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Learning theory describes how students receive, process, and retain knowledge during learning. Cognitive, emotional, and environmental influences, as well as prior experience, all play a part in how understanding, or a worldview, is acquired or changed and knowledge and skills retained.
Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".
Problem-based learning (PBL) is a teaching method in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.
Active learning is "a method of learning in which students are actively or experientially involved in the learning process and where there are different levels of active learning, depending on student involvement." Bonwell & Eison (1991) states that "students participate [in active learning] when they are doing something besides passively listening." According to Hanson and Moser (2003) using active teaching techniques in the classroom can create better academic outcomes for students. Scheyvens, Griffin, Jocoy, Liu, & Bradford (2008) further noted that "by utilizing learning strategies that can include small-group work, role-play and simulations, data collection and analysis, active learning is purported to increase student interest and motivation and to build students ‘critical thinking, problem-solving and social skills". In a report from the Association for the Study of Higher Education, authors discuss a variety of methodologies for promoting active learning. They cite literature that indicates students must do more than just listen in order to learn. They must read, write, discuss, and be engaged in solving problems. This process relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). This taxonomy of learning behaviors can be thought of as "the goals of the learning process." In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation.
A cognitive tutor is a particular kind of intelligent tutoring system that utilizes a cognitive model to provide feedback to students as they are working through problems. This feedback will immediately inform students of the correctness, or incorrectness, of their actions in the tutor interface; however, cognitive tutors also have the ability to provide context-sensitive hints and instruction to guide students towards reasonable next steps.
A didactic method is a teaching method that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with dialectics and the Socratic method; the term can also be used to refer to a specific didactic method, as for instance constructivist didactics.
Mastery learning is an instructional strategy and educational philosophy, first formally proposed by Benjamin Bloom in 1968. Mastery learning maintains that students must achieve a level of mastery in prerequisite knowledge before moving forward to learn subsequent information. If a student does not achieve mastery on the test, they are given additional support in learning and reviewing the information and then tested again. This cycle continues until the learner accomplishes mastery, and they may then move on to the next stage. In a self-paced online learning environment, students study the material and take assessments. If they make mistakes, the system provides insightful explanations and directs them to revisit the relevant sections. They then answer different questions on the same material, and this cycle repeats until they reach the established mastery threshold. Only then can they move on to subsequent learning modules, assessments, or certifications.
The zone of proximal development (ZPD) is a concept in educational psychology. It represents the space between what a learner is capable of doing unsupported and what the learner cannot do even with support. It is the range where the learner is able to perform, but only with support from a teacher or a peer with more knowledge or expertise. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) during the last three years of his life. Vygotsky argued that a child gets involved in a dialogue with the "more knowledgeable other", such as a peer or an adult, and gradually, through social interaction and sense-making, develops the ability to solve problems independently and do certain tasks without help. Following Vygotsky, some educators believe that the role of education is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing their individual learning skills and strategies.
This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with T – Z. Select a letter from the table of contents to find terms on other articles.
Understanding by Design, or UbD, is an educational theory for curriculum design of a school subject, where planners look at the desired outcomes at the end of the study in order to design curriculum units, performance assessments, and classroom instruction. UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. It is advocated by Jay McTighe and Grant Wiggins (1950-2015) in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development. Understanding by Design and UbD are registered trademarks of the Association for Supervision and Curriculum Development (ASCD).
Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work. It also helps faculty recognize where students are struggling and address problems immediately. It typically involves qualitative feedback for both student and teacher that focuses on the details of content and performance. It is commonly contrasted with summative assessment, which seeks to monitor educational outcomes, often for purposes of external accountability.
Backward design is a method of designing an educational curriculum by setting goals before choosing instructional methods and forms of assessment. Backward design of curriculum typically involves three stages:
- Identify the results desired
- Determine acceptable levels of evidence that support that the desired results have occurred
- Design activities that will make desired results happen
The apprentice perspective is an educational theory of apprenticeship concerning the process of learning through active participation in the practices of the desired skills, such as during workplace training. By working with other practitioners, an apprentice can learn the duties and skills associated with the position without formal teaching. In the process of training, apprentices also have the chance to specialize; as they are supervised, their specific talents and contributions within the field are taken into account and integrated into the overall practice.
