unit 11

learn

to gain knowledge or skill in something by studying, experience, or being taught

aristotle

philosopher’s take on learning: sensory experience (what we know is a product of what we take in thru 5 senses)

plato

philosopher’s take on learning: introspective process of thot and reflection

confucius

philosopher’s take on learning: moral and ethical endeavor w/ goal of becoming fully human

banking-style

misconception learning belief that if knowledge is a product, than teacher must have it and gives it to the student

behaviorism

pavlov classical conditioning

behaviorism

watson and skinner: learn due to arrangement of particular stimuli in an env; can change behavior by manipulating the stimuli

behaviorism

to know if indi has learned is by observing behavior change

operant conditioning

rewards and punishment as + and - reinforcement (behaviorism)

behaviorism

too simplistic; too mechanistic and controlling; fails to tap into learner’s deeper motivations/needs

behaviorism

learning theory that works best when the task is routine (something monotonous or repetitive; doesn’t require a lot of creative thinking)

behaviorism

learning is task dependent

humanism

learning is about the development of the person

humanism

focuses on the whole person (mind, body, spirit)

physiological needs (hunger/thirst), safety, love/belonging, esteem, self-actualization

maslow’s hierarchy of needs (bottom to top)

self-actualization

heart of humanism; desire to become everything that 1 is capable of becoming; unique for everyone

cognitivism

learning theory that focus on learner’s mental process

cognitivism

thinking and processing occurs btwn stimuli from env and the resulting behavior

mature organism model

pain experience; input is transmitted thru CNS → cog/emotional processing (prior experience, beliefs, personal/env factors) → output

cog load theory

stimuli → attention (sensory memory) → working memory → long-term memory

cog load theory

amount of info that can be taken in at a time and use w/in our working memory

chunking

info is best received and utilized in 2 or 3 bits of info at a time; 7 is the most we can handle, plus or minus 2

system 1

fast, non-analytical, pattern recognition

system 2

slow, analytical, hypothetical deduction

social cog theory

learning occurs in a social env; learn thru observation of others

social cog theory

bandura proposed a relationship btwn personal, env, and behavioral factors

compassion

desire to id w/ or sense something of another’s experience

caring

concern, empathy, consideration for needs/values of others

constructivism

creating meaning from experience; knowledge isn’t so much obtained as it is created by the learner

constructivism

knowledge is created by the learner

constructivism

combines social cog theory, behaviorism, cognitivism, and humanism

constructivism

2 ppl can experience same moment but meaning and takeaway is unique to each indi due to many factors

zone of prox development

“can do w/ guidance” is btwn “can’t do even w/ guidance” and “can do indeply”

scaffolding

strategically adding info in a digestible way to build on what learner knows; keeps learner w/in zone of prox development

andragogy

how adults learn differently from children

pedagogy

science of teaching children

situated cog theory

explains importance of relationship btwn PT, pt, space, time

situated cog theory

PT sets situation up in a professional/therapeutic way to help shape the meaning that the pt constructs