LEARNING THEORIES VIRTUAL LIBRARY FOR TRANSITING PRESERVICE PHYSICS TEACHERS
EDCI 531 Project | Emmanuel Babalola
next
A good teacher can inspire hope, ignite the imagination, and instill a love of learning
Brad Henry
back
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01 WELCOME | ABOUT THIS PROJECT
Welcome to the Learning theories virtual library for preservice teachers. Click on the pulsing icons to learn more about this project.
NAVIGATION
AUDIENCE
How to easiliy navigate this module.
Who are the target audience
ABOUT
WHY
About this project
Why choose a virtual library?
back
next
02 Menu | Outline
Learning Theories Sub-Menus
Main Menu
INTERACTIONAL THEORY
LIBRARY HOME
SITUATED COGNITION THEORY
COGNITIVE INFORMATION PROCESSING
Decision guide
Social cognitive & schema theory
gAGNE'S 9 EVENTS OF INSTRUCTION
CONSTRUCTIVIST THEORY
SUMMARY
behaviorist theory
back
next
"Change is the end result of all true learning" - Leo Buscaglia
LEARNING THEORY VIRTUAL LIBRARY
EMMANUEL BABALOLA | ebabalola@purdue.edu
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next
Image Credits: Freepik & Pixabay
Overview | Learning Theories
Houses are not built until the foundation has been laid. It will be impossible to have the building roof fixed until reinforcing pillars have been erected. This analogy explains why the organization of learning will be unsuccessful without a theory. Schunk (2014) noted three general criteria for learning agreed upon by most researchers and authors. They are Change, Time, and Experience (CTE). (Change - Learning involves a change in behavior; Time – Learning is relatively permanent over time, Experience – effective learning occurs through experience). A theory refers to a related set of guidelines, logical arguments, or sound assumptions, that have been generally accepted as a framework for the investigation, explanation, and interpretation of observables or concepts (Suppes, 1974).
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next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Overview | Resources
Infographics
Click on Icon to download
Click on Icon to download
Summary & Overview
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
9 GUIDING QUESTIONS FOR CHOICE MAKING
1. What is the role of the learner?2. What is the major teaching focus? 3. Is the topic simple, bridging, or complex? 4. Can you teach it in meaningful chunks?
back
next
LIBRARY HOME
9 GUIDING QUESTIONS FOR CHOICE MAKING
5. Will real-life applications enhance the learning experience?6. Is the topic relevant to the community or culture? 7. How much mathematics is involved?
back
next
LIBRARY HOME
9 GUIDING QUESTIONS FOR CHOICE MAKING
8. Do you want learners to present or demonstrate learning evidence? 9. Do you want learners to be able to explain things based on their understanding?
back
next
LIBRARY HOME
QUESTION 1 | Learner's Role Index
passive
active
step 1
step 1
Learner takes a very active role in the learning. Teacher guides or facilitates.
Learner takes a less active role in their learning. Teacher does more of the talking.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
PASSIVE
behaviorist theory
back
next
02 Menu | Outline
MAIN OPTIONS
CONSTRUCTIVIST THEORY
INTERACTIONAL THEORY
OTHER OPTIONS
SITUATED COGNITION THEORY
COGNITIVE INFORMATION PROCESSING
Social cognitive & schema theory
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
QUESTION 2 | Teaching Focus Index
INFER
memorize
connect
step 1
Learner observe scenarios or demonstrations, and draw their own inferences.
step 1
step 1
Learner associate anc connect gaps between concepts. Applies previous concepts to understand new ones.
Learner memorizes, lists or defines basic concepts, items or terms.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
MEMORIZE CONCEPTS
behaviorist theory
back
next
02 Menu | Outline
ASSOCIATE & CONNECT CONCEPTS
COGNITIVE INFORMATION PROCESSING
gAGNE'S 9 EVENTS OF INSTRUCTION
OTHER OPTIONS
SITUATED COGNITION THEORY
Social cognitive & schema theory
back
next
02 Menu | Outline
OBSERVE, INFER & CONSTRUCT
CONSTRUCTIVIST THEORY
INTERACTIONAL THEORY
OTHER OPTION (S)
SITUATED COGNITION THEORY
back
next
QUESTION 3 | Topic Complexity Index
COMPLEX
Simple
BRIDGING
step 1
Topic is relatively abstract, and learners may find it difficult. Requires using multiple teaching approaches.
step 1
step 1
Topic is interconnected with past or future topis. Requires laying a thorough foundation.
