PSYCHOLOGY - CHAPTER TWO - TERMS/DEFINITIONS

LEARNING

A process that physically changes the brain

METACOGNITION

Thinking about your own thinking and learning

NEURONS

Brain cells involved in learning and creating pathways

ELECTROCHEMICAL PATHWAYS

Connections strengthened through use, practice, and remembering

BIRCHING

Striking students with a birch rod; an outdated educational practice

BLOOM’S TAXONOMY

A framework describing levels of learning

REMEMBER

Recall facts or basic concepts

UNDERSTAND

Explain ideas or concepts

APPLY

Use knowledge in a new situation

ANALYZE

Break information down and connect ideas

EVALUATE

Make judgements and justify decisions

CREATE

Produce something new or original

MOTIVATION

Forces that influence your willingness to learn

GRIT

Perseverance toward a task or goal

RESILIENCE

Ability to keep responding constructively despite difficulty

ANGELA DUCKWORTH

Psychologist associates with research on grit

USES AND GRATIFICATION THEORY (UGT)

Theory that people actively choose information based on their needs and motivations

LEARNER-CENTERED APPROACH

An approach that puts the learner’s needs and choices at the center

NEEDS GRATIFICATION

Having learning needs fulfilled

NEGATIVE BIAS

Tendency to focus more on negative experiences or information

GROWTH MINDSET

Belief that abilities can develop through learning

FIXED MINDSET

Belief that abilities can develop through learning

PERFORMANCE GOALS

Goals focused on appearing capable or performing well

LEARNING GOALS

Goals focused on gaining knowledge and improving

PERFORMANCE-ORIENTED

Focused on how well you appear to others

LEARNING-ORIENTED

Focused on understanding and learning

LEARNING STYLE

A preferred way of interacting with learning materials

VAK MODEL

Visual, Aural, and Kinesthetic learning preferences

VISUAL

Preference for pictures, images, and graphics

AURAL

Preference for sound, such as lectures or podcasts

SOCIAL

Preference for learning with others

KINESTHETIC

Preference for hands-on activity and touch

SOLITARY

Preference for learning alone

LOGICAL

Preference for logic and reasoning

MYERS-BRIGGS SYSTEM

A personality system using four pairs of preferences

EXTROVERTED

Motivated more by the outside world and social interaction

INTROVERTED

Motivated more by the outside world and social interaction

INTUITION

Preference for broader ideas and possibilities

SENSING

Preference for facts and direct information

FEELING

Decision-making influenced by feelings and empathy

THINKING

Decision-making based on logic and reasoning

JUDGING

Preference for structure and organization

PERCEIVING

Preference for flexibility and openness

OWNERSHIP OF LEARNING

Taking responsibility for your learning choices

SAFE MISTAKES

Practicing and making mistakes before they affect your grades

PROBLEM-CENTERED LEARNING

Turning an assignment into a problem you are trying to solve

OCCUPATION-RELATED LEARNING

Connecting learning to your future career

LEARNING PARTNER

An instructor viewed as an expert who works with you in your education

HIDDEN CURRICULUM

Unwritten rules and expectations that affect learning

INVISIBLE CURRICULUM

Another name for the hidden curriculum

CLASSROOM CIRCUMSTANCES

Conditions such as class size, setup, and technology that affect learning

ROADBLOCK

Something that makes learning more difficult

LEARNING ADVANTAGE

A benefit created by adapting to learning circumstances

GROWTH MINDSET APPROACH

Treating challenges and mistakes as opportunities to improve

ADA

Americans with Disabilities Act

SECTION 504

Law protecting qualified students with disabilities from discrimination

ADA ACCOMMODATIONS

Supports that help students with disabilities access education