideas can be taught simply at first and made more complex later through a spiral curriculum.
Constructivism is a theory of learning that suggests learners construct knowledge by interacting with their environment and experiences. It is based on the idea that learners build understanding based on what they already know. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. In a constructivist classroom, the teacher acts as a facilitator by seeking students' perspectives and allowing questions, while students work collaboratively and are actively engaged in learning through activities like projects.
The document discusses three learning theories that have shaped technology integration:
1) The behaviorist perspective views learning as acquiring behaviors through rewards/punishment in response to stimuli. Behaviorism focuses on observable behaviors and responses to external influences.
2) The cognitivist perspective sees learning as a mental process of receiving, manipulating, and storing information. It focuses on how people process and organize new information. Key concepts include schemata, assimilation, and accommodation.
3) The constructivist perspective is that individuals construct their own understanding through experiences and reflecting on those experiences. It emphasizes personal interpretations and meaning making.
This document discusses emerging learning theories and how they relate to preservice teachers and technology integration. It summarizes established theories like behaviorism and constructivism as well as emerging theories including cognitive, social, and radical constructivism, multiple intelligences theory, and situated cognition. These theories influence how technology should be used in the classroom. The document recommends helping preservice teachers develop a personal educational philosophy by exposing them to learning theories and ways to apply theories through technology.
This document discusses several learning theories and their implications for curriculum, instruction, and assessment. It covers behaviorism, constructivism, multiple intelligences theory, brain-based learning, and social cognitive learning theory among others. The key ideas are that learning theories call for student-centered approaches, emphasize experiences and problem-solving over standardized curricula, and recommend assessing students in varied ways that account for different learning styles and intelligences. Learning is presented as an active, social process in which students construct their own understandings rather than just memorizing information.
Perspectives on teaching, learning and technologydiannachayden
The document discusses different educational paradigms, theories, and models including behaviorism, cognitivism, constructivism, and eclecticism. It focuses on key figures that developed theories within each paradigm such as Skinner, Vygotsky, and Piaget. It also discusses how different paradigms and theories approach teaching and learning from philosophical, psychological, and applied perspectives.
The document outlines several major theories of learning:
1. Behaviorism focuses on observable behaviors and uses reinforcement.
2. Cognitivism examines internal mental processes and meaningful learning.
3. Social learning theory emphasizes observational learning and modeling.
4. Social constructivism views knowledge as constructed through social experiences.
5. Multiple intelligences proposes eight distinct types of intelligence.
6. Brain-based learning incorporates principles from neuroscience on how the brain learns best.
This document provides an overview of learning and learning theories. It defines learning, discusses the domains, features, principles, and process of learning. It also summarizes four major learning theories: behaviorism, cognitivism, constructivism, and humanism. Behaviorism views learning as changes in observable behavior due to environmental influences and conditioning. Cognitivism sees learning as the processing of information in memory. Constructivism emphasizes learning through experience and knowledge construction. Humanism views learning as a personal act to fulfill one's potential.
This document discusses models of teaching and their components. It defines teaching models as instructional designs that specify environmental situations to cause specific changes in student behavior. There are four families of teaching models: information processing, personal, social, and behavioral systems. Each model has four key components - syntax, social system, principles of reaction, and support system. The document provides examples of models within each family and describes the components.
Social learning theory proposes that people learn from observing others through processes of attention, retention, reproduction, and motivation. It involves observational learning, vicarious learning from observing consequences of others' behaviors, and self-regulation through evaluating one's own behaviors. Learning can occur from real-life models like parents and teachers or symbolic models like books and films. Successful modeling requires motivation, attention, retention, ability to perform behaviors, and gaining control over one's own learning.
This document discusses several theories of learning. It begins by defining learning and examining six main theories: behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, key aspects are outlined such as important figures, core concepts, and implications for classroom instruction. Critiques of each theory are also presented. The document provides an overview of the major frameworks for understanding how people learn.
Social-Cognitive Theory proposes that learning occurs through observation and modeling of others within a social context. It emphasizes reciprocal determinism between personal factors, environmental influences, and human behavior. Key aspects include observational learning, where people observe and imitate models; cognitive processes like attention and retention that enable learning; and reinforcement that strengthens modeled behaviors. Social constructivism similarly posits that cognitive development occurs through social interactions and collaboration with others.
The document discusses several theories of learning including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, information processing theory, and the humanistic approach. It provides definitions and key aspects of each theory, with behaviorism focusing on observable behaviors, cognitivism on mental processes, social learning theory on observational learning, and social constructivism emphasizing socially constructed and contextualized knowledge. Theories like multiple intelligences and information processing look at different types of intelligence and how knowledge is acquired and represented. The humanistic approach stresses self-actualization and meeting individual student needs.
This document provides an overview of various theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and social constructivist views of socially constructed and contextualized knowledge. The document also discusses applications of each theory for classroom instruction and potential critiques.
This document provides an overview of various theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and constructivist notions of knowledge construction and social learning. The document also discusses applications of each theory for classroom instruction and potential critiques.
This document provides an overview of various theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and constructivist notions of knowledge construction and social learning. The document also discusses applications of each theory for classroom instruction and potential critiques.
This document provides an overview of several theories of learning, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and examines key aspects of each theory, such as behaviorist concepts of classical and operant conditioning, cognitivist ideas of discovery learning and meaningful verbal learning, and social constructivist views of socially constructed knowledge. Critiques of each theory are also mentioned. Theories are compared and examples are given of how each informs classroom instructional practices. Source information is listed at the end.
