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Kolb’s learning theory (1984) sets out four distinct learning styles, which are based on a four-stage learning cycle (see above). Kolb explains that different people naturally prefer a certain single different learning style.
Gibbs’ Reflective Cycle is a theoretical model, developed in 1988 by Professor Graham Gibbs, that provides a structured framework for experiential learning through a structured six-stage process of reflection.
Social Learning Theory, proposed by Albert Bandura, posits that people learn through observing, imitating, and modeling others' behavior. This theory posits that we can acquire new behaviors and knowledge by watching others, a process known as vicarious learning.
There are five basic types of learning theory: behaviorist, cognitive, constructivist, social, and experiential. This section provides a brief introduction to each type of learning theory.
A constructivist classroom emphasizes active learning, collaboration, viewing a concept or problem from multiple perspectives, reflection, student-centeredness, and authentic assessment to promote meaningful learning and help students construct their own understanding of the world.
There are five different sleep stages, including REM (rapid eye movement) and NREM (non-rapid eye movement) sleep. The five stages make one sleep cycle, which usually repeats every 90 to 110 minutes. Stage 1 non-REM sleep marks the transition from wakefulness to sleep.
Jerome Bruner proposed that learning is an active process where learners construct new ideas based on current and past knowledge assisted by instructional scaffolds.
Observational learning, a concept studied in psychology, occurs when an individual watches others perform behaviors and then copies those actions, often acquiring new skills and knowledge through observing models.
Jean Piaget's Stages of Cognitive Development outlines four stages (sensorimotor, preoperational, concrete operational, formal operational) in a child's cognitive development from infancy to adolescence.
Bloom's Taxonomy is a set of three hierarchical models used to classify educational learning objectives into levels of complexity and specificity. The three lists cover the learning objectives in cognitive, affective, and sensory domains, namely: thinking skills, emotional responses, and physical skills.