Learning and Learners Summary

Point	Example
Motivation	Give students support/guidance Intrinsic (internal drive of encouragement) /extrinsic (external) Students satisfaction Successful stories of other students
Extrinsic motivation	Grades Sweets Best applied while losing interest
Motivation on cognitive	Convince students capable of success Students satisfaction Difficulty of task is in capability of students Build on student self-concept
Motivation on behaviour	Reinforcement Completing drilling exercises ensure students satisfaction Conducive environment- labelling objects like chairs, windows
Motivation on humanistic(Maslow)	Satisfy basic needs before proceed to higher needs Conducive environment Motivate students to come to school = feel happy, safe, success Instil self-esteem and motivation Equal opportunity to learn Caring- rest between activities
Cognitive	Information processing Meaningful learning Insight learning Make meaning thinking
Cognitive theory in teaching	Give concepts Guide students to make discriminations
Humanism	Opportunity and inclusiveness Safe environment Basic needs are fulfilled Every student have potential and not stupid Opportunity for every student (inclusiveness) Love student Plan activities according to ability Positive negative reinforcement Praises Small stickers Emotional support
Behaviourism	Stimulation, responses, and reinforcement Demonstration Repetition Drilling Reward
Constructivism	Group discussion Brainstorming Group activities Experimenting Pair work Problem-solving
Learning readiness (3 aspects: physical, emotional, cognitive)	Teach from easy to difficult Give reinforcement Conducive environment Sense of humour (affective filter lowered) Basic needs are satisfied
Perception	Use concrete object Accommodate the difficulty of task to suit students level Explain explicitly Accommodate the context to be more familiar with students Encourage students do mind-map Explain using demonstration Correct the wrong perception of the students Use a lot of examples
Wrong perception	Information overload Implicit teaching Wrong demonstration Complex tasks
Rememberness /enhance memory	Concrete object Teacher’s presentation skilful and interesting Incorporate 5 senses Various activities Use meaningful teaching aids Use mind-map
Positive transfer of learning	Give motivation/ reinforcement Show interest in listening students’ thoughts Positive learning atmosphere Encourage the use of knowledge in different context
Avoid negative transfer of learning	Correct students’ wrong behaviour X bring negative emotions to class Fair for all students Be a good role model
Transfer of knowledge (students learn and apply in daily life)	Giving realistic task
Individual differences	Group activities Differentiated learning Mixing up better and weaker students Interactions Incorporate multiple intelligences Provide opportunity for self development
Multiple intelligence	Incorporate elements across curriculum Various activities Incorporate language arts (appreciation of things)
Learning styles	Group students w same learning style Plan activities suitable for most Mixing up different learning styles students
Creative thinking	Generating variety ideas Flexibility in thinking Originality
Reflective thinking	Writing diary Brainstorming Reflection Recalling
Enhance thinking skill	HOTS Bloom taxonomy Brainstorming Group discussion Role playing
Teacher centred strategy	Teacher dominant role (mk all decisions, criticise student) Student interaction low Linear interaction Autocratic teaching style No feedback End product
Student centred strategy	Teacher facilitator Student interaction high Two way interaction Mainly group activities Student actively construct knowledge Development of potential Focus on process
Implementation of student centred strategy	Activities encourage students interaction Brainstorming- students active seeker of knowledge
Material based strategy	Whole lesson based on the material Good material is important Learn through material Map, textbook, catalogue etc
Task based strategy	planned by the teacher to carry out certain task: role play, drama, project, model making, etc
Activity selection criteria	Learner needs Suitability Availability of teaching aids Time
McClelland’s theory of achievement	3 types of motivators Achievement – set and achieve goals Affiliation – wants to belong to a group Power – wants to control others/ likes to win arguments
Cooperative learning	Students different abilities grouped together Students work towards a same goal Non-competitive Students help each other to learn (interdependence learning) Students’ accountability- responsible for their own learning Act 1: Think-pair-share 1. students brainstorm ownself 2. pair with a student and share       3. Listen to the idea
Mastery learning	Break a topic into small units Students learn unit by unit Suitable for weak students Learning outcome can be achieved Very explicit objectives – measurable
Blended Learning	Incorporate ICT into usual classroom Develop students skill
Direct instructional model	Straightforward teaching Teacher directed Demonstration
Integrative approach	Connects the lesson with other subjects Develop creative and critical skill Applying knowledge
Deductive approach General- specific (examples) Inductive approach Specific – general D+I -> eclectic
Ausubel  advance organiser	Meaningful learning which avoids memorisation – relate info Show ahead what will be learnt Link previous knowledge Previous knowledge as the bridge to new information
Kohler (Cog- ah ha! theory)	Students think harder and gain insight Suddenness of a solution
Gagne (Cog)	Everyone learns through 5 senses
Bruner (concept formation)	Concepts-> Distinguishing characteristics
Bandura (bobo doll)	Learn through observation, imitation and modelling Cite good examples to model Skilful and interesting demonstration- catch attn Invite students become role model Teacher as role model
Classical conditioning	Stimulus and response Drilling No creative learning
Operant conditioning	Repeat the response through reinforcement