This document discusses several theories of learning. It begins by defining learning and examining key theories including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, the document outlines major contributors, key concepts, and implications for classroom practice. It also notes some critiques of each theory. The goal is to operationally define terms related to learning theories and examine theories currently important to understanding how people learn.
Understanding Learning and Acquisition of KnowledgeSheila Lavapie
1) The document discusses various theories of learning including behavioral, cognitive, and constructivist theories. Behavioral theories discussed include Pavlov's classical conditioning, Thorndike's law of effect, and Skinner's operant conditioning. Cognitive theories include Bruner's stages of learning and Ausubel's meaningful learning theory.
2) Constructivist theories emphasize that learning involves actively constructing one's own understanding rather than passively receiving information. Constructivists believe learning depends on how information is mentally processed and connected to prior knowledge.
3) For effective learning to occur, instructors should consider students' cognitive development and help students organize new information by relating it to what they already know. Learning involves both individual cognitive processes and
This document provides an overview of various theories of learning, including behavioral, cognitive, social, and brain-based theories. It defines learning and discusses major theorists and concepts within each approach. Behaviorism focuses on observable behaviors and conditioning, while cognitivism examines mental processes. Social learning theory emphasizes observational learning. Constructivism views learning as an active, social process of constructing knowledge. Multiple intelligences theory proposes eight types of intelligence. Brain-based learning incorporates findings from neuroscience.
This document discusses various learning theories that are important for educators to understand, including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It defines learning and theories, explains the importance of learning theories for educators, and discusses different types of student learning and the cone of learning model. The six main learning theories covered are behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning.
Learning theories, intellectual skills, cognitive skills, psychomotor skillsIjaz Ahmad
Learning theories provide frameworks to understand how people learn. The document discusses several major learning theories including behaviorism, cognitivism, and constructivism. Behaviorism views learning as changes in observable behavior through conditioning. Cognitivism sees learning as information processing and knowledge acquisition. Constructivism proposes that learners actively construct knowledge based on their experiences. The document also examines intellectual skills like knowledge, critical thinking, problem solving, and creativity that are developed through learning. Understanding learning theories helps educators design effective instruction aligned with how people learn.
The document discusses several theories of learning including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. It provides an overview of key aspects of each theory such as major contributors, core concepts, and implications for teaching practices. Learning is described as a complex process influenced by both internal cognitive and external social factors.
This document provides an overview of several theories of learning, including:
- Behaviorism, which focuses on observable behaviors and conditioning principles. Key theorists discussed are Pavlov and Skinner.
- Cognitive learning theory, which examines internal mental processes. Key concepts are Bruner's discovery learning and Ausubel's meaningful verbal learning.
- Social learning theory, which emphasizes learning through observation and imitation. Bandura's research on modeling behavior is summarized.
- Social constructivism and multiple intelligences theory, which view knowledge as actively constructed based on social and individual contexts. Key figures discussed are Vygotsky, Gardner, and brain-based learning principles.
There are several major theories of how people learn. Behavioral theories such as classical and operant conditioning focus on observable behaviors and reinforcements. Cognitive theories examine internal mental processes and view learning as connecting new information to prior knowledge. Social learning theory emphasizes imitation and observational learning from models. While each theory provides insights, they also have limitations and new theories continue to emerge.
The document discusses several learning theories: behaviourism, cognitivism, constructivism. Behaviourism views learning as changes in observable behaviour through reinforcement/punishment. Cognitivism sees learning as information processing through mental structures like schemas. Constructivism believes learners construct their own knowledge through experiences. The document also discusses theorists like Skinner, Piaget, Vygotsky and their contributions to these perspectives. It notes tensions between direct instruction vs constructivist approaches and addresses criticisms of constructivism.
This document discusses blogs, wikis, and podcasts and their use in language teaching. It provides details on:
1) How blogs can be used by teachers to share resources and by students as online portfolios. Setting up sample and student blogs as well as posting and following up are recommended.
2) Wikis which allow collaborative content creation by multiple users. Communication, participation, and developing content together are benefits.
3) Podcasts which can be used to distribute lecture recordings, supplemental materials, and student assignments requiring them to produce their own podcasts on assigned topics. Creating podcasts helps with note-taking, revision, and stimulating discussion.
4) Steps for creating podcast projects including setting
This document discusses strategies for effective classroom interaction and group work. It begins by defining interaction and noting that language is a tool for social relationships. Interactive principles like risk-taking and communicative competence are important. The teacher can take different roles like facilitator or manager. Questioning strategies include different types of questions. Group work has advantages like developing critical thinking, but teachers may make excuses to avoid it. Rules for successful group work include selecting techniques, planning, and monitoring tasks. Cultural expectations should be considered. The document also discusses using textbooks, including reasons for and against, options like omitting or adapting content, and going beyond textbooks.
The document discusses creating a supportive learning environment in the classroom. It emphasizes the importance of managing the physical environment, creating a positive classroom climate through building relationships, motivating students, and valuing diversity. This includes recognizing different cultures, learning styles through multiple intelligences, and engaging students in organizing the classroom. The first day of school is important for setting expectations and stimulating interest in learning.
The discussion focused on classroom environment and climate. Key factors that influence classroom climate were identified as ecology, milieu, social system, and culture. Additionally, 8 aspects that influence how learners feel in class were outlined: clarity of outcomes, order, standards of behavior, fairness, participation, support, safety, and an interesting/comfortable environment. Three stages of building a positive classroom climate were also discussed: establishment, consolidation, and cohesion. When managing the physical environment, educators should consider visibility, accessibility, flexibility, comfort, and aesthetics ("VAFCA"). Large class sizes present challenges that can be addressed through appropriate resources and motivating learner
Cmc assessment for classroom management - prefinalikram Ait dra
This document provides guidance on classroom assessment strategies, including:
1) The key differences between formative and summative assessment, with formative assessment aimed at improving student learning and summative assessing learning after instruction.