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in their ability. Differentiated instruction means using different tools, content, and due process in order to successfully reach all individuals. Differentiated instruction, according to Carol Ann Tomlinson, is the process of "ensuring that what a student learns, how he or she learns it, and how the student demonstrates what he or she has learned is a match for that student's readiness level, interests, and preferred mode of learning." According to Boelens et al. (2018), differentiation can be on two different levels: the administration level and the classroom level. The administration level takes the socioeconomic status and gender of students into consideration. At the classroom level, differentiation revolves around content, processing, product, and effects. On the content level, teachers adapt what they are teaching to meet the needs of students. This can mean making content more challenging or simplified for students based on their levels. The process of learning can be differentiated as well. Teachers may choose to teach individually at a time, assign problems to small groups, partners or the whole group depending on the needs of the students. By differentiating product, teachers decide how students will present what they have learned. This may take the form of videos, graphic organizers, photo presentations, writing, and oral presentations. All these take place in a safe classroom environment where students feel respected and valued—effects.
3S Understanding is a curriculum structure that was created by James G. Henderson. 3S Understanding is a mixture of three components that can be diagrammed as a triangle. The three Ss are Subject Matter, Self-learning, and Social Learning.
Meaningful learning refers to the act of higher order thinking and development through intellectual engagement that uses pattern recognition and concept association. It can include—but is not limited to—critical and creative thinking, inquiry, problem solving, critical discourse, and metacognitive skills. The concept and theory of meaningful learning is that learned information is completely understood and can now be used to make connections with other previously known knowledge aiding in further understanding. Since information is stored in a network of connections, it can be accessed from multiple starting points depending on the context of recall. Meaningful learning is often contrasted with rote learning, a method in which information is memorized sometimes without elements of understanding or relation to other objects or situations. A real-world example of a concept the learner has learned is an instance of meaningful learning.
Global citizenship education (GCED) is a form of civic learning that involves students' active participation in projects that address global issues of a social, political, economic, or environmental nature. The two main elements of GCE are 'global consciousness'; the moral or ethical aspect of global issues, and 'global competencies', or skills meant to enable learners to participate in changing and developing the world. The promotion of GCE was a response by governments and NGOs to the emergence of supranational institution, regional economic blocs, and the development of information and communications technologies. These have all resulted in the emergence of a more globally oriented and collaborative approach to education. GCE addresses themes such as peace and human rights, intercultural understanding, citizenship education, respect for diversity and tolerance, and inclusiveness.
Design-based learning (DBL), also known as design-based instruction, is an inquiry-based form of learning, or pedagogy, that is based on integration of design thinking and the design process into the classroom at the K-12 and post-secondary levels. Design-based learning environments can be found across many disciplines, including those traditionally associated with design, as well as others not normally considered to be design-related. DBL, as well as project-based learning and problem-based learning, is used to teach 21st century skills such as communication and collaboration and foster deeper learning.
Phenomenon-based learning is a constructivist form of learning or pedagogy, where students study a topic or concept in a holistic approach instead of in a subject-based approach. Phenomenon-based learning includes both topical learning, where the phenomenon studied is a specific topic, event, or fact, and thematic learning, where the phenomenon studied is a concept or idea. Phenomenon-based learning emerged as a response to the idea that traditional, subject-based learning is outdated and removed from the real-world and does not offer the optimum approach to development of 21st century skills. It has been used in a wide variety of higher educational institutions and more recently in grade schools.
Agile learning generally refers to the transfer of agile methods of project work, especially Scrum, to learning processes. Likewise, agile learning proceeds in incremental steps and through an Iterative design which alternates between phases of learning and doing. The tutors rather have the role of a learning attendant or supporter. In a narrower sense, it is intended to allow competence-oriented, media-based learning in the work process within companies. In addition, the term can take several other meanings and is also often used within e-learning and online environments.
References
- ↑ Achat-Mendes, Cindy (2020). "Learning, Leaders, And STEM Skills: Adaptation Of The Supplemental Instruction Model To Improve STEM Success And Build Transferable Skills In Undergraduate Courses And Beyond". Journal of Stem Education. 20 (2).
- ↑ Bridges, David (1993). "Transferable Skills: a philosophical perspective". Studies in Higher Education. 18 (1): 43–51. doi:10.1080/03075079312331382448.
- 1 2 Justice, Christopher. "Developing Useful and Transferable Skills: Course Design to Prepare Students for a Life of Learning". International Journal for the Scholarship of Teaching and Learning. 3 (2): 2–4.
- ↑ Kemp, Liz Seagraves (1995). "Transferable Skills--can higher education deliver?". Studies in Higher Education. 20 (3): 315–328. doi:10.1080/03075079512331381585.
- ↑ Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd ed.). Alexandria, VA: ASCD.
{{cite book}}: CS1 maint: multiple names: authors list (link) - ↑ Carvalho, Ana (2016). ". The impact of PBL on transferable skills development in management education". Innovations in Education and Teaching International. 53 (1): 35–37. doi:10.1080/14703297.2015.1020327.
- ↑ Astarina, S (2020). "Implementation of project-based learning method to increase transferable skills of vocational high school students". Materials Science and Engineering. 830 (2).