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
Annotations:
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
Annotations:
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
Annotations:
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’