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LET Reviewer > Prof. Ed Facilitating Learning > Flashcards

Prof. Ed Facilitating Learning Flashcards

1
Q

Physical changes.

Can be measured quantifiable.

Height, Weight, Age.

A

Growth

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2
Q

happens during neonatal prenatal infancy adolescence

Improvement of body function.

A

Development

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3
Q

Acquiring knowledge, skills, behavior, training, education. (Change of behavior Evidence of learning.)

A

Learning

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3
Q

Internal ripening. Both mental and physical.

A

Maturation

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3
Q

development and linguistics social skills motor skills

A

Play

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3
Q

From head to toe.

A

Cephalocaudal

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4
Q

Center to exterior extremities.

A

Proximodistal

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5
Q

Growth from both sides

A

Bilateral

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6
Q

Proponent of Psychoanalytic Theory

A

Sigmund Freud

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7
Q

Psychonalytic Theory Personality Components

A

Id - Pleasure. Instinct. Want

Ego - Reality. Action, decision maker

Super ego - Moral science. conscience

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8
Q

Pleasure area

A

Erogenous zone

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9
Q

Tendency to stay at a particular stage.

A

Fixation

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10
Q

First stage of Psychosexual theory

A

Oral Stage (Birth to 18 months)

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11
Q

Oral Stage (Birth to 18 months) Conflicts

A

Perceptive - Smoking. Drinking.

Aggressive - Gossip.

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12
Q

Second stage of Psychosexual theory

A

Anal Stage. (18 months to 3 years)

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13
Q

Anal Stage (18 months to 3 years) Conflicts

A

Retentive. Cleanliness.

Expulsive. disorganized

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14
Q

Third stage of Psychosexual theory

A

Phallic stage. (3 years to 6 years)

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15
Q

Phallic Stage (3 years to 6 years) Conflicts

A

Oedipus complex - Son to mother.

Electra Complex. - Daughter to father.

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16
Q

Fourth stage of Psychosexual theory

None. Dormant.

Academic skills. Girls to girls. Boys to boys.

A

Latency stage. (6 to 12 years)

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17
Q

Fifth stage of Psychosexual theory

Sexual urges reawakening.

Attracted to opposite sex

A

Genital stage. 12 years.

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18
Q

Proponent of Cognitive Developmental theory

A

Jean Piaget

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19
Q

First Cognitive Developmental theory stage:

Birth to 2 years.

More on senses.

object permanence

A

Sensimotor stage

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20
Q

Second Cognitive Developmental theory stage:

2 to 7 years.

A

Preoperational Stage.

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21
Q

Preoperational sub-Stage:
Represent object.

A

Symbolic functions

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22
Q

Preoperational sub-Stage:
Only sees his point of view.
Ex. ako lang ang pamangkin ni tito

A

Egocentrism

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23
Q

Preoperational sub-Stage:
Focus on one thing. exclude other aspects
Ex. mataas vs malawak na baso

A

Centration

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24
Q

Preoperational sub-Stage:
Remain unchanged despite looking different
Ex. Peeled banana is different from unpeeled banana

A

Lack of Conservation

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25
Q

Preoperational sub-Stage:
Inability to reverse. Circle clay cannot be remolded into a perfect circle.
circle clay can’t remolded back to perfect circle

A

Irreversibility

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26
Q

Preoperational sub-Stage:
Like personification.
human like

A

Animism

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27
Q

Preoperational sub-Stage:
Dreams are real. unreal movies

A

Realism

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28
Q

Third Cognitive Developmental theory stage:

7 to 11 years.

A

Concrete Operational Stage

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29
Q

Concrete Operational sub-Stage:
can perceive different features

A

Decentering

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30
Q

Concrete Operational sub-Stage:
follow certain operations. deformed circle clay can be reformed into the perfect circle.

A

Reversibility

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31
Q

Concrete Operational sub-Stage:
properties object do not change.

A

Conservation

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32
Q

Concrete Operational sub-Stage:
can arrange things, series or objects

A

Seriation

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33
Q

Concrete Operational sub-Stage:
ability to classify objects – put them together based on their color, shape, etc.

A

Classification

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34
Q

Concrete Operational sub-Stage:
Dog is a Mammal
German Shepherd is a Dog, then German Shephed is a Mammal too

A

Transitivity

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35
Q

Concrete Operational sub-Stage:
can consider other people.

A

Overcoming Egocentrism

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36
Q

Fourth Cognitive Developmental theory stage:

11 years and beyond

A

Formal Operational Stage

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37
Q

Formal Operational sub-Stage:
come up / judgment / decide on his or her own

A

Hypothetical reasoning

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38
Q

Formal Operational sub-Stage:
analyze
individuals can understand and solve problems through analogies

A

Analogical reasoning

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39
Q

Formal Operational sub-Stage:
General to specific.

