Theories Supporting

Operant Instructivist Classrooms

* Emitted *Conditioning Classical  Stimulus
(Instrumental)
* Consequent or * Antecedent (Respondent)  response
Contiguity
consequences Conditioning * Reflexive Conditioning
* Innate
* elicits

The Cognitive System

* Information Variety of * Behavioral view

Processing perspectives and * Psychoanalytic view
* Taxonomy of the * Humanistic view Cognitive Cognition
emphases within * Social cognitive psychology
Cognitive Domain
* Theory of cognitive cognitive view
development psychology
(Winn & Snyder,
1996)

Observational (Social)
Learning

* Attention
Bandura’s
* Retention
four-step
* Reproduction
pattern
* Motivation

MAJOR DEVELOPMENT THEORIES RELATEDTO

LEARNING AND HUMAN DEVELOPMENT

* Skinner’s operant
conditioning theory * Secular humanism
* Piaget’s cognitive * Religious
Humanism Humanism and
development theory humanists two
* Students will learn best what theories branches Open Basic principles of the
they want and need to know. within this Education humanistic approach
* Knowing how to learn is view (Gage and Berliner 1991)
more important than
acquiring a lot of knowledge.
* Self-evaluation is the only
meaningful evaluation of a
student’s work.
* Feelings are as important as
facts
* Students learn best in a non-
threatening environment.

* Investigation five Cognitive

* Invention components of Constructivism
* Implementation an effective
* Evaluation constructivistic
* Celebration lesson

Social Constructivism

Social Cognition
Two * Cognitive-dissonance
* Self-efficacy principles of
* Self- theory (Festinger’s Theories
human 1957)
regulation functioning * Self-perception theory
(Bem’s 1972)
* Attribution theory
(Weiner’s 1985)

Connectivism