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The Felder Silverman Learning Style Model (FSLSM) is a type of learning styles based on a two-step process, where the individual first receives the information through an internal or external mean and then processes it. [32] Felder and Silverman discovered five areas that affected learning: [33] Active/Reflective; Visual/Verbal; Sensing/Intuition
Universal Design for Learning (UDL) is an educational framework based on research in the learning theory, including cognitive neuroscience, that guides the development of flexible learning environments and learning spaces that can accommodate individual learning differences. [1]
Originating in the United States in the late 1970s, instructional theory is influenced by three basic theories in educational thought: behaviorism, the theory that helps us understand how people conform to predetermined standards; cognitivism, the theory that learning occurs through mental associations; and constructivism, the theory explores the value of human activity as a critical function ...
Though the individual does not understand or know how to do something, they recognize the deficit, as well as the value of a new skill in addressing the deficit. The making of mistakes can be integral to the learning process at this stage. [1] Conscious competence The individual understands or knows how to do something.
Programmed learning ideas influenced the Children's Television Workshop, which did the R&D for Sesame Street. The use of developmental testing was absolutely characteristic of programmed learning. The division of the individual programs into small chunks is also a feature of programmed learning. [30] [31] Even more is this true of Blue's Clues.
Individual learning is the first level in OL. Transfer process to OL is synthesized by "what people learn (know-what) and how they understand and apply this learning (know-how). [100] While learning is the know-how, memory could be perceived as a storage area. Memory plays an active role in a learning process.
This stage entails forming causal attributions, elaborating standards and strategies, and dismissing the intention and further planning. During the postactional stage the major motivational influences are the learners’ attributional styles and biases, self-concept beliefs, and received feedback during the L2 learning process.
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...