Zusammenfassung der Ressource
Educaiton
- Behaviourist
Anmerkungen:
- Behaviourist Perspective:
The behaviours would be change by receiving the consequences of the environment
- Classical Conditioning
- Ivan Pavlov's Dog
- Neutral Stimulus
- Conditional stimulus
- Unconditional stimulus
- Operant Conditioning
- B.F.Skinner's Box
- Reword & Punishment
- Programm Learning
Anmerkungen:
- Programmed learning has three elements:
(1) it delivers information in small bites
(2) it is self-paced by the learner
(3) it provides immediate feedback, both positive and negative, to the learner
- Bandura
- Little Albert
- Strengths
- 1.stop the behavior or prevent in
the 1st place
- 2. Token reinforcement has shown to be effective
- 3. Programmed learning has shown to be effective
- Weaknesses
- 1.Theory itself fails to accept cognitive
influences of learning and social learning
- 2. What may work as an effective reward or
punishment for one student may not for another
- 3.Negative consequences may lead to more negative attitudes
(and behavior) to authority figures and school overall
- Cognitive
Anmerkungen:
- Cognitive perspective:
Concerned with how we process, store, and retrieve information
- Strengths
- 1.It takes mental processes into account of how we
play an active role in receiving, organizing, and
retaining information
- 2.Has been reinforced through emerging learning styles
and research into how learning takes place
- 3.Encourages the social process & interaction
of learning through culture and language
- Weaknesess
- 1.It may require more class time,
planning, and resources than what
is available
- 2.It doesn’t account for rewards & punishments
that may encourage students
- 3.May not be feasible to implement in many classes
- Piaget's theory
- Children learn from playing an active
role in their environment
- Children are active in exploring and
testing their surroundings in order to
make sense of the world
- Stage 1- Sensorimotor- (birth to 2)
Object permanence
- Stage 2- Preoperational (2-7)
Problems with conservation task
- Stage 3- Concrete Operational (7-11)
Cannot work with ideas that are contrary
to the fact or abstract questions
- Stage 4- Formal Operational (11+)
We are ‘fully capable’ of complex
thought & action
- Assimilation
- Process of fitting NEW information and
experiences into an existing schema
- Accommodation
- Process of altering EXISTING schemes or creating NEW ones
in response to new information and experiences
- ALWAYS assimilate before we accommodate
- Bruner's discovery learning
- Students play an active role in organizing content
& information THEMSELVES
- Teachers GUIDE the students, but not give them info
- Ausubel’s Subsumption Theory (1960)
- Derivative subsumption
- Deriving material from what you already know- Adding info
into your EXISTING schemas
- Correlative subsumption
- Extending what you already know by Modifying
your pre-existing schemas or making new schemas
- Student learning is best accomplished when the teacher
gives the information in its final form
- Vygotsky’s Sociocultural
Perspective (1978)
- Zone of Proximal Development
- ‘Range’ of tasks & abilities that a child cannot yet
perform independently, but can complete when given
appropriate help and support
- Scaffolding
- Humanistic
Anmerkungen:
- Humanistic perspective:
The theory emphasized people's goodness, freedom to choose, and the desire to be better people
- Strengths
- 1.Focused around the needs of the student
- 2.Majority of students noted that they were more
excited about school
- 3.Many students passed subjects where they failed before
- Weaknesess
- 1.Issue of feasibility (cost) on large scale and with different
students
- 2.Too student-centered and detracts from
preparing students to deal with the “real world”
- 3.Many are not trained to teach in such manners
- Rogers
- Process Education
- Idea that a teacher should be a facilitator and the
process of learning is more important than the end result
- Students are self-motivated to develop & learn
- Subject matter should be relevant
- Self-evaluation should be encouraged
- Student should feel safe & secure
- Develop independence, creativity, & self-reliance
- Cooperative learning
- Jigsaw technique
- Each student is either given a specific
role to accomplish within a group
- Learning circles
- Students are heterogeneously grouped with the aim of
learning from each other and completing tasks together
- Open classrooms
- An ‘classroom’ where large groups of mixed-ability and
mixed-age children work together in a single, large room
with different ‘areas’
- SummerHill School