Theory Week 11 Part 1

A change in knowledge attitudes skills that is measurable

learning

learning becomes permanent with ___

repetition

Sharing or providing ___ does not in itself constitute learning

knowledge

___ discuss the process of learning to affect change in knowledge acquisition and skill or behaviour performance

learning theories

No ___ without learning

teaching

what is an example of a behavioral learning theory

Stimulus-Response Model of Learning

This model is built on the idea that behavior is a reaction to a ___, something in the environment triggers a response from the learner

stimulus

This connects directly to ___ operant conditioning, which says that behavior is shaped by its consequences (rewards and punishments).

Skinner's

The core idea is that when a ___ is displayed, it gets reinforced — meaning it's strengthened and made more likely to happen again

desirable behavior

Importantly, this theory holds that behavior can be controlled and measured by systematically applying ___

consequences

Rewarding positive/desirable behaviors to encourage ___

repetition

Ignoring or punishing negative/undesirable behaviors to ___ them

discourage

In this model, ___ are behavioral objectives, meaning the goal of learning is to produce a specific, observable change in behavior

learning objectives

To make this manageable, learning is broken down into ___, measurable components that can be tested and tracked individually, rather than assessed all at once.

small

This approach has an important weakness: it focuses purely on behavior while leaving out the ___ (emotional) and cognitive (thinking) components of learning

affective

Because of this, undesirable behaviors that were suppressed through rewards and punishments may ___ once the learner leaves the learning/teaching environment

return

the cognitive field theories focus on…

Metal or cognitive processes of learning

the emphasis is on learner’s ___ rather than rewards for learning (cognitive field theories)

goals and motivations

thoughts ____ actions through motivation, and self-actualization is the key motivator (cognitive field theories)

influence

What you ___ about it influences what you do and your motivation, for e.g., if i do not perceive it in a positive way i am not motivated (cognitive field theories)

think

___ in this framework is understood as sequential and experiential, it unfolds over time through the ongoing interaction of behavior, mental processes, and the environment, all working together to help individuals adapt to the world

(cognitive development and interaction theories)

learning

The humanistic perspective sees emotions as a positive influence on learning and places human potential at its center — human potential is referred to as the ___ in psychology

(cognitive development and interaction theories)

"third force"

The idea is that humans are always ___ and becoming, constantly growing rather than being fixed

(cognitive development and interaction theories)

improving

A central question this theory asks is: "Do I feel good about myself?", since ___ deeply affects the capacity to learn.

(cognitive development and interaction theories)

self-perception

This approach emphasizes creating a sense of wonder in learners and aims toward ___ which is the realization of one's fullest potential

self-actualization

This shows up practically in things like ___, self-help frameworks, and the flipped classroom model

wellness programs

Information doesn't become memory all at once, it flows sequentially through three stores

sensory store, short term store, long term store

The entry point. Information is held here just long enough for cognitive processing to begin — it's extremely brief.

Sensory Store (Sensory Memory)

This is where the brain decides what from sensory memory is worth paying attention to

short term store (working)

If no action is taken to retain it, information is lost within about ____.

20 seconds

Information that is successfully processed and retained moves here for longer-term storage.

long term store

There are three main explanations for why we forget things we have learned

decay, interference, loss of retrieval cues

decay means you need to "use it or lose it"

Memory simply ___ over time when it isn't accessed or practiced.

fades

this is when something gets in the way. other information disrupts what we're trying to remember

interference

___ is when new information interferes with and inhibits the recall of old information

Retroactive Inhibition

this is when old information interferes with and inhibits the retention of new information.

Proactive Inhibition

When we remember something, we typically associate it with something familiar as an anchor.

When those associations weaken or disappear, we lose the pathway back to that memory — even if the memory itself is still stored, we can no longer easily access it

loss of retrieval cues

The central idea of this theory is that working memory has a limited capacity — it can only handle so much information at one time

cognitive load theory

To get around this limitation, the long-term memory creates ___ which are mental frameworks that organize and store large amounts of related information together

schemas

The inherent difficulty of the material itself — how complex the content is by nature

intrinsic load

The mental effort devoted to actually forming and building schemas — this is the "good" load that leads to real learning.

germane load

Unnecessary mental effort caused by poor presentation or design of information — this is the "bad" load that gets in the way of learning without adding any value.

extraneous load

Because working memory is so limited, effective teaching and learning requires three key strategies…

• break down info

• interact with content

• recognize when there is content overload

There are six core ___ that explain how and why adults learn

assumptions

1. Why I Need to Know — "Why do I care?" Adults need to understand the ___ qbehind what they're learning before they're willing to invest effort in it

reason

2. Self-Directed Self-Concept

Adults see themselves as capable, autonomous individuals. They prefer to take ___ and direction over their own learning rather than being told what to do in a top-down way.

ownership

3. Personal Experience as a Resource for Learning Adults bring ___ with them which becomes a foundation and resource for new learning. Adult learning builds on and connects to what they've already lived through

experience

4. Readiness to Learn Real-Life Situations

Adults become ready to learn when the content is relevant to ___ they are facing in their lives

actual situations

5. Immediacy of Orientation to Application

Adults are practical, they want to be able to ___ what they've learned right away

apply

6. Motivated by the Desire to Solve Immediate and Practical Problems

Adult learners are driven by ___, specifically the desire to solve real, pressing problems in their lives.