Topic is concrete and an average learner would understand it easily.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
SIMPLE TOPICS
behaviorist theory
OTHER OPTION (S)
COGNITIVE INFORMATION PROCESSING
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
BRIDGING TOPICS
COGNITIVE INFORMATION PROCESSING
Social cognitive & schema theory
OTHER OPTION (S)
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
PERCEIVED DIFFICULT TOPICS
COGNITIVE INFORMATION PROCESSING
CONSTRUCTIVIST THEORY
SITUATED COGNITION THEORY
OTHER OPTION (S)
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
QUESTION 4 | Chunkability Index
yes
no
step 1
step 1
Content cannot be presented in chunks.
The learning experience will be enhanced and more meaningful if the contents are presented in small chunks.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
CAN BE BROKEN INTO CHUNKS
COGNITIVE INFORMATION PROCESSING
OTHER OPTION (S)
SITUATED COGNITION THEORY
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
CAN NOT BE BROKEN INTO CHUNKS
behaviorist theory
OTHER OPTION (S)
Social cognitive & schema theory
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
QUESTION 5 | Real-life Applications Index
YES
NO
step 1
step 1
There would be no significant enhancement in the learning experience if the learners are shown real-life applications.
The learning experience will be enhanced if learners see the real-life applications of the taught topic.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Real-life experiences (Yes)
CONSTRUCTIVIST THEORY
SITUATED COGNITION THEORY
INTERACTIONAL THEORY
OTHER OPTION (S)
behaviorist theory
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
Real-life Experiences (No)
gAGNE'S 9 EVENTS OF INSTRUCTION
COGNITIVE INFORMATION PROCESSING
back
next
QUESTION 6 | Cultural & Community Relevance
yes
no
step 1
The topic can be related or linked to a community-based problem. Learners attempt to solve a culturally-relevant problem
step 1
The topic has no relevance to the immediate community of learner. There are no connections between the community and the topic
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Culturally Relevant
INTERACTIONAL THEORY
Social cognitive & schema theory
OTHER OPTION (S)
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
Not Culturally Relevant
behaviorist theory
Other Option (s)
COGNITIVE INFORMATION PROCESSING
gAGNE'S 9 EVENTS OF INSTRUCTION
CONSTRUCTIVIST THEORY
SITUATED COGNITION THEORY
back
next
QUESTION 7 | Mathematics Involvement Index
high
basic
average
step 1
Topic require learners to perform complex mathematical functions such as integration and differentiation, bearings and equations involving angles
step 1
step 1
Topic require learners to perform moderate manipulations such as change of subject of formula, indices, cross-multiplication etc.
Topic require basic and fundamental mathematical knowledge such as addittion and subtraction
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
+info
See Options
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Basic Mathematics
behaviorist theory
SITUATED COGNITION THEORY
Other Option (s)
Social cognitive & schema theory
gAGNE'S 9 EVENTS OF INSTRUCTION
CONSTRUCTIVIST THEORY
COGNITIVE INFORMATION PROCESSING
back
next
02 Menu | Outline
Moderate Mathematical Manipulations
INTERACTIONAL THEORY
CONSTRUCTIVIST THEORY
Social cognitive & schema theory
back
next
02 Menu | Outline
Complex Mathematical Functions
COGNITIVE INFORMATION PROCESSING
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
QUESTION 8 | Concrete Learning Evidence
yes
no
step 1
step 1
The learning experience will be enhanced when learners work towards a project or assignment with a piece of presentable learning evidence.
