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Learning Theories - Coggle Diagram

- - - - influenced by:
        James Mark Baldwin (an American philosopher and psychologist),
        Pierre Janet (a French neurologist, and psychologist) and
        C. H. Waddington (a British embryologist)
      - Piaget’s THEORY OF CONGINTIVE DEVELOPMENT
        
        Schemas: The building blocks of knowledge (like Lego).
        
        the child develops a mental pattern to understand his or her world. In addition, the child can use other templates or patterns, adapt it and use it in conjunction with his or her own schema that was constructed using their own experiences. These experiences have been acquired through assimilation and accommodation.
        
        Adaptation processes: These allow the learner to transition from one stage to another. He called these: Equilibrium, Assimilation and Accommodation.
        
        Equilibration is part of all 4 cognitive stages as it urges the child on through the stages of the learning theory. Assimilation causes a shift in world view. If the schema isn’t developed enough to allow assimilation, accommodation occurs. In accommodation, the Schema needs to be adapted. Once the schema has been changed it returns to equilibrium. Therefore, learning is a constant cycle of Assimilation; Accommodation; Equilibrium; Assimilation and so on.
        
        Stages of Cognitive development:
        Sensorimotor;
        Preoperational;
        Concrete Operational;
        Formal Operational.
        
        Sensorimotor Stage.
        (0 to 2 years old)
        
        Learning Via senses and body movement
        This is the stage where they discover textures, recognise people, objects, and different sights, and learn emotions as well.
        
        Preoperational Stage (two to seven years old)
        
        stages of learning theory include the development of language skills and abstract thinking. This is done through various means such as imitation, drawing, imagination (mental imagery) and verbal expressions of thoughts (evocation)
        
        Concrete Operational Stage
        (the seven to eleven years old)
        
        The child becomes more concrete and logical in their thinking. As more rational beings, they are able to understand aspects such as conservation. This means that an object can remain the same even if it changes shape, size, height or volume (for example an object such as water).
        
        The Operational Stage (eleven years to adulthood)
        
        child establishes the final cognitive learning skills that include finding solutions to problems, use logical reasoning and are able to understand abstract concepts. They are now able to use deductive reasoning to analyse situations and other aspects of the environment. The eleven year old (into adulthood) can now find possible solutions and new theories based on prior knowledge.
        
        5? interdisciplinary problem solving - applying a schema to an unrelated context
        
        cognitive
        load theory
    - - THEORY OF LEARNING
        
        DEF
        "social learning is an integral part of cognitive development and it is culture, not developmental Stage that underlies cognitive development. Because of that, he argues that learning varies across cultures rather than being a universal process driven by the kind of structures and processes put forward by Piaget"
        
        NB ZPD
        Zone of Proximal Development
        
        children and those they are learning from co-construct knowledge
        
        As the child develops, the ZPD gets bigger because they can do more on their own
        
        elementary mental functions
        
        attention
        
        sensation
        
        perception
        
        memory
        
        culturally unique methods
        e.g. west = mind maps + note taking;
        others may use stories
        
        NB Scaffolding
        
        process of enlarging the ZPD is called Scaffolding
        
        Knowing where that scaffold should be set is massively important and it’s the MKO’s job to do that so that the child can work independently AND learn collaboratively
        
        NB LINKS TO ROSENSHINE"S PRINCIPLES OF INSTRUCTION
        
        NB MKO
        More Knowledgeable Other
        
        a person who literally knows more than the child. Working collaboratively, the child and the MKO operate in the ZPD
        
        LANGUAGE
        
        language is at the heart of all this because a) it’s the primary means by which the MKO and the child communicate ideas and b) internalising it is enormously powerful in cementing understanding about the world.
        
        language and thought become intertwined at about 3 years and become a sort of internal dialogue for understanding the world = GET LANGUAGE FROM social environment which contains all the cognitive/linguistic skills and tools to understand the world
        
        internalisation of speech becomes Private Speech (the child’s “inner voice”) and is distinct from Social Speech, which occurs between people
        
        Over time, Social Speech becomes Private Speech = that’s Learning because the child is now collaborating with themselves!
    - - THE COGNITIVE DOMAIN
        Bloom's taxonomy
        1956
        
        1) knowledge
        
        1) remember
        
        recall fact and basic concepts
        
        2) understanding
        
        2) understand
        
        explain ideas and concepts
        
        3) application
        
        3) apply
        
        use information in new situations
        
        4) analysis
        
        4) analyse
        
        make connections between ideas
        
        5) Synthesis
        
        5) Evaluate
        
        justify a stand or viewpoint
        
        6) Evaluation
        
        6) Create
        
        produce new or original work
        
        DEF: objectives that are related to cognition could be divided into subdivisions and ranked in order of cognitive difficulty
      - AFFECTIVE DOMAIN
        Krathwohl & Bloom 1964
        aka feeling domain
        
        1) receiving
        
        Being aware of an external stimulus (feel, sense, experience)
        
        2) responding
        
        Responding to the external stimulus (satisfaction, enjoyment, contribute)
        
        3) valuing
        
        Referring to the student’s belief or appropriation of worth (showing preference or respect).
        
        4) organisation
        
        The conceptualising and organising of values (examine, clarify, integrate.)
        
        5) characterisation
        
        The ability to practice and act on their values. (Review, conclude, judge).
        
        DEF: concerned with feelings and emotions and also divides objectives into hierarchical subcategories
      - PSYCHO-MOTOR DOMAIN
        Harrow
        
        4) Physical abilities
        
        abilities like strength, endurance, dexterity, flexibility etc
        
        5) Skilled movements
        
        movements learned for sport (twisting the body in high diving or trampolining), dance or playing a musical instrument (placing fingers on guitar strings to produce the correct note). >> these types of movements turn into “muscle memory”.
        
        3) Fundamental movements
        
        set of abilities that allow us to sense world around us and coordinate our movements in order to interact with our environment. e.g. visual, audio and tactile actions.
        
        6) Non-discursive communication
        
        body language (communication without words or writing): facial expressions, posture and gestures
        
        2) Fundamental movements
        
        those actions that are the basic movements, running, jumping, walking etc & commonly form part of more complex actions such as playing a sport.
        
        DEF: objectives that are specific to reflex actions interpretive movements and discreet physical functions; how we use our bodies and senses to interact with the world around us, such as learning how to move our bodies in dance or gymnastics
        
        1) Reflex movements
        
        movements that we possess from birth or appear as we go through puberty. They are automatic, i.e. they do not require us to actively think about them e.g. breathing, opening and closing our pupils
        
        are hand-draughting skills psychomotor?
- - - - “We begin with the hypothesis that any subject can be taught in some intellectually honest form to any child at any stage of development”.
      - 3 key ideas
        
        Students revisit the same topic multiple times throughout their school career. This reinforces the learning each time they return to the subject.
        
        The complexity of the topic increases each time a student revisits it. This allows progression through the subject matter as the child’s cognitive ability develops with age.
        
        When a student returns to a topic, new ideas are linked with ones they have previously learned. The student’s familiarity with the keywords and ideas enables them to grasp the more difficult elements of the topic in a stronger way.
- - - - teacher is facilitator