Unlike children who may be motivated by external rewards, adults are pulled forward by purpose and practicality.

internal motivation

Cognitive field theories suggest that self-actualization (the idea of becoming) is the ___ motivator for the change in perception and in learning

key

These learners absorb information best through listening and hearing

auditory

These learners learn best through doing and physical engagement

Tactile (Kinesthetic)

These learners prefer to approach content in a structured, logical, and detail-oriented way. They like to break things down step by step, think critically, and work through material systematically before arriving at the big picture.

analytic

These learners are the opposite of analytic — they prefer to see the big picture first before diving into the details

global

Talk about the topic with others and refine your notes with your new understanding for effective ___ notes

aural

what does multi modal mean

multiple different learning styles

Draw a ___ (Visual) while explaining concepts aloud (Aural).

diagram

Transform written notes (Read/write) into ___ (Kinesthetic).

physical demonstrations

Demonstrate (Kinesthetic) while ___ the reasoning behind what you are doing (Aural).

explaining

Write down the main points (Read/write), ___ them (Visual), and include examples (Kinesthetic)

color-code

___ the main concepts (Read/write), insert diagrams and drawings (Visual), record audio annotations (Aural), and add examples using videos or photos (Kinesthetic)

list

These ___ describe the key conditions and characteristics that shape how effective learning takes place

principles

Learning is most effective when it begins with foundational, ___ concepts and gradually builds toward more complex ones

simple

No one can force genuine learning; the individual must engage with and take ownership of it, it must be personal and ___

individualized

For learning to be meaningful, it must connect to what the learner actually needs or cares about. When content feels irrelevant, motivation and retention both suffer.

which principle is this?

relevant to the learner’s need

Learning cannot happen without attention

learner attentiveness

Feedback is most effective when it is given promptly and close in time to the learning or performance

recency of feedback

Learning and growth are not always comfortable, it is sometimes ___

painful

Learning is not purely a cognitive exercise, it involves both the mind and the ___

emotions

As established in learning styles theory, people have ___ preferred ways of taking in and processing information

different

Careful, reflective, systematic, critical study of morality to identify rationale empirical justifications of how one ought to treat other people

ethics

ethics includes overcoming ___ to make decisions more fairly, objectively

biases

ethics is the formal ___ of morality they are not the same

study

When studying ethics, moral claims need to be examined and justified from ___ to ensure they are as objective and well-founded as possible

multiple angles

This perspective examines the meaning of the language and words we use when making moral claims

semantic

This perspective evaluates whether moral arguments are structured and reasoned correctly

logical

This perspective involves breaking down complex moral arguments and concepts into their component parts to examine them more closely

analytic

This perspective asks how we know what we know in the realm of morality

Epistemological

This perspective deals with what standards or norms we ought to follow — essentially, what principles should guide human behavior

normative

Morality is the ___ about what is right or wrong

cultural belief

morality reinforces ___ shared by a cultural group

societal customs

___ may be unsupported beliefs or biases of the dominant group and not shared by all

morality

morality is unique from ethics because it is the ___ values character conduct of individual or group

personal

___ is centered on the idea of fulfilling human potential through two key capacities: developing our rational ability and learning to control our emotions through practical knowledge and wisdom

Virtue ethics

Rather than focusing on rules or outcomes, it focuses on the character of the person ___.

acting

A central principle of virtue ethics is the "doctrine of the golden mean" — the idea that virtue lies between two ___

extremes

Virtue ethics emphasizes that knowing the right thing to do is a cognitive ability, but it doesn't stop there — it is also ___

action-oriented

___ is understood as setting lofty goals and achieving them through the habit of doing what is right

virtue

A key implication for ___ is that being a good role model is the essence of good teaching

education

Virtue ethics also makes use of ___ which is a method of analogical reasoning that analyzes a new moral case by comparing it against previous well-known and influential cases, similar to how reasoning works in law

casuistry

Rather than applying abstract rules, it asks: how does this situation ___ to cases we've already worked through and understood?

compare

A significant limitation of virtue ethics is that it tends to be grounded in cultural norms rather than in ___, universal principles

objective

The starting point of ___ is that because humans are rational beings, everyone ought to agree on ethical principles, rationality itself should lead us to the same moral conclusions

modern ethical theories

From this comes the idea of a single ultimate rule for ethics: the ___, which demands that we respect others and never treat them merely as a means to our own ends

Categorical Imperative

Ethics in this framework are ____, producing an altruistic value system where one's self-interest cannot unfairly or unduly limit another person's liberty.

universal

___ is the primary modern moral ethical theory, most associated with the philosopher Kant

Deontology

Deontology is grounded in ___, moral rules are non-negotiable and absolute.

There are no exceptions based on circumstance or convenience. Right and wrong are fixed, not situational.

duty

Moral knowledge in deontology is understood similarly to knowledge in mathematics, it is arrived at through ___ alone, independent of lived experience

Moral laws hold universally regardless of situation

reason

deontology is the ethical theory that the morality of an action should be based on whether that ___ itself is right or wrong under a series of rules and principles, rather than based on the consequences of the action.

action