* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Download to the PDF file.
Attitude change wikipedia , lookup
Criminology wikipedia , lookup
Educational psychology wikipedia , lookup
Thin-slicing wikipedia , lookup
Social psychology wikipedia , lookup
Neuroeconomics wikipedia , lookup
Social Bonding and Nurture Kinship wikipedia , lookup
Verbal Behavior wikipedia , lookup
Sociobiology wikipedia , lookup
Attribution (psychology) wikipedia , lookup
Impression formation wikipedia , lookup
Behavior analysis of child development wikipedia , lookup
Neo-Piagetian theories of cognitive development wikipedia , lookup
Theory of planned behavior wikipedia , lookup
Organizational behavior wikipedia , lookup
Learning theory (education) wikipedia , lookup
Piaget's theory of cognitive development wikipedia , lookup
Descriptive psychology wikipedia , lookup
Developmental psychology wikipedia , lookup
Theory of reasoned action wikipedia , lookup
Cognitive development wikipedia , lookup
Albert Bandura wikipedia , lookup
Psychological behaviorism wikipedia , lookup
Behaviorism wikipedia , lookup
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.