Learning Theories Simplified
Höfundur:
Bob Bates (Útgáfa: 3)
Kaup valmöguleikar
Are you struggling to get your head around John Dewey’s educational pragmatism? What exactly is Jean Piaget saying about cognitive development? Maybe you’re running out of time and patience making sense of Rosenshine's Principles of Instruction? Have you reached breaking point reading Daniel T. Willingham on educational neuroscience? Written for busy teachers, students, trainers, managers and , this 'dip-in, dip-out' guide makes theories of learning accessible and practical.
It explores 134 classic and contemporary learning theorists in an easy-to-use, bite-sized format with clear relevant illustrations on how each theory will benefit teaching and learning. Each model or theory is explained in less than 350 words, followed by a 'how to use it' section. New to this third edition:New section on cognitive learning theory, including Arthur Shimamura, Alison Gopnik, John Flavell and moreEnhanced critical perspectives offering a deeper examination of each theory's strengths and weaknessesA new entry on Gloria Ladson-Billings and Critical Race Theory in education.
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- SAGE Publications, Ltd. (UK)
- 9781529612622
- 9781529601404
- ePub
- 3
- Bob Bates
- English
- 2023-07-05
- 100
- 30
- 30
Kaflar
- About the author
- Acknowledgements
- New to this edition
- How to use this book
- Introduction
- PART 1: CLASSICAL LEARNING THEORIES
- Introduction to Part 1
- Section 1.1 Educational Philosophy
- 1 Socrates: The unexamined life is worthless
- 2 Plato: Shadows of reality
- 3 Aristotle: The self-fulfilling prophecy
- 4 Descartes vs Locke: The nature–nurture debate
- 5 Rousseau: Progressivism
- 6 Nietzsche: Perspectivism
- 7 Dewey: Pragmatism
- 8 Sartre: Existentialism
- 9 Freire: Critical consciousness
- Section 1.2: Behaviourism
- 10 Thorndike: Connectionism
- 11 Watson: The principles of stimulus–response
- 12 Pavlov: Classical conditioning
- 13 Skinner: Operant conditioning – radical behaviourism
- 14 Tolman: Latent learning
- 15 Gagné: Nine levels of learning
- 16 Engelmann: Direct instruction
- Section 1.3: Cognitivism
- 17 Dewey: Intelligent action
- 18 Köhler: Insight theory
- 19 Vygotsky: Scaffolding – the zone of proximal development
- 20 Piaget: Constructivism
- 21 Bandura: Role modelling
- 22 Ausubel: Reception learning
- 23 Bruner: Discovery learning
- Section 1.4: Humanism
- 24 Knowles: Andragogy
- 25 Rogers: Facilitation
- 26 Maslow: Hierarchy of needs
- 27 Mezirow: Transformational learning
- Section 1.5: Educational Neuroscience
- 28 Hebb: Associative learning
- 29 Miller: Chunking and the magical number 7
- 30 Sweller: Cognitive load theory
- 31 Paivio: Dual coding theory
- 32 Festinger: Cognitive dissonance
- 33 Broadbent: Artificial intelligence
- 34 Gardner: Multiple intelligences
- 35 Goleman: Emotional intelligence
- 36 Doidge: Brain plasticity
- 37 Caine and Caine: The 12 principles of meaningful learning
- Summary of Part 1
- PART 2 CONTEMPORARY THINKING ON TEACHING AND LEARNING
- Introduction to Part 2
- Section 2.1: Professionalism
- 38 Petty: Creativity and the ICEDIP model
- 39 Burch: Competency and the conscious–unconscious model
- 40 Bryk and Schneider: Caring and relational trust
- 41 Purkey: Communication and invitational education
- 42 Berne: Confidence and the values model
- 43 Covey: Consideration and the emotional bank account
- 44 Thomas and Kilmann: The conflict resolution model
- Section 2.2: Cognitive Learning Theory
- 45 Fiorella and Mayer: Generative learning theory
- 46 Flavell: Metacognition and the theory of mind
- 47 Dunlosky et al.: Effective learning techniques
- 48 Gopnik: The paradoxes of learning
- 49 Shimamura: A whole-brain learning approach for students and teachers
- 50 Rosenshine: Principles of instruction
- 51 Jonassen: Mind tools for critical thinking
- Section 2.3: Motivation
- 52 Alderfer: The ERG model
