principles

• Accretion – the learning of facts. New information is learned and added to the existing schemata.
• Tuning – existing schemata evolve or are refined throughout the life span as new situations and issues are encountered.
• Restructuring – development of the new schemata by copying an old schema and adding new elements that are different enough to warrant the new schema.
• Constructivism – proposes that individual learners actively construct their own learning on the basis of their prior knowledge, experiences, and interactions with the environment; opposite of behaviorism due to its belief of the learner’s active manipulation of the information presented.
• Connectionist Models – proposed that when information is acquired, it is stored in many places of the brain, forming a network of connections. The more connections there are to an item in memory storage, the easier it is to retrieve from memory.
• Learning – acquisition of knowledge and skills that changes a person’s behavior.
• Metacognition – the process that learners use to gauge their thinking while reading, studying, and trying to learn.
• Intelligence – an innate ability that predicts success in learning.
• Memory – consolidation of information takes place.
• Transfer – ability to take the information learned and apply it to another.
• 1. Concrete Experience (CE) Abilities – learning from actual experience
• Reflective Observation (RO) Abilities – learning by observing others.
• Abstract Conceptualization (AC) Abilities – creating theories to explain what it is seen.
• 1. Active Experimentation (AE) Abilities – using theories to solve problems
• 1. Converger – person who learns AC and AE. This person is good in decision-making, problem solving, and likes dealing with technical work rather than interpersonal relationships.
• Diverger - A person who stresses CE and RO. This person excels in imagination, awareness of meaning, and loves working in groups.
• Accommodator – person who relies heavily on CE and AE; impatient, risk-taker and acts on intuition.
• Assimilator – person who emphasizes AC and RO; person is more concerned with the ideas rather than people.
• Concrete Sequential Learners – likes high-structured, quite-learning environments and do not like being interrupted.
• Concrete Random Learners – are intuitive, use trial and error methods, and look for alternatives
• Sequential learners – holistic thinkers who seek understanding of incoming information.
• Abstract Random Learners – think holistically and greatly benefit from visual stimuli; focused on personal relationships
• Concept of Schema/Schemata (Rumelhart 1980) – knowledge is packed into units called “SCHEMATA”. (Ex: Remembering how to bottle-feed an infant or the route of work.)
• Subsumption theory of Meaningful Verbal Learning (Ausubel, 1963) – stated that meaningful learning will only occur if existing cognitive structures are organized and differentiated
• COGNITIVE LEARNING THEORIES – focuses more on mental processes rather than behavior.
• Watson and Pavlov – stated that learning is a more or less permanent change in behavior brought about by a series of conditioned reflexes or CONDITIONING (stimulus-response bonds).
• Thorndike and Skinner – stated that stimulusresponse bonds are strengthened by reinforcements such as rewards or punishments.
• Two Basic Roles Of Teacher Role of Controller Role of Facilitator
• Teacher- is the prime mover of the educational wheel Teaching process requires handling many different roles during a lesson. Teachers need to organize the lesson and decide about the extent of their involvement in the lesson and amount of time given to learners. They also need to lesson to listen to learners and give them feedback, correct their mistakes, provide information and sometimes even join
• Solitary and intrapersonal learner • Solitary learners can be visual, auditory, physical, verbal or logical learners. Fulfilling all the needs of the solitary student will ensure they are fully engaged. Some of the qualities often associated with this type of learner include: Independent Introspective Private
• Physical or kinesthetic Commonly called hands-on learners, kinesthetics prefer to physically engage with the materials of the subject matter. Some qualities associated with physical learners: Preference to 'get their hands dirty' Energetic, may drum fingers or shake
• Social and interpersonal learner Social learners show preference towards groups and collaboration. Some, but not all, will gravitate towards leadership within a group. Some of the qualities often associated with this type of learner include: Extraverted
• Logical and mathematical learner Perhaps unsurprisingly, mathematical learners err towards careers in programming, accountancy, science, research and other number and pattern-orientated careers. Some qualities associated mathematical learners include: with Pattern recognition Good with numbers Predisposition towards grouping and classification
• Verbal learner Verbal learning includes both writing and speaking. Verbal learners might have a preference for reading and writing, word games and poems. Verbal learners know the meanings of a broad category of words, can use them effectively, and actively seek out new words to add to their repertoire. qualities associated with verbal learners include: Intellectual Bookworm Good story teller
• Auditory and musical learners • Auditory learners like to hear solutions and examples explained to them, and may gravitate towards music subjects and group learning as a way to understand information. Auditory learners often have a high aptitude for distinguishing notes and tones in music and speech.
• Visual and spatial learners

  like diagrams, drawing out concepts, charts and processes. They learn by looking at visual concepts, creating them, and watching other people create them. Visual learners might be organised or creative in their application, and find things like colours and shapes useful. Visual learners often possess the following qualities: Habitual doodlers / drawers Observant Not easily distracted Enjoys planning
• Controller

  We are apt to connect the role of controller with a traditional classroom within which the teacher asks questions, explains, directs all actions and therefore stands in the centre most of the lesson and does most of the talking. Also the one who makes all the decisions about the learning process
• Facilitator Understood as a person who should address the individuals needs of learners and not to treat them as one identical group The teacher- facilitator suggests rather directs, encourages rather than asks and advises and prompts students into mutual interaction rather than a one-way communication.
• Investigator/Researcher: teacher's own professional development as well as own research which is particularly important in higher education
• Participant: an equal member of the group