Gizmo

• Nature of the Learning Process is our body's inherent ability to interact with and adapt to our environment through our sensory mechanisms
• Goal of the Learning Process: The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge
• Construction of Knowledge: The successful learner can link new information with existing knowledge in meaningful ways
• Strategic Thinking: The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals
• Thinking about Thinking: Higher-order thinking for selecting and monitoring mental operations facilitates creative and critical thinking
• Context of Learning: Learning is influenced by environmental factors, including culture, technology, and instructional practices
• Motivational and Emotional Influences on Learning: Motivation to learn is influenced by the individual’s emotional states, beliefs, interests, and goals
• Intrinsic Motivation to Learn: Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and control
• Effects of Motivation on Effort: Acquisition of complex knowledge and skills requires extended learner effort and guided practice
• Developmental Influences on Learning: Learning is most effective when considering differential development within and across physical, intellectual, emotional, and social domains
• Social Influences on Learning: Learning is influenced by social interactions, interpersonal relations, and communication with others
• Individual Difference in Learning: Individuals are born with and develop their own capabilities and talents
• Learning and Diversity: Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are considered
• Standards and Assessment: Assessment provides important information to both the learner and teacher at all stages of the learning process
• Two Approaches to Human Development:

  • Traditional Development: Extensive change from birth to adolescence, little or no change in adulthood, and decline in late old age
  • Life-Span Development: Shows changes even in adulthood and takes place as it does during childhood
• Paul Baltes' Characteristics of Development:

  • Development is lifelong
  • Development is plastic
  • Development is multidimensional
  • Development is contextual
  • Development involves growth, maintenance, and regulation
• The Stages of Development and Developmental Tasks:

  • Infancy and Early Childhood (0-5)
  • Middle and Late Childhood (6-12)
  • Adolescence (13-18)
  • Early Adulthood (19-29)
  • Middle Adulthood (30-60)
  • Late Adulthood (61 years and above)
• Developmental Tasks:

  • Prenatal Period
  • Infancy
  • Early childhood
  • Middle and late childhood
  • Adolescence
  • Early adulthood
  • Middle adulthood
  • Late adulthood
• Issues on Human Development:

  • Nature versus Nurture
  • Continuity versus Discontinuity
  • Stability versus Changes
• Freud’s Stages of Psychosexual Development:

  • Oral Stage
  • Anal Stage
  • Phallic Stage
  • Latency Stage
  • Genital Stage
• Freud’s Personality Components:

  • The Id
  • The Ego
  • The Superego
• Piaget’s Stages of Cognitive Development:

  • Sensori-motor Stage
• Sensorimotor Stage:

  • Children learn about themselves and the world
  • Teachers should provide a rich and stimulating environment with appropriate objects to play with
• Object Permanence:

  • Ability of the child to know that an object still exists even when out of sight
  • Attained in the sensorimotor stage
• Pre-operational Stage:

  • Covers ages 2 to 7 years old
  • Intelligence is intuitive
  • Child can make mental representations, pretend, and is closer to using symbols
• Symbolic Function:

  • Ability to represent objects and events
• Egocentrism:

  • Child can only see his point of view and assumes others have the same point of view
• Centration:

  • Tendency to focus on one aspect of a thing or event and exclude others
• Irreversibility:

  • Tendency to attribute human-like traits to inanimate objects
• Transductive Reasoning:

  • Pre-operational child's type of reasoning that is neither inductive nor deductive
• Concrete-Operational Stage:

  • Covers ages 8 to 11 years
  • Child can think logically in terms of concrete objects
• Decentering:

  • Ability to perceive different features or dimensions, leading to more logical thinking with concrete objects and situations
• Reversibility:

  • Ability to follow certain operations in reverse
• Conservation:

  • Ability to know that certain properties of objects do not change even with a change in appearance
• Seriation:

  • Ability to order or arrange things
• Formal Operational Stage:

  • Covers ages 12 to 15 years
  • Thinking becomes more logical
  • Can solve abstract problems and hypothesize
• Hypothetical Reasoning:

  • Ability to come up with different hypotheses and gather data to make decisions
• Analogical Reasoning:

  • Ability to perceive relationships in one instance and apply them to similar situations
• Deductive Reasoning:

  • Ability to think logically by applying general rules to specific situations
• Erik Erikson's Psychosocial Theory of Development:

  • Derived from psychological and social aspects
  • Influenced by Sigmund Freud but extended to include cultural and social aspects