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Learning can be shown by observed change in behavior
Behaviors are shaped by contingencies of reinforcement (positive reinforcement, negative reinforcement, and punishment) that lead to desired responses
Learning is shaped by providing optimal instructional conditions
Different skills require different learning conditions
Conditions include “the nine events of instruction” and a “skills hierarchy” approach
Learning is fostered by using a system of instruction
An Instructional system is designed by: stating goals and objectives, doing task analysis to set a learning sequence, matching assessment and instruction to objectives, creating materials, and field-testing and revising materials
Learning is encoding information into human memory
There are three kinds of stores: Sensory registers, short-term or working memory, and long-term memory
Learning is shaped by innate intelligences: Linguistic, Musical, Logical-mathematical, Spatial, Bodily-kinesthetic, Intrapersonal, Interpersonal, and Naturalist.
Learning results from behaviors, environment, and personal factors
Students learn by their own actions or others’ actions (models)
Motivation to learn is shaped by learner’s belief in own abilities to accomplish actions needed for learning
Learning is cognitive growth through neurological and social maturation
Children go through stages of cognitive development by interacting with their environment
When children confront unknowns, they respond with assimilation or accommodation
Learning is cognitive development shaped by the experiences and the influence of culture
Adults and children perceive the world differently (Zone of Proximal Development)
Adults help children bridge this zone through scaffolding (helping children build on what they already know)
Learning is individual growth that comes through social experiences
Growth is fostered by hands on activities connected to real experiences
A school curriculum should arise from students’ interests and be taught as integrated topics
Learning is cognitive growth through interaction with the environment
Children understand and remember better when they discover during interaction with the environment
Teachers support discovery learning by providing opportunities for exploring and manipulating objects and doing experiments