Download to the PDF file.

This list is not all inclusive. It will be updated regularly.
Click on theorists' names in order to read more. Information taken directly from websites listed.
BIG Name
Bandura
Bloom
Theory/Method
Additional Information
Social Learning Theory
"Most human behavior is learned observationally through modeling: from observing others, one forms an idea
of how new behaviors are performed, and on later occasions this coded information serves as a guide for
action." (Bandura) The theory has been called a bridge between behaviorist and cognitive learning theories. This
theory encompasses attnetion, memory, and motivation.
Bloom's Taxonomy
Framework for educational goals:
Level 1: Remember: Recall facts and basic concepts (define, duplicate, list, memorize, repeat,
state)
Level 2: Understand: Explain ideas or concepts (classify, describe, discuss, explain, identify,
locate, recognize, report, select, translate)
Level 3: Apply: Use information in new situations (execute, implement, solve, use, demonstrate,
interpret, operate, schedule, sketch)
Level 4: Analyze: Draw connections among ideas (differentiate, organize, relate, compare,
contrast, distinguish, examine, experiment, question, test)
Level 5: Evaluate: Justify a stand or decision (appraise, argue, defend, judge, select, support,
value, critique, weigh)
Level 6: Create: Produce new or original work (design, assemble, construct, conjecture,
develop, formulate, author, investigate)
Buehl
Strategies for Interactive
Strategies for comprehension in reading throughout various content areas.
Learning
Danielson
Four interconnected domains:
Domain 1: Planning and Preparation
Domain 2: The Classroom Environment
Domain 3: Instruction
Domain 4: Professional Responsibilities
Framework for Teaching
Four levels of proficiency:
Level 1: Unsatisfactory
Level 2: Basic
Level 3: Proficient
Level 4: Distinguished
Erikson influenced by Freud . . . psychosocial theory of development considers the impact of external factors,
parents, and society on personality development from childhood to adulthood.
Erikson
Flemming
Eight Stages:
1. Infant (Hope) - Basic Trust vs. Misrust
2. Toddler (Will) - Autonomy vs. Shame
Stages of Development
3. Preschooler (Purpose) - Initative vs. Guilt
4. School-Age Child (Competence - Industry vs. Inferiority
5. Adolescent (Fidelity) - Identity vs. Identity Diffusion
6. Young Adult (Love) - Intimacy vs. Isolation
7. Middle-aged Adult (Care) - Generativit vs. Self-absorbtion
8. Older Adult (Wisdom) - Integrity vs. Despair
VARK Modalities
VARK is a simple inventory that tells you things about yourself that you may or may not know. It can
be used to understand your boss, your colleagues, your parents, your workmates, your partner, your
customers, your teacher, your relatives, your clients and yourself. The acronym VARK stands for
Visual (V), Aural (A), Read/write (R), and Kinesthetic (K) sensory modalities that are used for learning
information. Fleming and Mills (1992) suggested four modalities that seemed to reflect the experiences
of the students and teachers. Modes do mix, so there is also Multimodality (MM).
Gardner
Multiple Intelligences
Lessons should be differentiated to accommodate various styles of learners: Verbal-Linguistic,
Logical-Mathematics, Bodily-Kinesthetic, Musical, Visual-Spatial, Interpersonal, Intrapersonal, and
Naturalistic
Seven Caring Habits:
Supporting, Encouraging, Listening, Accepting, Trusting, Respecting, Negotiating differences
Seven Deadly Habits:
Criticizing, Blaming, Complaining, Nagging, Threatening, Punishing, Bribing or rewarding to
control
Glasser
Choice Theory
The Ten Axioms of Choice Theory
1. The only person whose behavior we can control is our own.
2. All we can give another person is information.
3. All long-lasting psychological problems are relationship problems.
4. The problem relationship is always part of our present life.
5. What happened in the past has everything to do with
what we are today, but we can only satisfy our basic needs right now and plan to continue
satisfying them in the future.
