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"learning should focus on practical life experiences and social…
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Lev Vygotsky
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social constructivism- both culture and environment play a role in how we understand the world around us
language, stories, works of art, signs and models, should be introduced to children in school because they are cultural tools
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formative assessment instead of summative (working towards levels rather than if they are actually there)
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Jean Piaget
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4 stages of development: sensorimotor (0-2); preopperational (2-7); concrete operational (7-12); formal operational (12-19)
importance of play as a vehicle for learning (symbolic play is how children make sense fo the world around them)
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children have different intellectual capabilities depending on where they are in their developmental stages
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Benjamin Bloom
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cognitive domin taxonomy as knowledge, comprehension, application, analysis, synthesis, and evaluation
affective domain taxonomy as receiving, responding, valuing, organizing and conceptualizing, and characterizing by value or value concepts
psychomotor domain taxonomy as reflect movements, basic fundamental movements, perceptual abilities, physical abilities, skilled movements, and non-discursive communication
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Urie Bronfenbrenner
looked at the whole of the child (child, family, society, economics, politics)
each layer of a child's environment has an effect on the developing child which creates a unique experience for each individual
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factors influencing human development are very much dependent on the characteristics of the individual and their unique interactions with the environment
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teachers, especially in the earlier years, need to have good communication with parents to help children succeed
Maria Montessori
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importance of freedom and individual choice which give children confidence and active agents in their own learning
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Carol Dweck
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incremental theory- students typically welcomed challenge, worked hard and had little fear of failure
entity theory- learners see failure in their learning as a personal failure which is irretrievable, which in turn affects their self-concept
contingent self-worth- when people believe you are worthy when you succeed and unworthy when you do not
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Albert Bandura
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social learning theory- behavior is explained by continuous reciprocal interaction between behavior and it's controlling conditions
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Jerome Bruner
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children convert experiences into knowledge through action, imagery, and symbols
interests, motivation, and culture should be at the fore
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Paulo Freire
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banking concept of education where learners are passive receivers of information delivered to them to memorize and regurgitate as an oppressive model of eduction
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teacher's role is to help learners create a critical aptitude and encourage the learners' historic and cultural backgrounds to help stimulate the content to be studied
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David Kolb
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learning: concrete experiences --> abstract conceptualization --> reflective observation --> active experimentation
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