There would be no significant change in the learning experience. A simple assessment will serve as learning evidence.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Concrete Learning Evidence Not Required
behaviorist theory
Other Option (s)
gAGNE'S 9 EVENTS OF INSTRUCTION
COGNITIVE INFORMATION PROCESSING
back
next
02 Menu | Outline
Concrete Learning Evidence Desirable
CONSTRUCTIVIST THEORY
SITUATED COGNITION THEORY
Other Option (s)
gAGNE'S 9 EVENTS OF INSTRUCTION
Social cognitive & schema theory
back
next
QUESTION 9 | Learners' Autonomy Index
yes
no
step 1
Learners should be able to explain things in their own words, make choices, and take charge of their own learning pathway.
step 1
Learners should follow strict guidelines and instructions. No choices would be provided
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Learner should be able to explain in their own terms
CONSTRUCTIVIST THEORY
INTERACTIONAL THEORY
SITUATED COGNITION THEORY
Other Option (s)
gAGNE'S 9 EVENTS OF INSTRUCTION
COGNITIVE INFORMATION PROCESSING
back
next
02 Menu | Outline
Learners need to memorize and state back as memorized.
behaviorist theory
back
next
Behaviorism | Notes to Teachers
Primary Theorist(s): John B. Watson, Ivan Pavlov, Edward L. Thorndike, Edwin R. Guthrie, B. F. Skinner. Key Focus: Leaning is best explained in terms of the interrelationship between the learner, the learner’s environment, and the learner’s experience. Learning occurs majorly by experience.
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Behaviorism | Resources
Infographics
Click on Icon to download
Click on Icon to download
Behaviorism (Overview)
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next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Social Cognitive Theory & Schema | Notes to Teachers
Primary Theorist(s): Bandura (1925), Zimmerman, Schunk, Schmidt (1975)
Key Focus: Human learning occurs best in a social environment. Through the interactions and interplay between behaviors, environmental variables, personal factors, or self-efficacy (such as cognitions), humans by observing other people and models acquire norms, skills, values, and attitudes.
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Social Cognitive & Schema Theory | Resources
Infographics
Click on Icon to download
Click on Icon to download
Social Cognitive & Schema Theory (Overview)
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Cognitive Information Processing | Notes to Teachers
Primary Theorist(s): Bandura (1925), Zimmerman, Schunk, Schmidt (1975)
Key Focus: Human learning occurs best in a social environment. Through the interactions and interplay between behaviors, environmental variables, personal factors, or self-efficacy (such as cognitions), humans by observing other people and models acquire norms, skills, values, and attitudes.
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Cognitive Information Processing | Resources
Infographics
Click on Icon to download
Click on Icon to download
Cognitive Information Processing (Overview)
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Situated Cognition Theory | Notes to Teachers
Primary Theorist(s): Paul Duguid; John Seely Brown; Allan Collins
Prominent Theorists: C. Bereiter; A. L. Brown; J. G. Greeno; J. Lave; J. L. Lemke; M. Scardamalia; E. Wenger
Key Focus: When knowledge is acquired in a context that separates knowing from doing, knowledge transfer becomes inhibited. In situated cognition theory, the focus of learning shifts from the individual to the activities of the people around the individual and their sociocultural settings.
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Situated Cognition Theory | Resources
Infographics
Click on Icon to download
Click on Icon to download
Situated Cognition Theory (Overview)
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Interactional Theory | Notes to Teachers
Primary Theorist(s): Shaun Gallagher; Colwyn Trevathen; Daniel Stern
Key Focus: The concept of cognition is an everyday issue that is strongly linked to the symbiotic interrelationship between the learners’ genetic predisposition (cognitive development), their prior experience (Prior knowledge), and, interaction with the community and culture. As learning occurs, different pieces of information are being pooled in by learners using the three main forms of representations, and true learning is perfected through interaction with the community via responses and feedback.
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Interactional Theory | Resources
Infographics
Click on Icon to download
Click on Icon to download
Interactional Theory (Overview)
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Constructivist Theory | Notes to Teachers
Primary Theorist(s): Jean Piaget; Lev Vygotsky; John Dewey
Key Focus: Constructivism explains learning by viewing the learner as an active agent who is actively constructing his/her knowledge. It is not really a theory but an epistemology. It argued that since people form their knowledge differently based on their relationship with their experiences, and the situation, that knowledge is subjective.
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Constructivism | Resources
Infographics
Click on Icon to download
Click on Icon to download
Constructivist Theory (Overview)
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Gagne's 9 Events of Instruction | Notes to Teachers
Primary Theorist(s): Robert M. Gagne
Key Focus: Gagne pioneered the science of learning using the information processing model as the basis. His theory addressed the conditions of learning (internal and external) using three distinct events analysis (Preparation, Instruction & Practice, and Assessment & Transfer), broken down into 9 events of instruction.
