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The earliest manifestation of student development theory—or tradition—in Europe was in loco parentis. [7] Loosely translated, this concept refers to the manner in which children's schools acted on behalf of and in partnership with parents for the moral and ethical development and improvement of students' character development.
It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals. The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities.
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.
Learning goals - A teacher-developed description of what the student will know and be able to do at the end of a course based upon an overarching idea for the academic or elective discipline. A teacher will know that they have an effective learning goal when the knowledge or skill can be applied to life outside the classroom. Learning goals ...
Chickering's Theory of Identity Development, as articulated by Arthur W. Chickering explains the process of identity development. The theory was created specifically to examine the identity development process of students in higher education , but it has been used in other areas as well.
Instructional theories identify what instruction or teaching should be like. [8] It outlines strategies that an educator may adopt to achieve the learning objectives. Instructional theories are adapted based on the educational content and more importantly the learning style of the students.
The neo-Piagetian theories of cognitive development, advanced by Robbie Case, Andreas Demetriou, Graeme S. Halford, Kurt W. Fischer, Michael Lamport Commons, and Juan Pascual-Leone, attempted to integrate Piaget's theory with cognitive and differential theories of cognitive organization and development. Their aim was to better account for the ...
A third category of learning outcome is the unintended learning outcome which would include beneficial outcomes that were neither planned nor sought but are simply observed. The effect of different teaching methods on outcomes of learning was found to be generally small or insignificant. [7] Some outcomes of learning can be quickly forgotten. [8]