EDUC 103 long quiz

• Learner-centered teaching


  Teaching methods that shift the focus of activity from the teacher to the learners
• Learner-centered teaching methods


  • Active learning
  • Cooperative learning
  • Inductive teaching and learning
• Active learning


  • Students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class
• Cooperative learning


  • Students solve problems, answer questions of their own
• Inductive teaching and learning

  • Students are first presented with challenges
• Inductive methods


  • Inquiry-based learning
  • Project-based learning
  • Discovery learning
  • Just-in-time
• Characteristics and aspects of learner-centered teaching

  • Students learn from classmates
  • Students learn more through experiences and active involvement
  • Students apply new learning to real-life, authentic experiences
  • Students receive frequent, directed, and timely feedback
  • Students are encouraged to explain material to themselves and others
  • Students regularly engage in communication
  • Students know what they are learning
  • Students use personalized technology to produce
  • Higher degree of engagement
• Teacher-centered philosophies


  Require that children are educated using certain methods put into action by their teacher, as opposed to student-centered philosophies in which teaching methods are formed according to the needs and learning styles of individual students
• Essentialism


  An essentialist curriculum is structured to develop discipline and a common culture of knowledge. Essentialists value deep knowledge on a few core subjects, as opposed to more general knowledge on a wider array of subjects.
• Components of essentialism in the classroom

  • Students are taught by an essentialist teacher who is well-educated and knowledgeable in the core curriculum
  • Weave community into the curriculum
  • Pass or fail approach to promoting students to the next educational level
• Perennialism


  A teacher-centered educational philosophy that focuses on everlasting ideas and universal truths learned from art, history, and literature
• Perennialism in the classroom

  • Students gain cultural literacy through the Great Books and prove their understanding through tests, writing, and behavior
• Progressivism


  An educational philosophy based on the belief that education should be child-centered rather than focused on the teacher or the content area
• Humanism


  An educational philosophy where the goal of education is to foster students' desire to learn and teach them how to learn
• Constructivism


  An educational philosophy founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in
• The premise "one teaching style fits all", which is attributed to a teacher-centered instructional approach, is not working for a growing number of diverse, student populations
• Examination of the literature detailed the assets of teacher-and learner-centered approaches for meeting the challenges of 21st century teachers
• Findings indicated that for diverse populations who are not experiencing success with a teacher-centered approach, an instructional paradigm shift is needed to implement a learner-centered approach
• Factors that can make shifting from teacher-centered to learner-centered teaching challenging

  • Change of role
  • Student responsibility
  • Curriculum and assessment
  • Institutional culture and policies
• Cognitive and metacognitive factors that influence learning

  • Nature of the learning process
  • Goals of the learning process
  • Strategic thinking
  • Construction of knowledge
  • Thinking about thinking
  • Context of learning
• Elements of the nature of the learning process

  • Experience
  • Attendance
  • Feedback
  • Motivation
  • Practice
  • Reflection
• Goals of the learning process

  Successful learners can create meaningful, coherent representations of knowledge and be goal-directed
• Construction of knowledge


  Successful learners can link new information with existing knowledge in meaningful ways
• Strategic learning


  Successful learners can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals
• Good effects of strategic thinking

  • Improve decision-making
  • Better planning
  • Increased competitiveness
  • Enhanced problem-solving
• Bad effects of strategic thinking

  • Overthinking
  • Rigidity
  • False confidence
• Metacognition


  The process of thinking about thinking, examining how we take in and process information, and figuring out ways to do better
• Common contexts of learning

  • Environment
  • Technology
  • Culture
  • Social
• Motivation


  An internal state that propels individuals to engage in goal-directed behavior
• Intrinsic motivation


  Doing something for its own sake because it aligns with your interests, passions, or personal values
• Types of intrinsic motivation

  • Learning motivation
  • Attitude motivation
• Types of motivation


  • Intrinsic motivation
  • Extrinsic motivation
• Intrinsic motivation


  When you do something for its own sake because it aligns with your interests, passions, or personal values
• Types of intrinsic motivation

  • Learning motivation
  • Attitude motivation
  • Achievement motivation
  • Creative motivation
  • Physiological motivation
• Extrinsic motivation


  External factors that drive you to do something
• Types of extrinsic motivation

  • Incentive motivation
  • Fear motivation
  • Power motivation
  • Social motivation
• Motivational and emotional influences on learning

  • The rich internal world of thoughts, beliefs, goals, and expectations for success or failure can enhance or interfere with the learner's quality of thinking and information processing
  • What and how much is learned is influenced by the learner's motivation
• Factors that influence motivation to learn

  • Emotional states
  • Beliefs
  • Interest & goals
  • Habits of thinking
• Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely without coercion
• Developmental factors


  • Individuals learn best when the material is appropriate to their developmental level and is presented in an enjoyable and interesting way
  • Because individual development varies across intellectual, social, emotional, and physical domains, achievement in different instructional domains may also vary
  • The cognitive, emotional, and social development of individual learners and how they interpret life experiences are affected by prior schooling, home, culture, and community factors
  • Early and continuing parental involvement in schooling, and the quality of language interactions and two-way communications between adults and children can influence these developmental areas
  • Awareness and understanding of developmental differences among children with and without emotional, physical, or intellectual disabilities, can facilitate the creation of optimal learning contexts