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Gagne's 9 Events of Instruction | Resources
Infographics
Click on Icon to download
Click on Icon to download
Gagne's 9 Events of Instruction (Overview)
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Learning Theories Virtual Library for Transiting Pre-service Teachers
Emmanuel Babalola
Created on April 16, 2022
Welcome to the learning theories virtual library for pre-service physics teachers. This is a project to synthesize all I have learned this semester. The goal of this project is to apply my new knowledge of learning theories to my professional context,.
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Transcript
LEARNING THEORIES VIRTUAL LIBRARY FOR TRANSITING PRESERVICE PHYSICS TEACHERS
EDCI 531 Project | Emmanuel Babalola
next
A good teacher can inspire hope, ignite the imagination, and instill a love of learning
Brad Henry
back
next
01 WELCOME | ABOUT THIS PROJECT
Welcome to the Learning theories virtual library for preservice teachers. Click on the pulsing icons to learn more about this project.
NAVIGATION
AUDIENCE
How to easiliy navigate this module.
Who are the target audience
ABOUT
WHY
About this project
Why choose a virtual library?
back
next
02 Menu | Outline
Learning Theories Sub-Menus
Main Menu
INTERACTIONAL THEORY
LIBRARY HOME
SITUATED COGNITION THEORY
COGNITIVE INFORMATION PROCESSING
Decision guide
Social cognitive & schema theory
gAGNE'S 9 EVENTS OF INSTRUCTION
CONSTRUCTIVIST THEORY
SUMMARY
behaviorist theory
back
next
"Change is the end result of all true learning" - Leo Buscaglia
LEARNING THEORY VIRTUAL LIBRARY
EMMANUEL BABALOLA | ebabalola@purdue.edu
back
next
Image Credits: Freepik & Pixabay
Overview | Learning Theories
Houses are not built until the foundation has been laid. It will be impossible to have the building roof fixed until reinforcing pillars have been erected. This analogy explains why the organization of learning will be unsuccessful without a theory. Schunk (2014) noted three general criteria for learning agreed upon by most researchers and authors. They are Change, Time, and Experience (CTE). (Change - Learning involves a change in behavior; Time – Learning is relatively permanent over time, Experience – effective learning occurs through experience). A theory refers to a related set of guidelines, logical arguments, or sound assumptions, that have been generally accepted as a framework for the investigation, explanation, and interpretation of observables or concepts (Suppes, 1974).
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
Overview | Resources
Infographics
Click on Icon to download
Click on Icon to download
Summary & Overview
back
next
LIBRARY HOME
Image Credits: Freepik & Pixabay
9 GUIDING QUESTIONS FOR CHOICE MAKING
1. What is the role of the learner?2. What is the major teaching focus? 3. Is the topic simple, bridging, or complex? 4. Can you teach it in meaningful chunks?
back
next
LIBRARY HOME
9 GUIDING QUESTIONS FOR CHOICE MAKING
5. Will real-life applications enhance the learning experience?6. Is the topic relevant to the community or culture? 7. How much mathematics is involved?
back
next
LIBRARY HOME
9 GUIDING QUESTIONS FOR CHOICE MAKING
8. Do you want learners to present or demonstrate learning evidence? 9. Do you want learners to be able to explain things based on their understanding?
back
next
LIBRARY HOME
QUESTION 1 | Learner's Role Index
passive
active
step 1
step 1
Learner takes a very active role in the learning. Teacher guides or facilitates.
Learner takes a less active role in their learning. Teacher does more of the talking.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
PASSIVE
behaviorist theory
back
next
02 Menu | Outline
MAIN OPTIONS
CONSTRUCTIVIST THEORY
INTERACTIONAL THEORY
OTHER OPTIONS
SITUATED COGNITION THEORY
COGNITIVE INFORMATION PROCESSING
Social cognitive & schema theory
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
QUESTION 2 | Teaching Focus Index
INFER
memorize
connect
step 1
Learner observe scenarios or demonstrations, and draw their own inferences.
step 1
step 1
Learner associate anc connect gaps between concepts. Applies previous concepts to understand new ones.
