Major Learning Theories

Behaviorism (Skinner, Pavlov, Thorndike)

• Learning = change in behavior through reinforcement.
• Classical Conditioning: Learning by association (Pavlov’s dogs).
• Operant Conditioning: Behavior shaped by rewards or punishments (Skinner).
• Teaching strategy: Use positive reinforcement and practice routines.

Cognitive Theory (Piaget, Bruner)

• Learning = active process of organizing and making sense of information.
• Focus on memory, schemas, metacognition.
• Teach by connecting new content to what students already know.

Constructivism (Vygotsky, Piaget)

• Learners build knowledge through experience and interaction.
• Vygotsky’s Zone of Proximal Development: Learn best just beyond current ability, with support.
• Use scaffolding, collaboration, and real-world problem solving.

Social Learning Theory (Bandura)

• People learn by observing others (modeling).
• Self-efficacy matters—students need to believe they can succeed.
• Include role models, peer learning, and encourage effort.

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Cognitive Development & Learning

Piaget’s Stages of Cognitive Development

• Sensorimotor (0–2): Learn through senses and movement.
• Preoperational (2–7): Language develops, but logic is limited.
• Concrete Operational (7–11): Logical thinking with concrete info.
• Formal Operational (12+): Abstract and hypothetical reasoning.

Information Processing Model

• Mind = like a computer.
• Sensory Memory → Working Memory → Long-Term Memory.
• Teach using chunking, repetition, and retrieval practice.

Metacognition

• Thinking about thinking.
• Helps students plan, monitor, and evaluate their own learning.
• Teach through reflection and self-questioning strategies.

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Motivation in Education

Intrinsic vs. Extrinsic Motivation

• Intrinsic: Driven by interest or enjoyment.
• Extrinsic: Driven by rewards or external goals.
• Balance both: make learning meaningful while offering appropriate recognition.

Maslow’s Hierarchy of Needs

• Students need basic needs met (safety, belonging) before they can focus on learning.
• Create a secure, supportive classroom environment.

Self-Determination Theory

• Students are motivated when they feel:
  • Autonomy: They have choice.
  • Competence: They can succeed.
  • Relatedness: They are connected to others.

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Classroom Management & Environment

• Set clear expectations and consistent consequences.
• Build positive relationships and emotional safety.
• Encourage engagement, not just compliance.
• Use positive reinforcement more than punishment.
• Adapt to student backgrounds and needs.

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Assessment & Evaluation

Types of Assessment

• Formative: Ongoing, helps guide instruction (quizzes, discussions).
• Summative: Final judgment (tests, projects).
• Diagnostic: Identifies strengths and gaps before instruction.
• Criterion-referenced: Measures against a set standard.
• Norm-referenced: Compares to a peer group.

Effective Feedback

• Specific, timely, and actionable.
• Focus on effort and strategy, not just correctness.

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Exceptional Learners

• Gifted Students: Need challenge, depth, and enrichment.
• Students with Disabilities: Benefit from differentiated instruction, IEPs, and inclusive practices.
• Learning Differences: Dyslexia, ADHD, etc.—require accommodations, not lower expectations.
• English Language Learners (ELLs): Support language + content learning; use visuals, simplified language, and peer support.

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Cultural & Social Influences on Learning

• Culture affects communication, motivation, classroom behavior.
• Be aware of implicit bias, and value diverse backgrounds.
• Promote equity and inclusion by differentiating instruction and embracing cultural perspectives.

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Teacher Effectiveness

• High expectations + strong relationships = better outcomes.
• Use evidence-based practices.
• Reflect on teaching, adapt to feedback, and seek continuous improvement.
• Balance content knowledge with emotional intelligence.

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