Psychological Principles of Learning

The topic under the course of Learning Principles

1. Psychological Principles of Learning

2. Psychological Foundation of Learning Educational psychology deals in learning and teaching. This branch of psychology involves not just the learning process of early childhood and adolescence, but includes the social, emotional and cognitive processes that are involved in learning throughout the entire lifespan. The field of educational psychology incorporates a number of other disciplines, including developmental psychology, behavioral psychology and cognitive psychology.

3. Cognitive Learning Understanding how a topic fits into a larger picture Reflecting on topics and creating new connections Building on past Knowledge to improve recall

4. Cognitive Learning Cognitive development is gradual, systematic changes by which mental process become more complex and refined. Establishment of new schemes is essential in cognitive development.

5. Growth Mindset Students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning

6. Prior Knowledge What students already know affects their learning. A learner’s understanding of a text can be improved by activating their prior knowledge.

7. Limits of stage theories Students’ cognitive development and learning are not limited by general stages of development

8. Facilitating Context Learning is based on context, so generalizing learning to new contexts is not spontaneous, but rather needs to be facilitated.

9. Practice Acquiring long-term knowledge and skill is largely dependent on practice

10. Feedback Clear, explanatory and timely feedback to students is important for learning.

11. Self-regulation Students’ self-regulation assists in learning and self-regulatory skills can be taught.

12. Creativity Student creativity can be fostered.

13. is the reason for people's actions, willingness and goals, defined as a need that requires satisfaction

14. Students tend to enjoy learning and to do better when they are more intrinsically rather than extrinsically motivated to achieve. Intrinsic Motivation

15. Students persist in the face of challenging tasks and process information more deeply when they adopt mastery goals rather than performance goals. Mastery Goals

16. tend to undermine long-term performance. If you hit your initial goal, you become less motivated to continue towards excellence (after all you hit your goal). And if you don't hit your initial goal, you become discouraged and de-motivated because your self-worth is based on external inputs. Performance Goals

17. about their students affect students’ opportunities to learn, their motivation and their learning outcomes. Teacher Expectations

18. Are short term (proximal), specific and moderately challenging enhances motivation more than establishing goals that are long term (distal), general and overly challenging. Goal Setting

19. Social contexts Learning is situated within multiple social contexts. Social and Emotional Dimensions

20. Interpersonal relationships and communication are critical to both the teaching-learning process and the social development of students Interpersonal Relationships

21. Emotional well-being influences educational performance, learning, and development.

22. Classroom conduct Expectations for classroom conduct and social interaction are learned and can be taught using proven principles of behavior and effective classroom instruction. Context and Learning

23. Effective classroom management is based on: (a) setting and communicating high expectations, (b) consistently nurturing positive relationships, and (c) providing a high level of student support Expectation and Support

24. Assessment Formative and summative assessment are both important and useful, but they require different approaches and interpretations.

25. The goa l of formative assessment is to  monitor student learning  to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work help faculty recognize where students are struggling and address problems immediately Formative assessments are generally  low stakes , which means that they have low or no point value. Formative Assessment

26. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. Summative Assessment

27. Student skill, knowledge, and ability are best measured with assessment processes grounded in psychological science with well-defined standards for quality and fairness. Assessment Development

28. Making sense of assessment data depends on clear, appropriate and fair interpretation. Effective teaching requires that instructors be able to accurately interpret test results and clearly communicate the results to students and parents. Students can use what they learn about testing and statistics to evaluate the various assessments given in class for reliability and validity. Assessment Evaluation

29. “Growth” and “development” interchangeably and accept them as synonymous. But in reality, the meanings of these two terms are different. Understanding Growth and Development

30. In The Process of growth is defined as increase in size, development is defined as progression toward maturity. Thus the terms are used together to describe the complex physical, mental, and emotional process. What is the difference between growth and development?

31. There are three principles: Cephalocaudal Principle Refers to the general pattern of physical and motoric development followed from infancy into toddlerhood and even early childhood whereby development follows a head-to-toe progression.

32. There are three principles: 2. Proximodistal Principle Development proceed from the center of the body outward. It also describes the direction of development. This means that the spinal cord develops before outer parts of the body. Trend is the tendency for more general functions of limbs to develop before more specific or fine motors. It comes from the Latin words proxim -which means “close” and “-dis” meaning “away from” , because the trend essentially describes a path from the center outward.

33. There are three principles: 3. Orthogenetic principle Also known as orthogenetic evolution, progressive evolution, evolutionary progressive, is the biological hypothesis that organisms have an innate tendency to evolve in a definite directions towards same goal (teleology) due to some internal mechanism or “driving force”

34. Sigmund Freud provided with a view that personality develops through a series of five psychosexual stages. According to him failure to resolve conflicts at a particular stage can result in fixation. He proposed that experiences and difficulties during a particular childhood stage may predict specific characteristics in the adult personality. Theories of Development

35. The process of personality development of the child is divided into the following five overlapping stages: 1. Oral Stage (birth to 12-18 months) a) Oral sucking b) Oral biting 2. Anal Stage – (12-18 months to 03 years) a) Anal Explosive b) Anal Retentive 3. Phallic Stage (3 to 5 – 6 years) 4. Latency Stage (5 – 6 years to adolescence) 5. Genital Stage (Adolescence to adulthood) Theories of Development

36. Our new sense for our identity now also creates egocentric thoughts and some start to see an imaginary audience watching them all the time. Piaget believed in lifelong learning, but insisted that the formal operational stage is the final stage of our cognitive development. Jean Piaget’s first interests were animals and he published his first scientific paper on albino sparrows in 1907 when he was just 11 years old. In 1920, he began working with standardized intelligence tests. He realized that younger children consistently make types of mistakes that older children do not. He concluded that they must think differently and spent the rest of his life studying the intellectual development of children.