2) How formative assessment can be used to monitor student progress, provide feedback, and motivate students through techniques like positive feedback and setting homework routines.
3) Tips for working with individuals and small groups during assessment and using self-assessment and peer assessment.
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Overview of ed.psych courses.
1. Ibn Zohr university Educational Psychology Module
FLSH Prof. Yusuf Tamer
TEFL & ICT master program
SUMMARIES OF THE COURSES
REGARDING EDUCATIONAL PSYCHOLOGY
MODULE
• Behaviorism
• Social learning theory
• (cognitive)Information processing theory
• Cognitive development theory ( Piaget)
• Social constructivism (Vygotsky)
• The Freud and new Freudians theories
• The Moral development theory
• Humanism
This work is prepared by the following students:
Nadia Bat,
Brahim Mezgar,
Mustapha Aboulahassan,
Mohamed Ait madani Yusef,
Ikram Ait dra,
Mustapha Omarakly,
Naima Sellam,
Amal Hafidi
and Brahim Elomari
2. Skinner: Reinforcement theory Bundura : social learning theory: Learn from
observing others in society.
Basic principles: Basic principles:
- views learning as being determined by the learning - Learn from observing others.(modeling)
environment. - he talks about Vicaruios learning/ vicarious
- the process of learning based on the following reinforcement and punishment: The learner
mechanism: watches the consequences of behaviors engaged
Stimulus Response Reinforcement in by observing others. This influences his/her
- A particular behavior is the result of forming habits by behavior in the future.
reinforcing the seq consequence of a response - people’s feelings,emotions and thoughts affects
generated from a stimulus their behaviors. think,believe,and feel affects how
- The learning process is a kind of habit formation. they behave.
Implications: - Reinforcement plays a role in learning but is not
1-Identify the BEHAVIORAL objective: the teacher entirely responsible for learning.
must set the behavioral goals that students can perform. - The environment can affects your behavior but
2-The teacher has to choose and immediately provide the you can affect the environment as well.
appropriate form of reinforcement. -Congnitive processes play a crucial role in
3-Change what you are doing if it does not work: if the learning.
reinforcement does not work find another one(the Bundura’s assumptions:
teacher is a scientist) - Teachers use vicarious learning for
4- All learning is the responsibility of the teacher. reinforcing students’ behaviors.
5-Concentrate on what you want, not what you don’t - He talks also about the importance of
want: don’t waste time punishing undesired behaviors, modeling: the learner learn through observing
reinforce desired behaviors.
and imitating others.
6- Skinner talked about the individualized education. :
Individual reinforcement for each student. - Views the learner as being active.
7-The purpose of schools is to shape (change) behaviors. - People change through reinforcement and
Achievement is defined as the desired behavior. punishment but there is also vicarious
The problems of the theory: reinforcement and punishment.
-It focuses only on the observable (overt) behavior. - People are motivated by reinforcement and
-It ignores the role of the mind in the learning process. punishment (external) but our internal
- Skinner does not account for person values, emotions thoughts and feelings affect our behaviors as
and Personality makes a difference. well.
- The term reinforcement is circular and gives us no - Thinking and emotions are very important in
information as to how to get a behavior to change. Use students’ learning.
sth that has a high probability to occur: use sth a pupil The problems of the theory:
likes to as a reward as a reward for doing sth he does not - You can never know how the observer is
like to do.
reacting to what s/he sees: what is
- Skineer views the learner as being passive: the
learner’s behavior is shaped by the environment except reinforcement for the person with whom you
the one who is shaping the teacher. directly acting may be a punishment for the
observer.
- When naturally occurred behaviors are
reinforced, they tend to be extinguished if
reinforcement is withdrawn.
References:
- Educational psychology “theory & practice”. ROBERT E. SLAVIN. Eight edition
3. (cognitive) Information processing theory
What is it?
Information processing is an approach to the goal of understanding human thinking in relation to
how they process the same kind of information as computers. The essence of the approach is to see
cognition as being in essence computational in nature, with mind being the software and the brain being
the hardware.
According to thefreedictionary.com, the definition of information processing is, "the sciences concerned
with gathering, manipulating, storing, retrieving, and classifying recorded information". It suggests that for
information to be firmly implanted in memory, it must pass through three stages of mental processing; sensory
memory, short-term memory, and long-term memory.
IMPLICATIONS FOR INSTRUCTION
The understanding of how the mind processes and stores information is invaluable to educators as they plan
for instruction. If there is little to no understanding of the information processing skills of the students with
whom one is working, it would be almost impossible to design instruction that contributes to high levels of
learning and achievement.
USING THE INFORMATION PROCESSING APPROACH IN THE CLASSROOM
Principle Example
Use cues to signal when you are ready to begin.
1. Gain the students' attention.
Move around the room and use voice inflections.
Review previous day's lesson.
2. Bring to mind relevant prior learning.
Have a discussion about previously covered content.
Provide handouts.
3. Point out important information. Write on the board or use transparencies.
Show a logical sequence to concepts and skills.
4. Present information in an organized manner.
Go from simple to complex when presenting new material.
Present information in categories.
5. Show student how to categorize (chunk) related
Teach inductive reasoning.
information.
Connect new information to something already known.
6. Provide opportunities for students to elaborate on new
information.
Look for similarities and differences among concepts.
Make up silly sentences with first letter of each word in the list.
7. Show students how to use coding when memorizing
Use mental imagery techniques such as the key word method.
