Please enable JavaScript.

Coggle requires JavaScript to display documents.

COMPARISON OF MAJOR LEARNING THEORIES, Indicates the relationship between…

- - - - Example of operant conditioning
        
        Responses (Behavior)
        
        Lesson revision
        
        Stimulus (Reinforcement)
        
        Reward with good grades
        
        Effect on behavior
        
        Motivation to study increases
        
        Operant behavior
        
        Positive Reinforcement
        
        Rewarding stimulus
        
        Negative Reinforcement
        
        Removal unpleasant stimulus
        
        Basic Processes in Operant Conditioning (B.F.Skinner)
        
        1) Acquisition – Shaping process
        
        2) Extinction – Removal of a positive reinforcement
        
        3) Stimulus Generalization - Learn to discriminate
        
        4) Stimulus Discrimination - Original discriminative stimulus
    - - Extinction – Weakening Conditioned Responses
      - Spontaneous Recovery – Resurrecting Responses
      - Acquisition – Forming New Responses
      - Stimulus Generalization- Influence with other sound
      - Stimulus Discrimination- Sound of the Bell
      - Higher-Order Conditioning- Unconditioned stimulus
- - - - Knowledge (Stored in memory)
      - Attitude (positive/negative)
      - Mental Operation
        
        Cognitive
        
        Skill
        
        Critical Thinking
        
        Creative Thinking
        
        Strategy
        
        Decision Making
        
        Problem Solving
        
        Metacognitive
        
        Planning, direct,control,check,assess and reflect
  - - - Piaget’s Cognitive Learning Theory Process (1970)
        
        1) Schema
        
        Physical development and learning process
        
        2) Adaptation
        
        Changes in schema
        
        3) Equilibration
        
        Stages of cognitive development
        
        5) Accommodation
        
        Ability to change new information
        
        4) Assimilation
        
        Process of taking information
        
        (Fish VS Gold Fish)
        
        Information Processing Model of Learning (R.M. Gagne)
        
        Environment
        
         Stimuli
        
         Sensory-organ Recorder
        
         Short-term memory
        
         Long-term memory
        
         Response operator
        
         Implementation/Control (Behavior)
        
        Metacognition (Flavell 1976)
        
        Refer to a kind of thinking, plan, direct, control, examine, evaluate, creative thinking and make decision to solve the problem.
        
        2) Metacognitive skill
        
        3) Metacognitive experience
        
        1) Comprehension monitoring
        
        2) Self checking
        
        3) Aim of reading
        
        1) Metacognitive knowledge
    - - 1) Sensory-motor stage
        
        By movement and sensations
        
        (Birth to 2 years)
      - 2) Pre-operational stage
        
        Egocentric and struggle
        
        (2 to 7 years)
      - 3) Concrete Operational stage
        
        Think logically
        
        (7 to 11 years)
      - 4) Formal Operational stage
        
        Use deductive logic
        
        (Age 12 and up)
- - - - Interaction of person's individual and behavior influenced by thoughts and actions
    - - Interaction of behavior and environment affects their behaviour
    - - Individuals and environments develop and modified social influenced
    - - 2) Retention
        
        Memory using language and imagination
      - 3) Reproduction
        
        Psychomotor of imitating skill and memorize observed behavior
      - 1) Attention
        
        Concentrate and observing
      - 4) Reinforcement/ Motivation-
        
        Positive reinforcement or reward
- - - - Collaborative assimilations and accommodations for gain new knowledge.
    - - Intrinsic and Extrinsic. Learning goals and motives by learners and rewards by the knowledge community.
    - - Knowledge socially constructed
    - - Group work and collaborative learning. Guidance by the teacher or instructor
  - - - Able to learn and perform various tasks with guidance from others
        
        Potential Development Limit
        
        Unable to learn or perform any task even with guidance
        
        Most difficult task that can be learned or performed with guidance from others
        
        Pupil's Actual Development
        
        Able to learn and perform task individually
        
        Most difficult task that can be learned or performed individually
      - Zone Proximal Development (ZPD)
        
        Students cant do yet even with the educators
        
        Learner can learn with educators
        
        Student learn by their own
    - - Vygotsky's Theory
        
        Learners cognitive development largely influenced by the social cultural environment
        
        Development may different by the cultures
  - - - Active assimilation and accommodation of new information
    - - Learners set their goals and self-motivated to learn
    - - Knowledge system actively structured
    - - Teacher provides environment that promotes assimilations and accomodation
  - - - Social cognitive conflicts
- - - - Easy to understand
      - Help in improve ability level of learners
    - - Teaching method that helps learners effectively
        
        Learn through educator
        
        Working with people have broad ideas or knowledge
        
        Smaller chunks can expend their understanding level
    - - Classify into groups or pair with high ability skill learner and low ability skill learner
- - - - The anxious and alienated learners
        
        Learners can easily give up, stress with facing new challenges
      - The cunning and desperate learners
        
        Learner who are searching for easy or alternative ways to overcome the challenges. Ex: Copy friend's assignment, plaigarism, and rewrite senior's post assignments
      - The lost and uncertain learners
        
        Learners go with the flow and do not have any goal to succeed
      - The intellectual and motivated learner
        
        Learners those have goal to achieve in learning, hardworking and have motivation to succeed
  - - - They learn better when they understand, able to reflect
        
        Family
        
        Work
        
        Health
    - - Develop autonomy in learning process,make own decision, self-direction
    - - Prior knowledge and experience
    - - If learning is relevance they apply it
    - - Life centered,problem or task oriented
    - - Learn better when they keep on motivated
  - - - Professional's confidence
    - - Never enough
    - - Financial commitments