37. Erikson's theory of psychosocial development identifies eight stages in which a healthy individual should pass through from birth to death. At each stages we encounter different needs, ask new questions and meet people who influence our behavior and learning Erikson’s Stages of Development

38. Erikson’s Stages of Development 1.) Basic Trust vs. Mistrust, Infancy (1-2 years) As infants we ask ourselves if we can trust the world and we wonder if it's safe. We learn that if we can trust someone now, we can also trust others in the future. If we experience fear, we develop doubt and mistrust. The key to our development is our mother.

39. 2) Autonomy vs. Shame & Doubt, Early childhood (2-4 years) Erikson’s Stages of Development In our early childhood, we experience ourselves and discover our body. We ask: is it okay to be me? If we are allowed to discover ourselves, then we develop self-confidence. If we are not, we can develop shame and self-doubt. Both parents now play a major role.

40. 3) Initiative vs. Guilt, Preschool Age (4-5 years) Erikson’s Stages of Development In preschool, we take initiative, try out new things, and learn basic principles like how round things roll. We ask: Is it okay for me to do what I do? If we are encouraged, we can follow our interests. If we are held back or told that what we do is silly, we can develop guilt. We are now learning from the entire family.

41. Erikson’s Stages of Development 4) Industry vs. Inferiority, School Age (5-12 years) Now we discover our own interests and realize that we are different from others. We want to show that we can do things right. We ask if we can make it in this world? If we receive recognition from our teachers or peers we become industrious, which is another word for hard-working. If we get too much negative feedback, we start to feel inferior and lose motivation. Our neighbors and schools now influence us the most.

42. Erikson’s Stages of Development 5) Identity vs. Role Confusion, Adolescence (13–19 years) During adolescence we learn that we have different social roles. We are friends, students, children and citizens. Many experience an identity crises. If our parents now allow us to go out and explore, we can find identity. If they push us to conform to their views, we can face role confusion and feel lost. Key to our learning are our peers and role models.

43. Erikson’s Stages of Development 6) Intimacy vs. Isolation, Early Adulthood (20-40 years) As young adults we slowly understand who we are and we start to let go of the relationships we had built earlier in order to fit in. We ask ourselves if we can love? If we can make a long-term commitment, we are confident and happy. If we cannot form intimate relationships, we might end up feeling isolated and lonely. Our friends and partners are now center to our development.

44. Erikson’s Stages of Development 7) Generativity vs. Stagnation - Adulthood (40-65) When we reach our forties we become comfortable, use our leisure time creatively and maybe begin contributing to society. Our concern is Generativity. If we think that we are able to lead the next generation into this world, we are happy. If we did not resolve some conflicts earlier, we can become pessimistic and experience stagnation. People at home and at work are now who influence us most.

45. Erikson’s Stages of Development 8) Ego Integrity vs. Despair, Maturity (65-death) As we grow older we tend to slow down and begin to look back over our lives. We ask: how have I done? If we think we did well, w develop feelings of contentment and integrity. If not, we can experience despair and become grumpy and bitter. Time to compare us with mankind.

46. Erik Erikson was a German-American psychologist who together with his wife Joan, became known for his work on psychosocial development. He was influenced by Sigmund and Anna Freud and became famous for coining the phrase "identity crisis." Although Erikson lacked even a bachelor's degree, he served as a professor at Harvard and Yale. Erikson’s Stages of Development

47. Kohlberg's stages of Moral Development

48. Lev Vygotsky Sociocultural theory results from the dynamic interaction between a person and the surroundings social and cultural forces. 3 Claims of Vygotsky a) Fundamentally shaped by a cultural tools b) Functioning emerges outs of social processes c)Development methods (Zone of Proximal Development)

49. Lev Vygotsky Strategies to utilize the benefits of ZPD Scaffolding – requires demonstration, while controlling the environment so that one can take things step by step. Reciprocal teaching - open dialog between student and teacher which goes beyond simple question and answer session.

50. Lev Vygotsky Theorized that human development is not something that fixed and eternal. It will changes as a result of historical development. Cultural influences: Imitative learning Instructed learning Collaborative learning Principles: Cognitive development is limited to a certain range at any given age. Full cognitive development requires interaction.

51. Lev Vygotsky 5 Main Points: Use of Zone of Proximal Development Interaction with other people is important for cognitive growth Culture can make daily living more efficient and effective. Advance mental methods tart through social activities. Increase of the independent use of language and thought during a child’s first few years of life.

52. No two individuals can be exactly alike in their resulting development and adjustments. The unique characteristics and traits emerges as children pass from one stage to another. The rate of development is not the same for all individuals. Some develop and learn faster than others. Sometimes the gap is wide Learning is most effective when differences in learner’s language, cultural, and social behavior are taken into account. Individual differences is the uneven rate of growth and development among individuals. Individual Differences

53. Individual Differences The change is seen in physical forms like in height, weight, color, complexion strength etc.

54. Personality An individuals unique pattern of characteristics It is what makes you different from others

55. Heredity we inherit almost all the things we need for growth and development, heredity gives all potential for growth and development

56. Heredity Hereditary Factors may be influence behaviors as risk-taking and behaviors.

57. Environment Does not refer only physical surroundings but also, it refers the different types of people, society, their culture, customs, traditions, social heritage, ideas and ideals.

58. How Hereditary and Environment Interact The interaction between hereditary and environment is often the most important factor of all. Perfect pitch is the ability to detect of a musical tone without any reference. This ability tends to run in families and believe that it might be tied to a single gene. However, possessing the gene is not enough to develop this abilty . Instead, musical training during early is necessary to allow this inherited ability to manifest itself.