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Learning Theory - Coggle Diagram

- - - - Musical
      - Naturalist
      - Kinesthetic
      - Interpersonal
      - Logical-Mathematical
      - Intrapersonal
      - Visual-Spatial
      - :Verbal-linguistic
- - - - Processing of parts and wholes
      - Focused attention & peripheral perception
      - Emotions are critical
      - Conscious & unconscious processes
      - Patterning
      - Several types of memory
      - A search for meaning
      - Embedded learning sticks
      - whole body learning
      - Challenge & Threat
      - Brain is a parallel processor
      - Every brain is unique
- - - - Discovery Learning (Jerome Burner)
        
        Anybody can learn anything at any age, providing they can understand
        
        Powerful Concept where it confronts the learner with problems and help them find solutons
      - Meaningful Verbal Learning (David Ausbel)
        
        Advance Organizers where new material is presented in a systematic way and coonected to existing cognitive structures
        
        If they have difficulty, go back to concrete anchors. Provide a Discover Approach
      - Critiques
        
        Knowledge is absolute
        
        Little emphasis on affective characterisitcs
        
        Input-Process-Output is mechanistic and deterministic
        
        Does not account enough
    - - Inquiry oriented projects
      - Curiosity encouraged
      - Staged scaffolding
      - Opportunities for test of hypotheses
- - - - Experiential activities
      - Personal focus
      - Journalling
      - Collaborative and cooperative laerning
    - - Contextualised
      - An inherently social activity
      - A search for meaning by learner
      - Responsibility of learner
      - Dialogic and cursive
    - - Less rigorous than traditional approaches to instruction
      - Does not fit well with traditonal age grouping and rigid terms
      - Suggest that knowledge is neither nor absolute
- - - - Stimulus is presnted in order to get reponse
    - - The rssponses is made first then reinforcement follows
    - - Rewards and Punishments
      - Lecture based
      - Responsibility of student learning squarely with teacher
    - - Knowledge is absolute
      - One size fits all
      - Programmed instruction and teacher proofing
      - Advocates for passive student learning with teacher centric environment
      - Does not account for process taking place in mind (cannot be observed)
- - - - Attend to pertinent clue
      - Code for memory
      - Retain in memory
      - Reproduce the observed activity accurately
      - Posssess sufficient motivation
    - - Nurture of the model
      - Capability of model
      - How learner perceives self and model
      - Power the model seems to have
      - How many model the learner observes
    - - Children believe to be the model
      - Children experience emotion like a model
      - CHildren want to be model
      - Children act like model
      - SLT in class
        
        Modelling responses and expectations
        
        Opportunities to observe experts
        
        Group work
    - - Emotion and motivation are not connected to learning
      - Does not include individuality, context and experience as mediating factor
      - Students learns opposition of active learner