Learning Theories Overview

Learning Theories and Educational Concepts

• Bruner's Three Modes of Representation:
  • Enactive (0-1 years): Action-based learning.
  • Iconic (1-6 years): Image-based learning.
  • Symbolic (7+ years): Code/symbol-based learning (e.g., language).

Cognitive, Affective, and Psychomotor Domains

• Cognitive Domain (Bloom & Anderson): Categorizes learning objectives based on levels of cognitive thinking, from lower-order to higher-order (LOTS to HOTS).
• Affective Domain (Krathwohl, Bloom, Masia): Focuses on affective outcomes like attitudes & emotions in learning.
• Psychomotor Domain (Simpson, Harrow): Deals with practical skills and physical movement involved in learning.

Dale's Cone of Experience

• Illustrates various learning experiences, from concrete to abstract.

Erikson's Psychosocial Stages

• Trust vs. Mistrust (0-12 months): Developing trust in caregivers.
• Autonomy vs. Shame and Doubt (1-3 years): Gaining independence and self-control.
• Initiative vs. Guilt (3-6 years): Initiating activities and taking responsibility.
• Industry vs. Inferiority (6-12 years): Developing a sense of competence and accomplishment.
• Identity vs. Role Confusion (12-18 years): Forming a personal identity.
• Intimacy vs. Isolation (early 20s-early 40s): Establishing close relationships.
• Generativity vs. Stagnation (40s-60s): Contributing to society and future generations.
• Integrity vs. Despair (mid 60s-death): Reflecting on life and accepting accomplishments.

Piaget's Cognitive Development Theory

• (briefly mentioned, need more details for proper notes about stages)

Computer Generations

• (briefly mentioned, need more details for proper notes about stages).

Student Misconduct Goals & Taxonomy

• Attention-seeker: Wants teacher's attention.
• Revenge: Seeks retribution.
• Power-seeker: Seeks control.
• Inadequacy: Feels incompetent.
• Withdrawal: Withdraws from learning.

Kohlberg's Theory of Moral Development

• (briefly mentioned, need more details for proper notes about stages / levels).

Principles of Education

• Hedonism: Pleasure-seeking.
• Double Effect: Actions with both good and bad consequences.
• Formal Cooperation: Cooperation with a clear purpose..
• Lesser Evil: Choosing the less detrimental choice.
• Material Cooperation: Cooperation without intention.

Philosophies of Education

• Essentialism: Focus on fundamental skills (3 R's).
• Perennialism: Emphasis on enduring ideas and great works.
• Progressivism: Learning based on experience and problem-solving.
• Existentialism: Emphasis on individual choice and responsibility.
• Behaviorism: Focus on observable behaviors and conditioning.
• Constructivism: Learning through actively constructing meaning.
• Reconstructionism: Addressing social issues in education.
• Humanism: Promoting student potential and self-discovery.
• Idealism: Focusing on mental concepts and ideas .
• Pragmatism: Emphasis on practical application and experience.
• Realism: Focus on tangible things and the real world.
• Utilitarianism: Choosing the most beneficial action.
• Social Reconstructionism: Focus on social change through education.

Aims for Eras in Education

• Pre-Spanish: Survival and obedience.
• Spanish: Christian principles.
• American: Democratic ideals and way of life.
• Commonwealth: Moral character and organization.
• Japanese: Progress and development.

Measures of Central Tendency

• Mean: Average (Sensitive to outliers).
• Median: Middlemost value (Less sensitive to outliers which is better).
• Mode: Most frequent value.

Measures of Variability

• Range: Difference between highest and lowest scores.
• Standard Deviation: Dispersion of scores around the mean.

Measures of Relative Position

• Percentile: Score divided into 100 equal parts.
• Decile: Score divided into 10 equal parts.
• Quartile: Score divided into 4 equal parts.
• Stanine: Score divided into 9 ranges.

Test Statistics

• Difficulty Index: Indicates difficulty of a test question. ([0.0-0.20] Very difficult, [0.21-0.40] Difficult, [0.41-0.60] Moderately difficult, [0.61-0.80] Easy, [0.81-1.00] Very easy).
• Discrimination Index: Evaluates if a test item differentiates high-performing from low-performing students. (Positive = Good, Negative = Bad, Zero = Bad, should be rejected)
• Validity: Measures what it intends to measure.
• Reliability: Consistency of measurements. Reliable is always valid.
• Criterion-Referenced: Scores based on specific learning objectives.
• Norm-Referenced: Scores compared to a group's performance.
• Skewed Distribution: Positive (Left-Skewed): Lower scores more prominent; Negative (Right-Skewed): Higher scores more prominent.
• Horn/Halo Effect: General impressions affecting ratings/judgments.

Assessment Types

• Traditional Assessment: Primarily uses paper-and-pencil methods.
• Authentic Assessment: Examines real-life application.
• Assessment for Learning: Used to guide instruction before or during teaching.
• Assessment of Learning: Evaluates learning after teaching.
• Assessment Types (Diagnostic, Formative, Summative)
  • Diagnostic: Identifies strengths and weaknesses before instruction.
  • Formative: Used during instruction to monitor progress.
  • Summative: Used at the end of instruction to evaluate performance.
• Objective Assessment: Often, using multiple-choice questions
• Subjective Assessment: May include writing essays/projects

Purposive Communication

• Component of Purposive Communication: Language, system, grammar, phonology, phonetics
• Language: Major component: sound, meaning, grammar, & vocabulary.