A

Deductive method

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40
Q

Basic Cognitive concepts (Cognitive Developmental Theory):
prior knowledge
dog as 4 legs, has two ears

A

Schema

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41
Q

Basic Cognitive concepts (Cognitive Developmental Theory):
fitting new experience.
heard a dog barking - assimilate this with prior knowledge

A

Assimilation

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42
Q

Basic Cognitive concepts (Cognitive Developmental Theory):
new schema of another animal; dog and cat
creating. modifying.

A

Accommodation

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43
Q

Basic Cognitive concepts (Cognitive Developmental Theory):
correcting a child that dog and bird are different.
Proper balance.

A

Equilibration

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44
Q

Proponent of Social Cultural Theory

A

Lev Vygotsky

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45
Q

Theory that says that learning is a social process tied to and driven by our specific culture.
Lev Vygotsky

A

Social Cultural Theory

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46
Q

Theory that says that children’s intelligence undergoes changes as they grow

A

Cognitive Developmental Theory

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47
Q

Theory that says that human personality is a result of the id, ego, and superego.

A

Psychoanalytic theory

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48
Q

When a child can do things without assistance alone.

A

Zone of actual/achieved Development (ZAD)

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49
Q

Space between what a learner can do without assistance and what a learner can do with the guidance of an MKO or more knowledgeable other.

A

Zone of proximal development. (ZPD)

50
Q

Guidance or structure of the more knowledgeable other.
Provides to help the learner Perform tasks in his or her ZPD.

A

Scaffolding

51
Q

Intensive form of guided participation. No visa works with an expert to learn a task.

A

Apprenticeship

52
Q

Mentor provides guidance to notice about how to think about it a task.

A

Cognitive apprenticeship

53
Q

The theory that suggests that observation and modeling play a primary role in how and why people learn

A

Social learning Theory

54
Q

Proponent of Social learning Theory

A

Albert Bandura

55
Q

Process of observational theory (Bandura)

A

Attention – awareness

Retention. - remembering Behavior.

motor reproduction - Ability to replicate.

Motivation. - will emulate behavior

56
Q

basic model of observational learning:
Actual individual demonstrating.
Acting out a behavior

A

Live model

57
Q

basic model of observational learning:
Real or fictional. characters Displaying behaviors in books, tv programs

A

Symbolic model

58
Q

basic model of observational learning:
explanations and descriptions of a behavior.

A

Verbal instructional Model.

59
Q

Theory that focuses on the idea that all behaviors are learned through interaction with the environment.

A

Theory of Behaviorism

60
Q

Proponent of Theory of Behaviorism

A

John B. Watson

61
Q

Proponent of Moral Development Theory

A

Lawrence Kohlberg

62
Q

Stage 1 of preconventional stage (Birth to nine years):
avoid punishment.

A

Punishment obedience orientation

63
Q

Stage 1 of preconventional stage (Birth to nine years):
mutual benefit.

A

Instrumental Relativist orientation

64
Q

Stage 3 of Conventional stage. (9 to 20 years.):
performing designated roles and living up to the expectations of society.

A

Good boy Nice girl orientation

65
Q

Stage 4 of Conventional stage. (9 to 20 years.):
respecting the rules, performing duties, and obeying authority.

A

Law and order orientation.

66
Q

Stage 5 of Post conventional stage. - (20 years and beyond):
laws are not consistent with individual rights and the interests of the majority, they do not bring about good for people and alternatives should be considered.

A

Social Contract Orientation

67
Q

Stage 6 of Post conventional stage. - (20 years and beyond):
People at this stage have developed their own set of moral guidelines, which may or may not fit the law

A

Universal Ethical Principle Orientation

68
Q

Proponent of Classical Conditioning

A

Ivan Pavlov

69
Q

The process in which an automatic, conditioned response is paired with specific stimuli.

A

Classical conditioning

70
Q

Principles of Classical Conditioning:
the tendency to respond to stimuli that are similar to the original conditioned stimulus

A

Stimulus generalization

71
Q

Principles of Classical Conditioning:
unlearning or removing Action.

A

Extinction

72
Q

Principles of Classical Conditioning:
Relearning.

A

Spontaneous recovery

73
Q

Principles of Classical Conditioning:
They are not all the same.

A

Discrimination

74
Q

Principles of Classical Conditioning:
Changing stimulus

A

Higher order Conditioning

75
Q

Principles of Classical Conditioning:
attached stimulus.

A

Adhesive principle

76
Q

Principles of Classical Conditioning:
there’s a reaction even without Stimulus.

A

Principle of Excitation

77
Q

Proponent of Connectionism

A

Edward Thorndike

78
Q

Creatures can create connections between stimuli and responses through learning.

Experiment. the cat learns to associate pressing the lever (S) with opening the door (R).

A

Edward Thorndike’s Connectionism

79
Q

Connectionism law:
Prepared

A

Lawof readiness.

80
Q

Connectionism law:
often Repeated

A

Lawof exercise.

81
Q

Connectionism law:
Strengthens Positive. Weakens negative

A

Lawof Effect

82
Q

Connectionism law:
paired stimuli possess similarity.