6. We can only satisfy our needs by satisfying the pictures in our Quality World.
7. All we do is behave.
8. All behavior is Total Behavior and is made up of four components: acting,
thinking, feeling and physiology.
9. All Total Behavior is chosen, but we only have direct control over
the acting and thinking components. We can only control our feeling and physiology
indirectly through how we choose to act and think.
10. All Total Behavior is designated by verbs and named by the part that is the most
recognizable.
I Do (Modeling)
We Do (Guided)
You Do (Individual)
Pearson and
Gallagher /
Fisher and
Frey
Guided Release of
Responsibility
Jean Piaget's view of how children's minds work and develop has been enormously influential, particularly in
educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing
capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature
enough to do so. His research has spawned a great deal more, much of which has undermined the detail of his
own, but like many other original investigators, his importance comes from his overall vision.
Piaget
Developmental Stage
Theory
Adaptation: What it says: adapting to the world through assimilation and accommodation
Assimilation: The process by which a person takes material into their mind from the environment, which may mean
changing the evidence of their senses to make it fit.
Accommodation: The difference made to one's mind or concepts by the process of assimilation.
Note that assimilation and accommodation go together: you can't have one without the other.
Classification: The ability to group objects together on the basis of common features.
Class Inclusion: The understanding, more advanced than simple classification, that some classes or sets of objects are also
sub-sets of a larger class. (E.g. there is a class of objects called dogs. There is also a class called animals. But all dogs are also
animals, so the class of animals includes that of dogs)
Conservation: The realisation that objects or sets of objects stay the same even when they are changed about or made to
look different.
Decentration: The ability to move away from one system of classification to another one as appropriate.
Egocentrism: The belief that you are the centre of the universe and everything revolves around you: the corresponding
inability to see the world as someone else does and adapt to it. Not moral "selfishness", just an early stage of psychological
development.
Operation: The process of working something out in your head. Young children (in the sensorimotor and pre-operational
stages) have to act, and try things out in the real world, to work things out (like count on fingers): older children and adults
can do more in their heads.
Schema (or scheme): The representation in the mind of a set of perceptions, ideas, and/or actions, which go together.
Stage: A period in a child's development in which he or she is capable of understanding some things but not others
Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndike’s law of effect.
Skinner introduced a new term into the Law of Effect - Reinforcement. Behavior which is reinforced tends to be
repeated (i.e. strengthened); behavior which is not reinforced tends to die out-or be extinguished (i.e.
weakened).
Skinner (1948) studied operant conditioning by conducting experiments using animals which he placed in a
'Skinner Box' which was similar to Thorndike’s puzzle box.
Skinner
Operant Conditioning
B.F. Skinner (1938) coined the term operant conditioning; it means roughly changing of behavior by the use of
reinforcement which is given after the desired response. Skinner identified three types of responses or operant
that can follow behavior.
• Neutral operants: responses from the environment that neither increase nor decrease the probability of a
behavior being repeated.
• Reinforcers: Responses from the environment that increase the probability of a behavior being repeated.
Reinforcers can be either positive or negative.
The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive
development over the past several decades, particularly of what has become known as Social Development
Theory.
Vygotsky's theories stress the fundamental role of social interaction in the development of cognition Vygotsky,
1978), as he believed strongly that community plays a central role in the process of "making meaning."
Vygotsky
Social Development
Theory
Unlike Piaget's notion that childrens' development must necessarily precede their learning, Vygotsky argued,
"learning is a necessary and universal aspect of the process of developing culturally organized, specifically
human psychological function" (1978, p. 90). In other words, social learning tends to precede (i.e. come before)
development.
Vygotsky has developed a sociocultural approach to cognitive development. He developed his theories at
around the same time as Jean Piaget was starting to develop his ideas (1920's and 30's), but he died at the age
of 38 and so his theories are incomplete - although some of his writings are still being translated from Russian.
No single principle (such as Piaget's equilibration) can account for development. Individual development cannot
be understood without reference to the social and cultural context within which it is embedded. Higher mental
processes in the individual have their origin in social processes.