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LEARNING THEORY - Coggle Diagram

- - - - The degree to which we notice the behavior.
      - The behavior must be interesting and able to catch the learner's attention
    - - How well we remember the behavior
      - The learner must remember the action to copy the behavior
    - - The ability to convey the behavior
      - The imitation is limited to the learner's mental/physical abilities
    - - The will to emulate the behavior
      - The success rate of the behavior towards the learner will effect the will to keep potraying this behavior
- - - - Learning is defined by the outward espression of new behaviors
        
        Focus on solely on observable behaviors.
        
        A biological basic for learning
        -Learning is known as Context-Independent.
        
        Behaviorism in the Classroom:
        -Rewards and punishments
        -Responsibility for student learning rests squarely with the teacher.
        -Lecture-based and Highly structured
- - - - COGNITIVE LEARNING THEORY:
        
        Discovery Learning- Jerome Bruner
        *Bruner said anybody can learn anything at any age, provided it is stated in terms they can understand.
        
        Powerful Concepts
        -Transfer to many different situations
        
        Only possible through Discovery Learning.
        -Confront the learner with problems and help them find
        solutions. Do not present sequenced materials.
        
        Meaningful Verbal Learning- David Ausubel.
        *Advance Organizers.
        -New material is presented in a systematic way and is
        connected to existing cognitive structures in a meaningful way.
        -When learners have difficulty with new material, go back to the
        concrete anchors (Advance organizers). Provide a Discovery
        approach and they'll learn.
        
        Cognitivism in the Classroom:
        
        Inquiry-oriented projects
        
        Opportunities for the testing of hypotheses
        
        Curiosity encouraged
        
        Staged scaffolding