EDU 531: FACILITATING LEARNER-CENTERED TEACHING

MIDTERM EXAM KEY CONCEPTS

DAY 10: INFORMATION PROCESSING THEORY

Stages of information processing theory

 Sensory memory
 Long-term memory
 Short-term memory

 Encoding refers to the process of converting sensory input into a form that can be stored in memory

 Rehearsal involves the active repetition of information to transfer it from short-term memory to long-
term memory

 Retrieval is the process of accessing and bringing stored information from memory into conscious
awareness when needed.

 Recognition involves the ability to identify or recognize previously encountered information or stimuli
when presented with them again

 In information processing theory, attention is considered a limited resource. This means that individuals
have a finite capacity for processing information at any given time

 Transduction refers to the process by which information is gathered through the senses in the sensory
memory

 Information processing theory explains the process of encoding information into memory by
emphasizing the role of rehearsal and repetition in transferring information to long-term memory

 According to information processing theory, rehearsal is important for transferring information from
short-term memory to long-term memory because it strengthens neural connections associated with the
information

 A schema is a mental framework or organized pattern of thought that people use to understand and
interpret information about the world. An example would be when someone remembers how to bake a
cake by mentally replaying their past experiences in the kitchen

 Selective attention involves focusing on specific stimuli while ignoring others

DAY 11: PROBLEM SOLVING AND CREATIVITY

 Trial and error is a problem-solving method in which different approaches are attempted until a
solution is found

 Heuristic is a problem-solving strategy that involves using shortcuts or rules of thumb to find solutions
quickly, even though they may not guarantee the most optimal outcome

 An algorithm is a step-by-step procedure or set of rules that guarantees a solution to a problem,

typically involving a systematic approach to finding the correct answer

 Decomposition is a problem-solving strategy that involves breaking down complex problems into
smaller, more manageable parts, which can be addressed individually to find solutions

 The problem-solving cycle is a structured approach used to solve problems, but its applicability can vary
depending on the nature and complexity of the problem

DAY 12: IVAN PAVLOV’S CLASSICAL CONDITIONING

 Stimulus is any event or input that triggers a reaction or response in an organism

 Response is the reaction or behavior elicited by a stimulus

 The neutral stimulus (NS) in classical conditioning is the conditioned stimulus

 Food is the unconditioned stimulus (UCS)

 Salivation is the unconditioned response (UCR)

 The bell starts as the neutral stimulus but eventually transforms into the conditioned stimulus

 Salivation becomes the conditioned response to the bell ringing

 Extinction is a process called when the conditioned response decreases or disappears when the
conditioned stimulus is repeatedly presented without the unconditioned stimulus

 Example of Classical Conditioning Theory is when the child learned to associate the sight or presence of
a dog (stimulus) with the unpleasant experience of being bitten. Consequently, the sight or presence of
a dog becomes the conditioned stimulus that triggers the fear response.
  In Pavlovian conditioning, an unconditioned stimulus (UCS) is a stimulus that naturally and automatically
triggers a response without prior learning. The response it elicits is called the unconditioned response
(UCR).

 In classical conditioning, the conditioned response (CR) is a learned response to a previously neutral
stimulus that has been paired with the unconditioned stimulus (UCS). It is not a naturally occurring
response to the unconditioned stimulus

DAY 13: EDWARDS THORNDIKE’S CONNECTIONISM THEORY

 According to Thorndike’s Law of Readiness, when is learning facilitated when learners are ready and
willing to respond

 In a classroom setting, how can a teacher promote readiness according to Thorndike’s principles by
ensuring that students have the necessary prerequisite skills before introducing new material

 Law of Readiness states that learning is facilitated when learners are psychologically and physiologically
ready and willing to respond to stimuli

 Law of Effect suggests that responses that are followed by satisfying consequences become
strengthened and are more likely to be repeated, while responses followed by unsatisfying
consequences become weakened and are less likely to be repeated

 Law of Exercise suggests that the strength of a connection between a stimulus and a response is
increased with practice or exercise, leading to improved learning and retention

DAY 14: B.F. SKINNER’S OPERANT CONDITIONING

 Reinforcers are stimuli or events that, when presented after a behavior, increase the likelihood of that
behavior being repeated in the future.

 Punishers are stimuli or events that, when presented after a behavior, decrease the likelihood of that
behavior being repeated in the future.

 Positive punishment involves adding an aversive stimulus or consequence after a behavior occurs, which
decreases the likelihood of that behavior happening again in the future.
  Negative punishment involves removing a desirable stimulus or consequence after a behavior occurs,
which decreases the likelihood of that behavior happening again in the future.

 Positive reinforcement involves adding a desirable stimulus or consequence after a behavior occurs,
which increases the likelihood of that behavior happening again in the future.

 Negative reinforcement involves removing an aversive stimulus or consequence after a behavior occurs,
which increases the likelihood of that behavior happening again in the future.

 Operant conditioning does not rely on involuntary reflexes to shape behavior. Instead, it focuses on
voluntary behaviors and how they are influenced by their consequences

 Operant conditioning focuses on the association between a behavior and its consequences. It explores
how behaviors are influenced by the consequences that follow them, such as reinforcement or
punishment, and how these consequences shape future behavior

DAY 15: EDWARD TOLMAN’S PURPOSIVE BEHAVIORISM AND ALBERT BANDURA’S SOCIAL LEARNING THEORY

 According to Bandura’s social learning theory learning occurs by observing and imitating others

 According to social learning theory, the factor that influences the likelihood of a behavior being imitated
is the perceived consequences of the behavior

 Modeling allows individuals to learn new behaviors through observation of others

 Gender roles and stereotypes are developed through observing, imitating, and receiving reinforcement
from social interactions
 In Tolman's experiments with rats navigating mazes, he discusses the behavior of the rats as they
exhibited latent learning, indicating the existence of cognitive maps

 In Tolman's purposive behaviorism, behavior is motivated by deliberate, goal-oriented actions

 According to Tolman's cognitive theory of learning, rats in a maze learn not only specific responses but
also acquire knowledge about the spatial layout of the maze. This knowledge, often referred to as a
cognitive map, allows the rats to navigate the maze more efficiently by understanding its overall
structure and relationships between different parts of the maze

DAY 16: JEROME BRUNER’S CONSTRUCTIVIST THEORY

 In constructivist theory, learning is most effectively facilitated when students engage in actively
constructing their own understanding of the material

 In the constructivist context, schemas are existing mental structures that assist students in organizing
and interpreting new information.

 Bruner supports direct instruction with minimal student involvement in the learning process

 According to Bruner, a crucial aspect of effective instruction involves offering chances for hands-on
exploration and discovery

 In a constructivist classroom, the sole focus of assessment would be on evaluating students'

understanding of concepts, their ability to apply knowledge in various contexts, and their capacity for
critical thinking and problem-solving skills rather than just memorization of facts or rote learning

 Principles of Constructivism:
- Learning is an active process
- All knowledge is socially constructed
- Al knowledge is personal
- Learning exists in mind
- Constructivist approaches to teaching

 In the theory of constructivism, the teacher's role is that of a facilitator or guide rather than a lecturer
or authoritarian figure. The teacher creates a supportive learning environment where students actively
construct their own understanding of concepts through exploration, collaboration, and inquiry-based
activities

 Learners are seen as active participants in the learning process who construct their own understanding
of concepts through interactions with the environment and social experiences