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Theories
| Term | Definition |
|---|---|
| Schema Theory | cognitive theory; when new information presents itself, we try to fit it into what we already know from past experiences; if not, knowledge has to be altered |
| Social Learning Theory | learning takes place in a social context; observation and modeling of others; reinforcement and consequences influence behavior; environment affect behavior. |
| Behavioral Theory | learning is response to stimulus rather than internal process; reacting to external stimuli |
| Cognitive Theory | learning takes place when information enters through the senses, undergoes mental manipulation, is stored, and used; acquiring and storing information |
| social development theory | social interaction leads to increased cognitive skills; |
| Three domains of learning | way of categorizing levels of learning to meet the educational goals; cannot move into next category without mastering the first one |
| Zone of proximal development | difference between what a learner can do without help and what he or she can do with help |
| transfer of learning | one skill influencing the learning/performance of another skill; based on Schema Theory; |
| constructivism | learning is a mental process of constructing knowledge through experiences and previous knowledge |
| divergent thinking | creative thinking; thinking with the aim of producing many answers to the same question; multiple ways of answering a problem; critical thinking |
| scaffolding | instruction in small steps based on tasks the learner is already capable of doing independently; providing support until learner can move through all tasks independently; related to Zone of Proximal development |
| differentiated instruction | planning a variety ways for students to access and share learning in content, process, and product; student-centered; engaging; whole class, group, and individual |
| cognitive domain | contains application of knowledge and developing intellectual skills; recall of facts and concepts in the development of mental competence |
| affective domain | feelings, emotions, and attitudes; ability to listen and respond interacting with others, and ability to demonstrate attitudinal characteristics appropriate to situation and field of study; deals with feelings; active participation |
| psychomotor domain | use of motor-skills; coordinating motor skills; certain level of physical dexterity is required |
| blended learning | learning partly online with some student control and partly at a traditional school |
| experiential approach to learning | learning through experiences and learning through reflection on doing; |
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jlc08974
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