§The importance of observing and modelling the behaviours, attitudes and emotional reactions of others.
§The three-way interaction among the environment, personal factors and behavior models is responsible for much learning.
ATTRIBUTION THEORY (Weiner
§Identify ways by which individuals seek understanding for events taking place in their world.
§Cognitive process needed – meaningful, understanding and organizational
abilitiesMOTIVATION (Keller -1983)
§Interest – arousing and sustaining the attention and curiosity
§Relevance – relate to personal needs
§Expectancy – connect success to personal effort and ability
§Satisfaction – combining extrinsic rewards and intrinsic motivation to influence the accomplishment.
EXPERIENTIAL LEARNING (C.Rogers
•Applied knowledge verses academic knowledge
•Experiential learning is equivalent to personal growth.
•Learning is facilitated when students participate, have direct confrontation with practical, social, personal problems and when there is self-evaluation.
MULTIPLE INTELLIGENCES (H.Gardner)
•There are a number of distinct forms of intelligence that each individual possesses in varying degrees.
•7 Primary forms – linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal and interpersonal.
LATERAL THINKING (DeBono
To get a different perspective on a problem, try breaking the elements up and recombining them in a different way.
MASTERY LEARNING (John B. Carrol, 1963)
•It suggests that the focus of instruction should be the time required for different students to learn the same material.
•Aptitude is primarily a measure of time required to learn.
TAXONOMIES – Benjamin Blooms (1956)
•Levels of intellectual behavior in learning.
•Cognitive, Psychomotor and Affective domains.
•6 levels of cognitive learning:
- Knowledge ( recalling information)
- Comprehension (interpreting information)
- Application (Applying information)
- Analysis (Breaking information into parts)
- Synthesis (bringing together elements of information to form new whole)
- Evaluation (making judgments against agreed criteria)
AFFECTIVE DOMAIN (Krathwol 1964)
•This domain relates to emotions, attitudes, appreciations, and values (enjoying, respecting, supporting)
PSYCHOMOTOR – Harrow (1972)
•6 levels of psychomotor taxonomies:
- Reflex
- Fundamental movements (esp. young children
- Perceptual abilities (catch, write, manipulate)
- Physical abilities
- Skilled movements (play, swim, use)
- Non-discursive communication (Express, create, design, interpret)
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