Learner memorizes, lists or defines basic concepts, items or terms.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
MEMORIZE CONCEPTS
behaviorist theory
back
next
02 Menu | Outline
ASSOCIATE & CONNECT CONCEPTS
COGNITIVE INFORMATION PROCESSING
gAGNE'S 9 EVENTS OF INSTRUCTION
OTHER OPTIONS
SITUATED COGNITION THEORY
Social cognitive & schema theory
back
next
02 Menu | Outline
OBSERVE, INFER & CONSTRUCT
CONSTRUCTIVIST THEORY
INTERACTIONAL THEORY
OTHER OPTION (S)
SITUATED COGNITION THEORY
back
next
QUESTION 3 | Topic Complexity Index
COMPLEX
Simple
BRIDGING
step 1
Topic is relatively abstract, and learners may find it difficult. Requires using multiple teaching approaches.
step 1
step 1
Topic is interconnected with past or future topis. Requires laying a thorough foundation.
Topic is concrete and an average learner would understand it easily.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
SIMPLE TOPICS
behaviorist theory
OTHER OPTION (S)
COGNITIVE INFORMATION PROCESSING
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
BRIDGING TOPICS
COGNITIVE INFORMATION PROCESSING
Social cognitive & schema theory
OTHER OPTION (S)
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
PERCEIVED DIFFICULT TOPICS
COGNITIVE INFORMATION PROCESSING
CONSTRUCTIVIST THEORY
SITUATED COGNITION THEORY
OTHER OPTION (S)
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
QUESTION 4 | Chunkability Index
yes
no
step 1
step 1
Content cannot be presented in chunks.
The learning experience will be enhanced and more meaningful if the contents are presented in small chunks.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
CAN BE BROKEN INTO CHUNKS
COGNITIVE INFORMATION PROCESSING
OTHER OPTION (S)
SITUATED COGNITION THEORY
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
CAN NOT BE BROKEN INTO CHUNKS
behaviorist theory
OTHER OPTION (S)
Social cognitive & schema theory
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
QUESTION 5 | Real-life Applications Index
YES
NO
step 1
step 1
There would be no significant enhancement in the learning experience if the learners are shown real-life applications.
The learning experience will be enhanced if learners see the real-life applications of the taught topic.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Real-life experiences (Yes)
CONSTRUCTIVIST THEORY
SITUATED COGNITION THEORY
INTERACTIONAL THEORY
OTHER OPTION (S)
behaviorist theory
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
Real-life Experiences (No)
gAGNE'S 9 EVENTS OF INSTRUCTION
COGNITIVE INFORMATION PROCESSING
back
next
QUESTION 6 | Cultural & Community Relevance
yes
no
step 1
The topic can be related or linked to a community-based problem. Learners attempt to solve a culturally-relevant problem
step 1
The topic has no relevance to the immediate community of learner. There are no connections between the community and the topic
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Culturally Relevant
INTERACTIONAL THEORY
Social cognitive & schema theory
OTHER OPTION (S)
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
02 Menu | Outline
Not Culturally Relevant
behaviorist theory
Other Option (s)
COGNITIVE INFORMATION PROCESSING
gAGNE'S 9 EVENTS OF INSTRUCTION
CONSTRUCTIVIST THEORY
SITUATED COGNITION THEORY
back
next
QUESTION 7 | Mathematics Involvement Index
high
basic
average
step 1
Topic require learners to perform complex mathematical functions such as integration and differentiation, bearings and equations involving angles
step 1
step 1
Topic require learners to perform moderate manipulations such as change of subject of formula, indices, cross-multiplication etc.
Topic require basic and fundamental mathematical knowledge such as addittion and subtraction
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
+info
See Options
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Basic Mathematics
behaviorist theory
SITUATED COGNITION THEORY
Other Option (s)
Social cognitive & schema theory
gAGNE'S 9 EVENTS OF INSTRUCTION
CONSTRUCTIVIST THEORY
COGNITIVE INFORMATION PROCESSING
back
next
02 Menu | Outline
Moderate Mathematical Manipulations
INTERACTIONAL THEORY
CONSTRUCTIVIST THEORY
Social cognitive & schema theory
back
next
02 Menu | Outline
Complex Mathematical Functions
COGNITIVE INFORMATION PROCESSING
gAGNE'S 9 EVENTS OF INSTRUCTION
back
next
QUESTION 8 | Concrete Learning Evidence
yes
no
step 1
step 1
The learning experience will be enhanced when learners work towards a project or assignment with a piece of presentable learning evidence.