4. State important principles several times in different ways during
the presentation of information (STM).
8. Provide for repetition of learning. Have items on each days's lesson from preivous less (LTM).
S chedule periodic reviews of previously learned concepts and skills
(LTM).
Use daily drills for arithmetic facts.
9. Provide opportunities for overlearning of fundamental
Play form of trivial pursuit with content related to class.
concepts and skills.
Source: http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html
CONCLUSION
In summary, there are many different theories of information processing that focus on different aspects of
perceiving, remembering, and reasoning. One of the most important agreements is that elaboration is a key to
permanently storing information in a way that facilitates its quick retrieval when it is needed.
REFERENCES
http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.html
http://en.wikipedia.org/wiki/Information_processing
Piaget's Stage Theory of Development
Piaget, a psychologist who was interested in cognitive development and after observation of many
children, posited that children progress through 4 stages and that they all do so in the same order. These
four stages are described below.
5. • Assimilation: The process of taking in new information into our previously existing schemas is
e
known as assimilation. This process is subjective because we tend to modify experience or
information to fit it with our pre-existing beliefs.
existing
• Accommodation: It involves altering or changing existing schemas or ideas as a result of new
altering
information or new experience. New schemas may be also be developed during this process.
• Equilibration: Piaget believed that all children try to strike a balance between assimilation and
accommodation, which is achieved through a mechanism called equilibration. As children
odation,
progress through the stages of cognitive development, it’s important to maintain a balance
between applying previous knowledge –assimilation- and changing behaviour to account for new
knowledge –accommodation-.
• Equilibration helps us to explain how children are able to move from one stage of thought into
the next.
• Cognitive development is a complex process comprising three main concepts: Assimilation,
accommodation and equilibration. All three are associated with the formation and modification
bration.
of schemata in order to attain a balanced sense of understanding of the external world.
Processes Example
Schemata Angie who has never seen anything fly but birds thinks that all flying objects are birds.
Assimilation
Seeing an airplane flying prompts the child to call it a bird.
ee
Start
Child experiences conflict upon realizing that the new bird has no feathers. Concludes it is not a bird and
Accommodation asks for the proper term or invents a name. Equilibrium restored.
fo
Organization Forms hierarchical scheme consisting of a super ordinate class (flying objects) and two subordinate classes
me
(birds and airplanes).
Finish
Activities for the Stages of Cognitive Development
Sensorimotor Period: Activities for Infants and Toddlers
-Provide a rich stimulating environment
-Allow the child to play with toys that squeak when squeezed. (ex: rubber duck) At first when the child squeezes the toy, they will be
Allow
surprised by the sound and why it happened. However, after some time the child will realize that by squeezing the toy they ar the one
are
causing the noise. This gives and example of cause
cause-an-effect relationships: if I squeeze the duck, it will squeak.
effect
6. -Another example of a toy is a rattle; when the baby shakes a rattle it makes noise.
-Playing peek-a-boo is another good example of a fun activity for children around this age.
Preoperational Period: Activities for Toddlers and Early Childhood
- Sometimes children in this age group enjoy playing house. This is also a good activity because they are playing different roles that they
have observed in their own lives.
-Hands on activities should also be facilitated at this time.
-Encourage children to play with toys that change shape (ex: playdoh, sand, clay, water) because this will help them move towards the
concept of conservation.
Children need physical, hands on practice with facts and skills needed for development.
-Use cut-out letters to build words.
-Avoid lessons that are very different from the child's world. And steer away from using workbooks or paper and pencil activities very often.
Concrete Operations: Activities for Middle Childhood
Give children the chance to manipulate objects and test out ideas
-Do simple experiments, with participation of the students
Avoid dealing with more than three of four variables at a time
-Reading selections should have a limited number of characters
-Experiments should have a limited number of steps
Students should have practice classifying objects and ideas on complex levels
-Have students group sentences on a piece of paper
-Use analogies to show the relationship of new material to already acquired knowledge.
Formal Operations: Activities for Adolescents
-Students could work in pairs, one is the listener, while the other is the problems solver. The problem solver works the problem out loud,
while the listener checks to see that all steps are followed and seem logical.
-Teachers could put a few essay questions on a test, which allows students the opportunity to give more than one final answer.
Teachers should try to teach broad concepts, rather than just facts.
-Use materials and ideas relevant to the students
-For example: If you were teaching material about the Civil War, the class could join in a discussion about other issues which have divided
our country
-Use lyrics from a popular song to teach poetry
Other implications of Piaget's theory in the classroom:
There needs to be a match between the demands of a learning task and the current cognitive capacity (ability) of the learners.
We must not assume that all learners in a given class will be at the same stage of cognitive development.
Focus on what children at each stage can do and avoid what they cannot meaningfully understand.
Learning through activity and direct experience is essential. Provide plenty of materials and opportunities for learners to learn on
their own.
put learners into suitable situations where they are actively engaged in tasks which moderately challenge their current way of
understanding the world.
Since learners’ schemas are expanded and built on with time, point out to learners how new ideas and concepts relate to old ones,
and allow learners a better understanding of already acquired concepts. Memorization of information for its own sake should be
avoided.
Begin lessons with concrete objects or ideas and gradually shift explanations to a more abstract and general level (especially with
younger learners).
