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Experiential Learning (John Dewey)
Characterised by interaction and continuity, encourages hands on collaborative activities and project -
State theory of child development (Jean Piaget)
How reasoning abilities develop -
Learning occurs with two process assimilation and accommodation (Jean Piaget)
Requires active use of content and time for processing -
Theory of Social Development (Lev Vygotsky)
Encourages small teams and groups -
Zone of proximal development (Lev Vygotsky)
small window of readlines and opportunity suggest choices and personalization and close monitoring. -
Learning as an active process, adding to learner's existing knowledge (Jerome Bruner)
Promotes discovery and problem solving -
Concept of scaffolding, designing experiences to match learner's state of readlines (Jerome Bruner)
Encourages option and personalisation relationship with learners -
Self - efficiency (Albert Bandura)
Belief in one self to take appropriate actions, suggests learning as attitudinal as well as cognitive growth -
Social Learning Theory (Albert Bandura)
We learn by observing others, suggest use of models, case studies, example -
Situated Learning Theory (Jean Lave)
Learning is a cognitive process that takes place in a social context, learning includes elements of observation, extraction of ideas, and decision making. suggests need for observation, reflection, and decision making -
Cognitive apprenticeship (John Seely Brown)
Promotes hands on doing and problem solving -
Concept of collective social mind (John Seely Brown)
Promotes community and collaborative work -
Theory of emotional intelligence (Daniel Coleman)
Emotional intelligence can mean ability to perceive and regulate emotions in self and others. argues to include dimensions of feeling and attitude in learning situations -
Schema Theory (Roger Schank)
Scripts, plans, mental models to describe knowledge structure, suggests use of context, patterns, relationships -
Curriculum design (Roger Schank)
Promotes combining learning by doing experiences with monitoring -
Theory of Mindful Learning (Ellen Langer)
Learning requires mindful engagement with content. Noticing distinctions, the novel within the familiar, and the familiar within the novel. argues of thoughtful reflections -
Expert Performance Theory (K. Anders Ericsson)
Need for deliberate practice to acquire expertise. Argues for monitoring practice in a varied and multiple context to develop expertise, suggest use of examples with evaluative activities