- 53 Vroom: Expectancy theory
- 54 McGregor: X and Y theory
- 55 McClelland: Needs theory
- 56 Curzon: Fourteen points for motivation
- 57 Dweck: Mindsets
- Section 2.4: Behaviour Management
- 58 Canter: Assertive discipline
- 59 Kounin: Classroom management
- 60 Hattie: The rope model
- 61 Willingham: Why students don’t like school
- 62 Cowley: Getting the buggers to behave
- 63 Hare: The psychopathic checklist
- Section 2.5: Coaching and Mentoring
- 64 Whitmore: The GROW model
- 65 Bates: The COACHING model
- 66 Bell: The mentor scale
- 67 Costa and Kallick: The critical friend
- Section 2.6: Teamworking
- 68 Tuckman: The group development model
- 69 Wheelan: The group maturity model
- 70 Buckley: Team teaching
- Summary of Part 2
- PART 3 AN INTRODUCTION TO EARLY CHILDHOOD AND DEVELOPMENTAL STRATEGIES
- Introduction to Part 3
- Section 3.1: Children and Society
- 71 Bowlby: Attachment theory
- 72 Erikson: Psychosocial development
- 73 Lave and Wenger: Socially situated learning
- 74 Bronfenbrenner: Ecological systems theory
- Section 3.2: Emotional Growth
- 75 Gesell: Maturational theory
- 76 Coles: The moral life of children
- 77 Banks: Ethnic identity
- 78 Kohlberg: Moral reasoning
- Section 3.3: Classroom Strategies
- 79 Froebel: Gifts and occupations
- 80 Chomsky: Language acquisition device
- 81 Lloyd and Wernham: Jolly phonics
- 82 Goldschmeid: Heuristic learning
- 83 Claxton: Learning power
- Section 3.4: Working with Children with Additional Needs
- 84 Singer: Neurodiversity
- 85 Kabat-Zinn: Mindfulness
- 86 Berne: Transactional analysis
- 87 Bandler and Grinder: Neuro-linguistic programming
- 88 Beck: Cognitive behavioural therapy
- 89 Bateman and Fonagy: Mentalisation-based treatment
- 90 Walker, Johnston and Cornforth: Makaton
- Section 3.5: Different School Approaches
- 91 Montessori: The absorbent mind
- 92 Neill: Summerhill School
- 93 Malaguzzi: The Reggio Emilia experience
- 94 Steiner: Steiner schools
- 95 May and Carr: Te Whāriki
- 96 Flatau: Forest Schools
- Summary of Part 3
- PART 4 PLANNING, DELIVERING AND ASSESSING LEARNING
- Introduction to Part 4
- Section 4.1: Curriculum Planning
- 97 Tyler: The rational objective model
- 98 Taba: The grassroots model
- 99 Stenhouse: The interactive model
- 100 Wheeler: The rational cyclical model
- 101 Walker: The naturalistic model
- 102 Grundy: The praxis model
- 103 Bruner: Spiral curriculum
- 104 Jackson: Hidden curriculum
- 105 Dewey: Flexible curriculum
- Section 4.2: Lesson Planning
- 106 Bloom: Levels in the cognitive domain
- 107 Dave: Levels in the psychomotive domain
- 108 Krathwohl and Bloom: Levels in the affective domain
- 109 Biggs and Collis: The SOLO model
- 110 Pritchard: The lesson checklist
- 111 Doran: SMART objectives
- 112 Clarke, Timperley and Hattie: Learning intentions
- Section 4.3: Delivering Learning
- 113 Hattie: Visible learning
- 114 Carroll and Bloom: Mastery learning
- 115 Reece and Walker: Techniques to provide extrinsic motivation
- 116 Shayer and Adey: Cognitive acceleration
- 117 Alexander: The dialogic classroom
- 118 Tomlinson: Differentiation
- 119 Ladson-Billings: Critical race theory
- Section 4.4: Assessment and Feedback
- 120 Black and Wiliam: Inside the black box
- 121 Brown, Race and Smith: The ten-point assessment manifesto
- 122 Clarke: Peer assessment
- 123 Luft and Ingham: Johari windows
- 124 Gould and Roffey-Barentsen: Six stages of feedback
- 125 Shute: Using feedback to enhance learning
- Section 4.5: Evaluating Teaching and Learning
- 126 Schön: The reflective practitioner
- 127 Brookfield: Critical lenses
- 128 Bolton: Looking through the mirror
- 129 Tummons: Evaluation of lifelong learning
- 130 Argyris and Schön: Triple-loop learning
- 131 Bush and Middlewood: The role of leaders and managers
- 132 Barber, Moffit and Kihn: Deliverology
- 133 Crosby: Quality is free
- 134 Pedler, Burgoyne and Boydell: The Learning Company
- Summary of Part 4
- A final word on Teaching
- Index