7. Criticisms of Piaget's theory
o Researchers have found that young children are capable and can succeed on simpler forms of tasks requiring the same skills.
o Second, Piaget's theory predicts that thinking within a particular stage would be similar across tasks. For example, all
preschool children should perform at the preoperational level in all cognitive tasks.
o children often learn more advanced concepts with brief instruction. All of this research has led up to the belief that children
may be more competent that Piaget gives them credit form, especially in their practical knowledge.
o Overlooking Cultural Effects: Some believe that Piaget overlooked the effects of student's cultural and social groups. It seems as
though the stages of development constructed by Piaget are representative of Western society and culture. In his work, scientific
thinking and formal operations are presumed worthy levels to be reached by children. However, in other cultures there may be a
much higher regard for the basic level of concrete operations (Edwards, Hopgood, Rosenberg, & Rush, 2000).
o Unscientific Methods: According to Edwards et al. (2000) Piaget's work is characterized by: lack of controls, small samples, and
absence of statistical analysis in his research. Much of this form of criticism has originated from Empiricism and Logical
Positivism, which was extremely popular at the time. However, Piaget was a structuralist and his scientific orientation was very
different from tradition research being done at this time in America.
Piaget attempted to identify universal features of cognitive development by observing children in specific situations. He believed
that small samples of children and the methods he used were adequate as long as he was able to identify the structres common to all
individuals. However, it is reasonable to question the reliability of Piaget's work.
References
o Psychology for Language Teachers: Marion Williams And Robert L.Burden- Combridge Language Teaching Library
o (2009). Piaget's stages of cognitive development. Retrieved April 30, 2009, from About.com: Psychology Web site:
http://psychology.about.com/library/quiz/bl_piaget_quiz.htm
Edwards, L., Hopgood, J., Rosenberg, K., & Rush, K. (2000). Mental Development and Education. Retrieved April 25, 2009, from Flinders
University Web site: http://ehlt.flinders.edu.au/education/DLiT/2000/Piaget/begin.htm
Huitt, W. & Hummel, J. (1998). Cognitive development. Retrieved April 25, 2009 from the World Wide Web:
http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Lefrancois, G.R. (2006). Theories of Human Learning. Belmont, CA: Thomson Higher Education.
Plucker, J. (2007). Human Intelligence . Retrieved May 1, 2009, from Indiana University Web site: http://www.indiana.edu/~intell/piaget.shtml
Slavin, R.E. (2005). Educational psychology: theory and practice. Needham Heights, MA: Allyn and Bacon.
Smith, L. (2000). A brief biography of jean piaget. Retrieved April 25, 2009, from Jean Piaget Society Web site:
http://www.piaget.org/aboutPiaget.html
Wadsworth, B.J. (1996). Piaget's theory of cognitive and affective development: White Plains, NY: Longman.
Wood, K.C. (2008). Piaget's Stages. Retrieved April 25, 2009, from Department of Educational Psychology and Instrutional Technology,
University of Georgia Web site: http://projects.coe.uga.edu/eplt /index.php?title=Piaget%27s_Stages#Educational_Implicati
Exercises
Summary of key learning points in this section:
In the last section we have looked at the following aspects of Piaget’s theory of cognitive
development:
• The processes we use to organize and adapt to our world
• The stages of cognitive development
• The educational implications this theory has for teaching practice
• Some limitations of Piaget’s theory
Group Activity :
1. Write e-mail to your group and explain one way in which Piaget has most influenced your
practice as a teacher, or where you can see elements of Piaget's theory in your teaching (without
previously knowing about Piaget). Describe ways in which teachers who are not influenced by this
factor could enhance their teaching by including this practice. Discuss this with your group.
8. 2. Record your reflective thoughts in your e-diary.
Essay:
In an essay of no fewer than 800 words:
Explain how your knowledge of cognitive development has influenced your teaching with ICT.
Focus on:
• how the learner may experience your lessons differently;
• what your and the learners' roles should be;
• what the role of ICT in these lessons will be.
Submit this essay as a file attachment in e-mail and send it the group
CONSTRUCTIVISM
Learners construct knowledge in their own minds
And that the T can facilitate this process by making
The knowledge presented more meaningful.
Social constructivism
Emphasizes the social context of learning
And that knowledge is mutually built.
A shift from individual to collaboration
Vygotsky’s theory
The implication in education
• Assess Ss ZPD : to determine when to start instruction
• Exploit your Ss ZPD in teaching : Teaching should aim that Ss reach the upper
limit of the ZPD.
• Ts monitor Ss’ persepectives, thinking, and feelings
• T needs to differenciate instruction as Ss’ ZPD differ from one another
9. • T should create many opportunities for Ss to learn by co-constructing knozledge along with the T and with
peers.
• Children can also benefit from assidtance of more –skilled children.
• Culture can determine what skills are important ^such as computer skills, communication skills, teamwork
skills^
• don’t do for students what they can do for themselves . But do monitor their efforts and give them needed
support and assistance.
REFERENCE : Educationl psychology by Santrock
COMPARISON OF VYGOTSKY’S AND PIAGET’S
THEORIES
PIAGET VYGOTSY
-Cognitive constructivist - Social constructivist
-emphasized that Ts should provide - Emphasized that Ts should
support for Ss to develop under- create opportunities for Ss
standing. to learn.
-knowledge is individually constructed -Knlge is mutually constructed
-Individual -Collaboration
-Language has a minimal role -Language has a major role
key concepts : key concepts :
- Schema - ZPD
knlge helps in understanding the world What I can do Independently and can do with others
- Assimilation - Scaffolding
taking new information into our existing schema Adjust the amount of guidance to fit S’ performance
- Accomodation - Tutoring
Alerting or changing the existing schemas or ideas Takes place between an adult and a child
- Equilibiration - Cooperative learning
Explain how children move from one stage of thought Ss work in small groups to help each other learn
to another.
- Conservation - Cognitive apprenticeship
The awareness that a quantity remains the same despite An expert stretches and supports a novice’s
10. the chage in its appearance. understanding and use of culture’s skills.
