Curriculum Planning, Motivation, and Learning Processes Flashcards

Comprehensive vocabulary flashcards covering curriculum design structures, motivation theories (content and process), the physiological learning loop, stages of learning, and core laws of learning.

Curriculum Planning and Development

The systematic process of designing and organizing educational programs to meet specific learning goals and objectives, involving content, instructional strategies, assessment methods, and resources.

Curriculum Designs

Observable as "programs" and content organizers, referring to how educators conceptualize and arrange major components like subject matter, instructional methods, materials, and learner activities.

Subject-Centered Design

A curriculum design that focuses on specific subject areas as the primary organizing principle, such as a math curriculum with sequential progression.

Learner-Centered Design

A design that places the learner at the center, emphasizing individual needs, interests, and abilities through personalized learning plans.

Problem-Based Design

A design where learning revolves around real-world problems or scenarios to promote critical thinking and problem-solving skills.

Competency-Based Design

A curriculum that emphasizes the mastery of specific skills or competencies rather than strictly adhering to traditional grade levels.

Interdisciplinary Design

A design that integrates multiple subject areas to emphasize connections and promote holistic understanding, such as STEAM subjects.

Spiral Design

A curriculum that builds upon previously learned concepts by revisiting and expanding on them over time at increasing levels of complexity.

Identifying a Philosophy

The first step in the chronological sequence of curriculum design, which involves grounding the educational program in foundational beliefs.

Assessment of Needs

The third step in curriculum design focused on pinpointing performance gaps and contextual demands.

Prescribed Curriculum

A curriculum type predetermined and mandated by educational authorities that specifies content, objectives, and instructional methods.

Adaptive Curriculum

A curriculum designed to adjust dynamically based on individual student needs and progress, often utilizing technology and personalized platforms.

Context Evaluation (CIPP Model)

Evaluates the environment of the curriculum, focusing on goals, beneficiaries, needs, resources, problems, background, and environment.

Input Evaluation (CIPP Model)

Evaluates the ingredients of the curriculum, focusing on plans, stakeholders, strategies, budget, coverage, and research.

Process Evaluation (CIPP Model)

Evaluates the ways and means of implementation, focusing on actions, development, monitoring, and feedback.

Product Evaluation (CIPP Model)

Evaluates the accomplishment of goals and final outcomes, focusing on impact, effectiveness, transportability, and sustainability.

Unitary Teaching

A traditional approach where a single teacher delivers instruction to the entire class, acting as the primary source of information and controlling the pace.

Unit Teaching

An instructional approach involving breaking the class into smaller groups based on ability levels or interests to provide tailored, individualized instruction.

Motivation (Kelly, 1974)

The forces that maintain and alter the direction, quality, and intensity of behavior.

Intrinsic Motivation

Motivation driven by internal desires and rewards, providing feelings of competence, personal control, pride, fun, and challenge.

Extrinsic Motivation

Motivation driven by external rewards—such as money, praise, and awards—or external reinforcers like policies and disciplinary actions.

Hawthorne Effect

A phenomenon where individuals modify their behavior and perform better because they are aware they are being observed or studied.

Maslow’s Need Hierarchy

A content theory stating individuals must fulfill five basic needs to be motivated: Physiological, Safety, Love and Belonging, Esteem, and Self-Actualization.

Herzberg’s MotivationFactors

Intrinsic factors to the work itself, including recognition and achievement, which lead directly to satisfaction and motivation.

Hygiene Factors (Herzberg)

Extrinsic factors like salary and job security; their absence leads to dissatisfaction, but their presence does not necessarily motivate.

Vroom’s Expectancy Theory

A process theory where motivation is determined by Expectancy ($\text{effort} \rightarrow \text{performance}$), Instrumentality ($\text{performance} \rightarrow \text{outcome}$), and Valence (value of outcome).

Overpaid Inequity (Equity Theory)

Occurs when $\frac{\text{Person's Outcome}}{\text{Person's Inputs}} > \frac{\text{Other's Outcome}}{\text{Other's Inputs}}$.

Underpaid Inequity (Equity Theory)

Occurs when $\frac{\text{Person's Outcome}}{\text{Person's Inputs}} < \frac{\text{Other's Outcome}}{\text{Other's Inputs}}$.

Reinforcement Theory Quadrants

Behavioral interventions consisting of Positive Reinforcement, Punishment, Negative Reinforcement, and Extinction.

Learning Process Loop

A continuous cyclical loop consisting of four phases: Perceiving (Input), Deciding (Processing), Acting (Output), and Feedback.

Retention Pyramid (Top and Bottom)

A model showing average retention rates ranging from Lecturing ($5\text{\%}$) at the top to Teaching Others ($90\text{\%}$) at the base.

Cognitive Domain

A domain of learning involving mental activities like recalling, calculating, analyzing, and problem-solving.

Psychomotor Domain

A domain of learning involving physical tasks such as dancing, swimming, or driving a car.

Affective Domain

A domain of learning involving emotional responses like liking, appreciating, fearing, or worshiping.

Acquisition Stage

The first stage of learning where a new task is introduced and the learner makes initial errors.

Generalization Stage

Also called transfer of training, it is the ability to carry out a task in a different situation or with different objects than those used during initial learning.

Training

Formal classroom activities concerned with teaching specific, factual, narrow-scoped subject matter and technical skills.

Development

A broad focus covering conceptual or theoretical subject matter and the cultivation of personal attitudes.

Education

The presentation of fundamental, well-known material by faculty to students, encompassing both teaching and training activities.

Success Factor: Attitude

Based on the values matrix ($A=1, B=2 \text{, etc.}$), this element equals $\text{A-T-T-I-T-U-D-E} = 100\text{\%}$.

Law of Readiness (Thorndike)

A primary law stating learning is most effective when the learner is ready and motivated to engage in the process.

Law of Exercise (Thorndike)

A primary law stating that connections between stimuli and responses are strengthened through meaningful practice or repetition.

Law of Effect (Thorndike)

A primary law stating that behaviors followed by satisfying consequences are more likely to be repeated.

Law of Primacy (William James)

A secondary law stating that the first learning experience on a topic creates the strongest, most lasting impression.

Law of Recency (Hermann Ebbinghaus)

A secondary law stating that information most recently learned is best remembered and recalled.

Activist (Learning Style)

A learner according to Honey and Mumford who learns by doing and likes to dive into new experiences and brainstorming.

Theorist (Learning Style)

A learner according to Honey and Mumford who needs to understand the logic and theory behind actions, requiring models and structured info.

VARK Model Types

Developed by Neil Fleming (1992), it identifies four types of learners: Visual, Auditory, Reading and Writing, and Kinesthetic.