A

Lawof belongingness

83
Q

Connectionism law:
relating two or more experience

A

Lawof association

84
Q

Connectionism law:
Same stimulus different Response.

A

Lawof Multiple Response

85
Q

Connectionism law:
response repeated, the grated tendency to remember

A

Lawof frequency

86
Q

Connectionism law:
Events happened together, become associated.

A

Lawof contiguity

87
Q

Connectionism law:
You do things because it is required

A

Lawof Requirement

88
Q

Theory that says that a behavior that is rewarded is likely to be repeated, and behavior that is punished will rarely occur.

A

Operant / Instrumental conditioning theory

89
Q

Proponent of Operant / Instrumental conditioning theory

A

Burrhus Frederick Skinner / B. F. Skinner

90
Q

Reward/Strengthen. (Operant)

A

Positive. - Add something pleasant. / Increase behavior.

Negative. - Take away unpleasant.

91
Q

Reduce response. (Operant)

A

Positive. - Give something doesn’t like.

Negative - remove what he or she likes

92
Q

Proponent of Theory of Constructivism.
Coined scaffolding.
Father of educational technology.

A

Jerome Bruner

93
Q

Theory that says that learners construct knowledge rather than just passively take in information

A

Theory of Constructivism.

94
Q

Jerome Bruner’s Modes of cognitive representation:
0 to 1 year.
Actions. movements.

A

Enactive

95
Q

Jerome Bruner’s Modes of cognitive representation:
1 year to 6 years
Model. images. Pictures. Icons

A

Iconic

96
Q

Jerome Bruner’s Modes of cognitive representation:
7 years.
Language, abstracts, numbers

A

Symbolic

97
Q

Internal state or condition that activates behavior and gives it direction.

A

Motivation

98
Q

(Motivation) External factors - rewards and punishments

A

Extrinsic motivation

99
Q

(Motivation) Within the individual. - the person may want to learn something he or she is interested in.

A

Intrinsic motivation.

100
Q

Proponent of Hierarchy of needs

A

Abraham Maslow

101
Q

Theory that says that people were motivated by survival and other needs.

A

Hierarchy of needs.

102
Q

Hierarchy of needs:

A

Physiological
Safety
Love and belongingness
Esteem
Cognitive
Aesthetic
Self actualization
Self transcendence

103
Q

Proponent of Cone of experiences/Pyramid Learning
Father of modern educational technology

A

Edgar Dale

104
Q

Cone of experiences:
hands-on learning or practice of a real thing.

A

Direct purposeful experience.

105
Q

Cone of experiences:
edited or imitated versions of reality, like mock-ups, simulations, gamification, and models.

A

contrived experience.

106
Q

Cone of experiences:
recreated situations
role-plays, that are based on real-life happenings

A

Dramatized experience.

107
Q

Cone of experiences:
visual explanations of how something works.

A

Demonstration

108
Q

Cone of experiences:
to observe different objects, situations, activities, and other related information in a real-world setting

A

Field trip.

109
Q

Cone of experiences:
meaningful displays with limited handling.
Ex. Galleries and museums

A

Exhibits

110
Q

Cone of experiences:
learning videos and animations where both visual and auditory senses are being used.

A

Motion Pictures.

111
Q

Cone of experiences:
refers to photographs and audio recordings like podcasts.

A

Audio/Recordings

112
Q

Cone of experiences:
graphic representations of concepts, which include charts, diagrams, infographics, graphs, flowcharts, and the like.

A

Pictures/Visual symbol.

113
Q

Cone of experiences:
refer to texts or words, like terminologies, rules, formulas, and other similar concepts.

A

Text/Verbal symbols.

114
Q

Cone of experiences percentage

A

Read 10%.

Hear 20%.

See. 30%.

See and hear 50%.

Say and write 70%.

Say and do 90%.

115
Q

Proponent of Multiple Intelligence

A

Howard Gardner

116
Q

A theory describing the different ways students learn and acquire information.

A

Multiple intelligence.

117
Q

Multiple intelligence:
Musical sounds. rhythms, tones, playing instruments.

A

Musical

118
Q

Multiple intelligence:
Understanding yourself. Control thoughts, Actions, feelings.

A

Intrapersonal

119
Q

Multiple intelligence:
Natural living. Biological science.

A

Naturalist

120
Q

Multiple intelligence:
Words. Reading, writing. poems. Language

A

Verbal/Linguistic.

121
Q

Multiple intelligence:
understanding other people. Leader.

A

Interpersonal

122
Q

Multiple intelligence:
Visualizing. Maze. Judge distance. Map.

A

Spacial/visual

123
Q

Multiple intelligence:
Maneuvering your body, Physical activity. Dance, sports Athletes.

A

Bodily/Kinesthetic

124
Q

Multiple intelligence:
Reading graph. Organizing. Numbers. critical thinking

A

Logical/numerical/Mathematical

125
Q
A

LET Reviewer (14 decks)

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