- Centration - Situated cognition
Focusing attention upon one feature of a situation The idea that thinking is situated or located in social
and ignoring others. and physical contexts, not within an individual’s
mind.
REFERENCE :
Limitations to Vygotsky’s theory
Humans may be more biologically predisposed to learn
Consists mostly of general ideas
He did not detail cognitive processes underlying developmental changes
He developed few applications of his theories for teaching
Constructivism requires time for people to become accustomed to it. They must
formulate their own assessment strategies for understanding concepts.
It also removes grading in the traditional way and instead places more value on students
evaluating their own progress.
The biggest disadvantage is its lack of structure. Some students require highly
structured environments in order to be able to excel.
The Freud and new Freudians theories
11. Levels of mental
development
The conscious; Is viewed as The pre/subconscious; The middle The unconscious;
the smallest portion of the mind. portion of the mind beneath the
conscious layer. represents things we are
Represents our present unaware of, but which still
awareness, including our Represents things we are not affect our functioning. The
thoughts, feelings, and presently aware of but can become unconscious mind includes both
perceptions aware of with little effort; forces that originate there (our
basic instincts and drives) as
well as unacceptable thoughts
and memories that may have
been pushed back because of
their threatening nature.
Unconscious processes and internal forces influence all of our behaviors, thoughts, and emotions.
The ways in which the internal forces interact with one another gives rise to behavior, thoughts, and emotions
When the forces are in conflict, abnormal behavior arises.
Psychoanalytic theory has a deterministic assumption, all behaviors, thoughts and emotions are determined by
past experiences, particularly those during early childhood.
12. Structural Model of
Personality
The id is the innate system that is the ego, a part of the psyche the superego develops out of
located in the unconscious mind that seeks to fulfill wishes the ego. The superego
and operates from the pleasure in more appropriate and represents the ethical and
principle, which seeks immediate socially acceptable ways. moral attitudes of a child’s
gratification of sen-sual needs The ego is the center of parents and society more
and drives. Freud viewed infants As
consciousness and follows broadly. It is purported to
as operating on nearly purely the childre the reality principle, which develop out of the
id. For example, an infant who is n is the drive to satisfy needs internalization of the moral
hungry will seek his or her develop within the limits of and ethical standards of
, they
mother to breastfed or scream society’s rules, rather than society, and as such, it holds
begin Lat
and cry if the mother is not to
the pleasure principle. The the rules and regulations to be
er
available. recogni ego attempts to regulate followed. We internalize these
ze that conflict between the in moral standards because
When direct action cannot be they instinctual drives of the id following them feels good and
taken, fantasies or memories are cannot
and the demands of the chil reduces anxiety. The superego
created to meet the id’s needs. In have dho
immedi
external world and, in doing is often the source of feelings
the case of the infant, the infant so, seeks maximal od of guilt and instructs humans
ate
may imagine the sight of his or wish gratification of instincts on all of the things they
her mother’s breast. This process while maintaining
is referred to as primary process relationships with the
thinking, or wish fulfillment outside world.
Freud believed that there are two basic forces that motivate human behavior: the sexual drive (referred to as the
libido) and the aggressive drive. The energy created from these drives continually seeks to be released but can be
channeled by psychological sys-tems. The psychological systems that help regulate the drives are the id, the ego,
and the superego
The three components—the id, ego, and superego— are frequently in conflict, with competing wishes and demands
on the person. The interactions among them typically occur in the unconscious part of the mind, where we are
completely unaware. Wishes, desires, needs, and memories occasionally work their way into the preconscious from
the unconscious mind, but rarely do they enter the conscious mind. Our unconscious and preconscious work to
protect our conscious from the wishes, needs, and memories that represent our basic instincts and drives because
these are often unacceptable to the individual person or society at large.
Psychosexual Stages of Personality Development
Psychoanalytic theory contends that a child’s early childhood relationships, particularly those with his or her
caregivers, are important influences of personality development. Freud claimed that as children develop, they go
through a universal series of psychosexual stages. Each stage of development has psychological conflicts to be
addressed by the id, ego, and superego, and each stage focuses on a different sexually excitable zone of the body. The
psychological issues and conflict within each stage must be successfully negotiated for the child to become a
psychologically healthy adult.
The way a child learns to fulfill the sexual desires associated with each stage becomes an important component of
his or her personality, and the caregiver’s responses to the child’s attempts to satisfy basic needs and wishes can
13. greatly influence whether a given stage is negotiated successfully. If a child does not successfully adjust, then fixation
occurs, wherein the child can become trapped at an earlier stage.
The first stage is the oral stage, which occurs during infancy to approximately 18 months of age. In this stage libidinal
impulses are satisfied through stimulation of the mouth area, usually through feeding or sucking. If the caregiver is not
adequately available, the child can develop a deep sense of mistrust and fear of abandonment. Fixation at this stage
results in excessive dependence on others and habits related to the mouth, such as smoking and excessive eating and
drinking.
Next is the anal stage, which lasts from age 18 months to approximately 3 years. The focus of gratifi-cation in this
stage is the anus, with children expressing great interest in passing and retaining feces. If parents are too harsh or
critical with toilet training, the child may become fixated at this stage and have traits such as being stubborn (having a
strong will, too determinds), overcontrolling, stingy (chi7i7), and too focused on orderliness (well-arregement).
