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LEARNING, To develop competence in an area: - Coggle Diagram

- - - - Learning = permanent change in behaviour
      - Principle of stimulus and response
    - - Skinner = Consequence (Behaviour --> Reward/ Punishment)
        
        Positive reinforcement
        
        Good behaviour can be encouraged by offering rewards
        
        Offer rewards for good behaviour
        
        Positive reinforcement has lasting effect than negative one
        
        Negative reinforcement
        
        Likelihood of poor behaviour can be discouraged by pairing it with unpleasant consequence
        
        Offer punishment for bad behaviour
  - - - People construct knowledge as opposed to receiving it
      - 4 stages of development
        
        Sensorimotor: Learning happens through touch and feel
        
        Pre-operational: Development of the ability to arrange objects logically
        
        Concrete operational: Development of ability to think logically about objects and events
        
        Formal operational: Development of abstract thinking and verbal reasoning
      - Schema
        
        Children develop a mental pattern to understand their world
      - Adaptation process
        
        Transition from 1 stage to another
        
        Equilibrium, assimilation and accommodation
        
        Assimilation: A child uses the schema to deal with a new thing/ situation
        
        Accommodation: Schema isn't able to explain the situation and needs changing
      - Application
        
        Learning may not be the results of age but at what stage people are at in their cognitive development
        
        Acknowledge efforts and achievements (BOTH)
    - - Thinking develop outside in
        
        People internalise as they interact
        
        People learn from MKOs (More Knowledgeable Others)
      - Scaffolding:
        
        Build interest and engage with people
        
        Break a task into smaller sub-tasks
        
        MKOs to support people
        
        Model ways of completing task for students to imitate and eventually they will internalise
    - - Remember > Understand > Apply > Analyse > Evaluate > Create
        Recall - Explain - Use - Connect - Justify - Produce
        
        Digital Taxonomy Verbs (Andrew Churches)
        
        Lower Order Thinking Skills (LOTS)
        
        Higher-Order Thinking Skills (HOTS)
        
        Remembering - Bookmarking | Copying | Highlighting | Searching
        
        Understanding - Journaling| Tweeting | Tagging | Subscribing
        
        Applying - Calculating | Charting | Editing | Uploading
        
        Analysing - Mind mapping | Surveying | Linking | Validating
        
        Evaluating - Grading | Testing | Posting | Moderating
        
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      - 3 domains
        
        Affective
        
        Subcategories
        
        Receiving - Aware of external stimulus
        
        Responding - Respond to the stimulus
        
        Valuing - Belief/ worth; students showing respect
        
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        Psychomotor
        
        Reflext movement - automatic; breathing, blinking
        
        Fundamental movement - Running, jumping, walking
        
        Perceptual abilities - sense the world and coordinate movements; visual, audio
        
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  - - - Humans are self-developing creature. We have natural inclination to learn
        
        Learning is enhanced when education experiences are aligned with these natural desires
        
        The goal: Enable each person to develop full potential
    - - Teacher is an authority or professional who facilitates the process of individuals at arriving to their solutions
        
        Congruence (Keselarasan)
        
        Being true to yourself and not afraid to express your feelings just to fit in
        
        Respect
        
        Accepting others for what they are in a non-critical and non-judgemental manner
        
        Empathy
        
        Willing to consider issues from others POV
      - Bates on good facilitation
        
        Start by setting the mood/ climate for class session
        
        Find out expectations of the session
        
        Have learning resources available
        
        Teachers must be flexible resource to be utilised by students
        
        Teachers must find out what learners/ students gained
        
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    - - Physical: Basic survival needs like food and shelter
        
        Psychological: Freedom from fear like certainty and stability
        
        Affiliation: Sense of belonging; love and affection
        
        Esteem: Self-belief and satisfaction such as reputation and respect
        
        Self-fulfillment: Reaching full potential
    - - Students' learning should be as self-directed as possible
        
        Subject of learning should be relevant to the lives/ personal interests of the students
        
        Educational experience should include full spectrum of human experience (emotions, creativity, relationships, imaginations and real-life problems)
        
        Schools should produce students who want and know how to learn
        
        Students learn best in a non-threatening environment
  - - - Responsible for higher cognitive functions; thinking, reasoning, imagination, decision making and problem solving
    - - Assemblies
        
        Connections
        
        Associations
        
        Synapses
        
        Audio
        
        Visual
        
        Tactile
      - Application by Bates, 2019
        
        Accept that people learn differently. Those who have greater capacity to organise knowledge will be able to make associations easier than others
        
        Teachers have to develop strategy to deal with learning levels in class
        
        Teachers must use teaching resources/ aids to support learning.