There would be no significant change in the learning experience. A simple assessment will serve as learning evidence.
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Concrete Learning Evidence Not Required
behaviorist theory
Other Option (s)
gAGNE'S 9 EVENTS OF INSTRUCTION
COGNITIVE INFORMATION PROCESSING
back
next
02 Menu | Outline
Concrete Learning Evidence Desirable
CONSTRUCTIVIST THEORY
SITUATED COGNITION THEORY
Other Option (s)
gAGNE'S 9 EVENTS OF INSTRUCTION
Social cognitive & schema theory
back
next
QUESTION 9 | Learners' Autonomy Index
yes
no
step 1
Learners should be able to explain things in their own words, make choices, and take charge of their own learning pathway.
step 1
Learners should follow strict guidelines and instructions. No choices would be provided
Duis autem vel eum iriure dolor in hendrerit in
Duis autem vel eum iriure dolor in hendrerit in
+info
+info
See Options
See Options
back
next
LIBRARY HOME
02 Menu | Outline
Learner should be able to explain in their own terms
CONSTRUCTIVIST THEORY
INTERACTIONAL THEORY
SITUATED COGNITION THEORY
Other Option (s)
gAGNE'S 9 EVENTS OF INSTRUCTION
COGNITIVE INFORMATION PROCESSING
back
next
02 Menu | Outline
Learners need to memorize and state back as memorized.
behaviorist theory
back
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Behaviorism | Notes to Teachers
Primary Theorist(s): John B. Watson, Ivan Pavlov, Edward L. Thorndike, Edwin R. Guthrie, B. F. Skinner. Key Focus: Leaning is best explained in terms of the interrelationship between the learner, the learner’s environment, and the learner’s experience. Learning occurs majorly by experience.
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Social Cognitive Theory & Schema | Notes to Teachers
Primary Theorist(s): Bandura (1925), Zimmerman, Schunk, Schmidt (1975) Key Focus: Human learning occurs best in a social environment. Through the interactions and interplay between behaviors, environmental variables, personal factors, or self-efficacy (such as cognitions), humans by observing other people and models acquire norms, skills, values, and attitudes.
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Cognitive Information Processing | Notes to Teachers
Primary Theorist(s): Bandura (1925), Zimmerman, Schunk, Schmidt (1975) Key Focus: Human learning occurs best in a social environment. Through the interactions and interplay between behaviors, environmental variables, personal factors, or self-efficacy (such as cognitions), humans by observing other people and models acquire norms, skills, values, and attitudes.
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Situated Cognition Theory | Notes to Teachers
Primary Theorist(s): Paul Duguid; John Seely Brown; Allan Collins Prominent Theorists: C. Bereiter; A. L. Brown; J. G. Greeno; J. Lave; J. L. Lemke; M. Scardamalia; E. Wenger Key Focus: When knowledge is acquired in a context that separates knowing from doing, knowledge transfer becomes inhibited. In situated cognition theory, the focus of learning shifts from the individual to the activities of the people around the individual and their sociocultural settings.
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Interactional Theory | Notes to Teachers
Primary Theorist(s): Shaun Gallagher; Colwyn Trevathen; Daniel Stern Key Focus: The concept of cognition is an everyday issue that is strongly linked to the symbiotic interrelationship between the learners’ genetic predisposition (cognitive development), their prior experience (Prior knowledge), and, interaction with the community and culture. As learning occurs, different pieces of information are being pooled in by learners using the three main forms of representations, and true learning is perfected through interaction with the community via responses and feedback.
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Constructivist Theory | Notes to Teachers
Primary Theorist(s): Jean Piaget; Lev Vygotsky; John Dewey Key Focus: Constructivism explains learning by viewing the learner as an active agent who is actively constructing his/her knowledge. It is not really a theory but an epistemology. It argued that since people form their knowledge differently based on their relationship with their experiences, and the situation, that knowledge is subjective.
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Gagne's 9 Events of Instruction | Notes to Teachers
Primary Theorist(s): Robert M. Gagne Key Focus: Gagne pioneered the science of learning using the information processing model as the basis. His theory addressed the conditions of learning (internal and external) using three distinct events analysis (Preparation, Instruction & Practice, and Assessment & Transfer), broken down into 9 events of instruction.
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