Following the anal stage is the phallic or Oedipal stage, which occurs from age 3 to 6 years. In this stage, the focus
of pleasure is the genitals. The phallic stage is where the most important sexual conflicts occur: the Oedipus complex
for boys and the Electra complex for girls. Boys must work through the Oedi-pus complex, wherein they are purported
to fall in love with their mothers and fear their fathers will retaliate by castrating them. The fear of castration is quite
strong for boys and is the source of motivation for resolving this conflict. Resolution of this results in a strong
superego and identification with their father’s values. The Electra complex is the equivalent for girls. Girls’ movement
through this stage involves the experience of falling in love with their fathers and fearing retaliation by their mothers.
However, Freud argued that there is no castration anxiety for girls because they were already castrated. As a result,
girls do not have as strong of a motivation for developing their superegos and thus are argued to not be as moral. Freud
argued they are instead motivated more by emotions than morals and by penis envy. According to Freud, unsuccessful
resolution of the phallic stage results in not adopting appropriate gender roles or a heterosexual orientation and
excessive seductiveness in relationships.
Next is the latency stage, which covers middle childhood, from age 6 to 12. During this stage, libidi-nal drives are
more at rest and there is a tendency to avoid the opposite sex. The focus is now more on developing skills and interests.
Last, is the genital stage, which begins around age 12 at puberty. If chil-dren have successfully resolved their previous
stages, their sexual interests turn to heterosexual relation-ships. During this stage they pursue and develop romantic
relationships and learn to negotiate romantic and sexual encounters with the opposite sex.
Criticism
criticism to his theory is the strong focus on sexuality as the driving force behind development and behavior.
Freud developed his theory during the Victorian era with its strong suppression of sexuality, and so it is not a coincidence
that his work is so strongly influenced by the context in which he worked. Given the changes in society, however, the
theory may not be as applicable.
Another criticism centers on notions of determinism. Many people object to the idea that all behavior is predetermined by
past behavior, as it does not allow for simple mistakes, is too rigid in assuming people will always act based on what they
learned early in childhood, and does not allow for the possibility of change.
Finally, a crucial problem with the theory is the difficulty in scientifically testing its fundamental assumptions.
REFERENCE; encyclopidia of educationa psychology
Sigmund Freud failed to include evidence of the impact of the environment on the individual throughout his
theory.
The theory is lacking in empirical data and too focused on pathology.
This theory lacks consideration of culture and its influence on personality.
These limitations have led to the resolution that much of modern research does not support many of its notions.
14. Horney disputed this theory, calling it both inaccurate and demeaning to women. Instead, Horney proposed that
men experience feelings of inferiority because they cannot give birth to children
REFERENCE, wikipidia
Implications of Carl Jung s theory of personality
Perceiving Learning Style
Learn ers tend to focus more on indulging their curiosity rather than making decisions. They prefer to
keep their options open. If you tend to start many projects at once (often without finishing any of them),
avoid strict schedules, and jump in to projects first without planning, you might be a perceiving learner
Judging Learning Style
learners prefer order and structure, which is why they tend to plan out activities and schedules very
carefully. If you are highly organized, detail-oriented, and have strong opinions, you might be a judging
learner.
Feeling Learning Style
Individuals with this learning style are interested in personal relationships, feelings, and social harmony.
If you base decisions on emotions and dislike conflict, you might have a feeling learning style.
Thinking Learning Style
Thinking learners utilize rationality and logic when dealing with problems and decisions. These learners
often base decisions on personal ideas of right, wrong, fairness, and justice.
Intuitive Learning Style
, intuitive learners enjoy considering ideas, possibilities, and potential outcomes. These learners like
abstract thinking, daydreaming, and imagining the future.
Sensing Learning Style
preferring to rely on information gained through experience. While people with a sensing learning style
enjoy order and routine, they also tend to be very quick to adapt to changing environments and situations
Introverted Learning Style
Learners prefer individual work and abstract ideas.
Introverted learners enjoy generating energy and ideas from internal sources, such as brainstorming,
personal reflection, and theoretical exploration.
Extraverted Learning Style
Learning activities that benefit extraverted learners include teaching others how to solve a problem,
collaborative/group work, and problem-based learning. If you enjoy teaching others, participating in a
group and learning by experience, you are probably an extraverted learner.
ADLER
15. Key points about adler
Four main points which pushed ADLER to establish his own theory of individual psychology AND this
is also a kind of comparison between Adler and Freud:
First, Freud reduced all motivation to sex and aggression, whereas Adler saw people as being
motivated mostly by social influences and by their striving for superiority or success.
Second, Freud assumed that people have little or no choice in shaping their personality, whereas
Adler believed that people are largely responsible for who they are.
Third, Freud’s assumption that present behavior is caused by past experiences was directly
opposed to Adler’s notion that present behavior is shaped by people’s view of the future.
Fourth, in contrast to Freud, who placed very heavy emphasis on unconscious components of
behavior, Adler believed that psychologically healthy people are usually aware of what they are
doing and why they are doing it.
Theory of Moral Development
A theory depends on cognitive development in studying children’s learning
how to differentiate right from wrong and make decisions.
Piaget
According to Piaget, children’s moral development goes through two main stages:
Heteronomous morality: the stage at which children think that rules are
unchangeable and that breaking them leads automatically to punishment.
Autonomous morality: the stage at which children understand that people
make rules and that punishment is not automatic.
Kohlberg
Kohlberg believed much of Piaget's theory but thought it should be extended into
adolescence and adulthood. He generated 3 main levels for human’s development:
16. Pre-Conventional Moral Development: I will do what I am supposed to do
In order to avoid punishment
Conventional Moral Development: I will do what I am supposed to do as
things work out better when everyone follows the rules.
Post-Conventional Moral Development: I will do (or won’t do) what I am
supposed to do because I think (or don’t think) it is the right thing to do.
Moral Development in the Classroom
• Decisions based on trust could be based on how “morally developed” a student
is. (Classroom management)
• Using this theory to improve students and progress them morally could be
useful.
• The theory tracks an individual's level of moral reasoning by assigning him to
one of six stages, where the first stage is a basic submission to authority and
the last is universal ethics for all.
• By creating classroom policy, students can advance from stage one submission
to stage three where they are accountable within the small classroom
community.
• Make time for role play, whether it be related to the curriculum or used as a
problem solving tool.
• The classroom is an ideal laboratory in which students can test hypothetical
situations and potential consequences. Teachers must recognize the cognitive
17. abilities of those in their class and maximize these abilities through problem-
solving activities.
Criticisms of the moral development theory
• Kohlberg’s work involves only boys
• Kohlberg’s theory is heavily dependent on an individual’s response to an
artificial dilemma. This brings question to the validity of the results obtained
through this research.
• Young children can often reason about moral situations in more sophisticated
ways than a stage theory: Children as young as 3 or 4 years old use intentions
to judge the behavior of others.
• Many individuals at different stages behave in the same way, and individuals at
the same stage often behave in different ways
References:
- Educational Psychology, theory and practice. Robert E. Slavin Johns ( Hopkins University)
- Encyclopedia of Educational Psychology.
-
18. Humanism
-
- Humanistic approach introduced by the ideas of Scholars like
Erickson, Roger, and Maslow began to permeate the field of
second language teaching and learning towards the end of 1970.
According to Lei (2007) humanistic approach emphasizes the
importance of the inner world of the learner and places the
individual’s thought, emotions and feelings at the forefront of all
human development.
- The receiver in education is considered first a human being, and
then considered a learner.
-
- Humanistic education is after all committed to a social and
intellectual climate defending students against intellectual
oppression, physical punishment, and dishonor.
- Humanistic education is therefore interested in educating the
whole person-the intellectual and also the emotional dimensions.
It is most directly related to what is referred to as the ‘third
force’.
- Lei (2007) maintains that the humanistic educations is
characterized by learner-centeredness in which the aim is not
merely developing the cognitive and linguistic capabilities of the
learners but also paying attention to the learners' emotions and
feelings.
-
19. APPLICATIONS LIMITATIONS
-The teacher should encourage the power of -The humanist educator is focused on how the
critical thinking in students.( active learners) student develops instead of what the student
learns.
-Respect should be paid to students as
independent thinkers who are proficient at Other limitations
particular mental processes, such as analyzing,
inferring, synthesizing and evaluating.
-Earl Stevick (1980) remarks: “in a language Experience Needed: Finding teachers
course, success depends less on materials, suitable for the humanist classroom proves to
techniques and linguistic analyses, and more on be a challenge.
what goes on inside and between the people in the
Learning Styles: These learning styles and
classroom”.
their evaluations tend to be very unorganized
-Allow student to use a learning style that suits
and unwieldy.
them.
Group Emphasis: While the humanist
-the teacher should have sincere emotion and approach in the classroom puts emphasis on
express brief, understanding and unconditional the individual, students spend much of the
care for the students. time in class working in groups.
-The teacher’s task is not to teach the students Lack of Competitiveness: The idea of
how to learn, but to offer learning methods, and competition is de-emphasized.
the students learn by themselves. The teacher
should not live as “teacher” but a “facilitator”. -They emphasize the Student’s Potential
Unilaterally, Ignoring the Effect of
Environment and Education.
-The relationship between the teacher and the
student is no longer that of the “kettle and cup”. -They emphasize the Center Position of
Students Excessively, Influencing the
-The teacher should encourage students to Sufficiency of Education and Teaching.
develop freely so that they can try uncertain and
unknown fields. (Unconditional positive regard). -Extending the Students’ Interests and Hobby
Excessively, Underestimating the Power of
Society and Education.
Factors to develop the relationship between the
teacher and students -Underestimating the Effect of Teacher.
Genuineness Acceptance
Both of them should The teacher and That humanism psychology emphasizes the
express their emotion students should emotional communication between teachers
directly without any accept each other’s and students is reasonable, but letting the
cheat and false. emotion and concept. teacher humor the concept of students is
unacceptable.
20. -The teacher can accept the students’ fear and -They put extreme emphasis on Ss’ emotions
hesitation when they meet new problems, and and forget the main focus of learning which is
should accept their satisfaction when they cognitive development.
achieve their aim.
- The humanist teacher is mostly concerned
Student-Centered Teaching with the students' self-esteem and self-
The teacher’s task is not to teach the students concept, and places less emphasis on the
how to learn, but to offer learning methods, and material taught.
the students learn by themselves.
Basic tips to follow students-centered teaching
(1) Let the students decide the content and -Humanism ignores the unconscious mind.
the motivation of learning by themselves.
If the students don’t have the motivation to learn,
they will learn nothing.
(2) Let the students evaluate themselves
Using self-evaluation can make the students
know how he learned and whether they have
achieved their aims, and how to make progress.
(3) The students master their own learning
approach
The students should not only master the general
learning approach, but also a special learning
approach for a certain subject.
References:
- Application of Humanism Theory in the Teaching Approach: Department of Foreign Language
Teaching, Inner Mongolia University for the Nationalities, China.
- Humanistic Education: Concerns, Implications and Applications by Mohammad Khatib, Allameh
Tabatabaie University, Iran
- http://www.simplypsychology.org/humanistic.html#sthash.NzQMrWbo.dpuf
-http://www.ehow.com/list_7691322_disadvantages-humanist-approach-
classroom.html#ixzz2MEpshqLO