1. Constructivism
1.1. Include
1.1.1. The social basis of learning
1.1.2. Pupil- centred learning
1.1.3. Intrinsic motivation
1.1.4. Deep learning
1.1.5. Metacogntive learning
1.1.6. Situated learning
1.1.7. Metacognition learning
1.1.8. Mental construction
1.1.9. Discovery
2. Experiential Learning
2.1. Learning by doing & reflecting on learning
2.2. ‘Hands-‐on’ learning
2.3. Activity oriented
2.4. Focuses on the processes
2.5. Focus is on direct
2.6. Experience is focused on the students, not the teachers
2.7. Learning is active
2.8. Can take place inside
2.9. Traditional Teaching
2.9.1. Teacher--‐centred
2.9.2. Abstract learning unrelated to everyday life
2.9.3. Prescribed fixed design
2.9.4. Knowledge transfer
2.10. Experiential Learning
2.10.1. Student-centred
2.10.2. Real world, concrete learning
2.10.3. Flexible open possibilities
2.10.4. Develops knowledge
2.11. Plan
2.11.1. State the intended learning outcomes
2.11.2. State the learning resources
2.11.3. State the activity
2.12. Do
2.12.1. Students do the task
2.12.2. Teachers can give immediate individue
2.13. Review
2.13.1. Students to identify , reflect on
2.14. In -class Experiential Learning
2.14.1. simulations
2.14.2. Demon-strations
2.14.3. Practical activities
2.14.4. Role-Play
2.14.5. Model building
2.14.6. Projects
2.15. Out-of-class Experiential Learning
2.15.1. Off-site Iaboratories
2.15.2. Field trips
2.15.3. Internships
2.15.4. Observational work outside
2.15.5. Experiments
2.15.6. Field studies
3. Motivation and Learning
3.1. Intrinsic
3.1.1. Come from within a person
3.1.1.1. Autonomy
3.1.1.2. Curiosity
3.1.1.3. Meaning
3.1.1.4. Learning
3.2. Extrinsic
3.2.1. Comes from outside forces
3.2.1.1. Badges
3.2.1.2. Competition
3.2.1.3. Fear of failure
3.2.1.4. Fear of punishment
3.2.1.5. Rewards
3.3. Intrinsic motivation
3.3.1. Understand what they are learning
3.3.2. Be curious
3.3.3. To enjoy the task
3.3.4. To be able to see the new learning as part of a bigger picture
3.3.5. Have energy for learning
3.4. Behavioral Theories of Motivation
3.4.1. Student motivation is the result of seeking rewards
3.4.2. focus on the use of reinforcement to promote academic motivation
3.4.3. Punishment should be avoided whenever possible
3.5. Cognitive Theories of Motivation
3.5.1. Focus on students thoughts, beliefs
3.5.2. emphasize the importance of promoting intrinsic
3.5.3. Include
3.5.3.1. Interest
3.5.3.2. Goal
3.5.3.3. Self-determination
3.6. Use a range of learning styles in class lesson
3.7. Encourage creativity
3.8. Ensure lessons are meaningful
3.9. Minimise pressure
3.10. Encourage student choice
4. Emotions and Learning
4.1. A state of feeling
4.2. Emotion Involves
4.2.1. A subjective conscious experience(cognitive)
4.2.2. Bodily arousal (physiological)
4.2.3. Characteristic overt expressions(behavioral)
4.3. The behaviour of the teacher
4.4. The bahaviour of the learners
4.5. The physical experience of the learners
4.6. The language that is used by the teacher
4.7. The materials and how they are used
4.8. The activities that the learners engage in.
4.9. Emotional Intelligence
4.9.1. Self-awarence
4.9.1.1. Being alert to your feelings
4.9.2. Self-regulation
4.9.2.1. Managing your feelings
4.9.3. Motivation
4.9.3.1. Using feelings to help achieve your goals
4.9.4. Empathy
4.9.4.1. Tuning into how others feel
4.9.5. Social skills
4.9.5.1. Handling feelings well in interactions with others
4.10. Classroom Application
4.10.1. Subgroup
4.10.2. Explain
4.10.3. Use
4.10.4. Find Out
5. Learning Styles
5.1. Usually one or two styles are preferred
5.2. Not fixed traits which an individual will always display
5.3. Students do not learn the same way
5.4. Learning style models
5.4.1. Honey-Mumford Model
5.4.1.1. Four Learning styles
5.4.2. Neuro-Linguistic Programming
5.4.2.1. Three Learning Styles
5.5. Honey-Mumford Model
5.5.1. Enthusiastic Learning style
5.5.2. Imaginative learning style
5.5.3. Practical learning style
5.5.4. Logical learning style
5.6. Three particular learning style
5.6.1. Visual
5.6.1.1. Prefer to learn by seeing
5.6.1.2. Good visual recall
5.6.1.3. Often use hand movements when describing
5.6.1.4. Tendency to look upwards when think
5.6.2. Auditory
5.6.2.1. Prefer to learn by listening
5.6.2.2. Good auditory memory
5.6.2.3. Like sequence, repetition
5.6.2.4. When recalling memories tend to tilt their head
5.6.3. Kinaesthetic
5.6.3.1. Prefer to learn by doing
5.6.3.2. They are good at recalling events &associate feelings
5.6.3.3. Often find it difficult to keep still
6. Consolidation on of Key Learning Theories
6.1. Learning is a process of interaction between what is known & what is to be learnt
6.2. Learning is a social process
6.3. Learning is situated
6.4. Learning is a metacognitive process
6.5. Learning
6.5.1. New Knowledge
6.5.1.1. Knowledge that is available before the learning event
6.5.1.2. Previous understanding
6.5.1.3. Knowledge gathered
6.6. Context in which learning takes place influence the effectiveness of the learning
6.7. Meaningful contexts for learning are very important
6.8. Teachers need to provide a positive learning environment
6.9. Metacognitive process
6.9.1. Teachers need to give students opportunity to reflect on what they are learning
6.9.2. Students awareness of their own learning
7. Cooperative learning
7.1. Individnal & team accountability
7.2. Team processing
7.3. Interpersonal & small term
7.4. Face to face promotive interaction
7.5. Positive interdependence
8. Vygotsky social constru
8.1. effectively
8.2. scaffolding
8.3. understanding
9. Multiple Intelligence
9.1. Biological endowent
9.2. Peronal life history
9.3. Culture & historical & Background
9.4. word smart
9.5. picture smart
9.6. number smart
9.7. body smart
9.8. music smart
9.9. self smart
9.10. people smart
9.11. nature smart
10. Experiential learning
10.1. Outer world
10.1.1. learning environment
10.1.2. learning activities
10.2. Inter world
10.2.1. emotion reasoning
10.2.2. intelligence learning and change
10.3. Kolb experiention learning cycle
10.3.1. Reflective Obseration
10.3.2. Concrete experience
10.3.3. Active experimentation
10.3.4. Abstract conceptualization
10.4. A method for learnig
10.5. Focus the process
10.6. Out comes of learning
10.7. Directionless or undirected learning
11. Different ways of teaching and learning
11.1. Verabal / lingnistic
11.1.1. World
11.2. Logical / matherical
11.2.1. Number
11.3. Music / rhythic
11.3.1. Music(songs)
11.4. Intrapersonal
11.4.1. Self--reflection
11.5. Bodily kinesthestic
11.5.1. A physical experience(game)
11.6. Interpersonal
11.6.1. A social experience
11.7. visual /spatial
11.7.1. pictural
11.8. Naturalist
11.8.1. experience natural world
12. learning
12.1. Cultural
12.2. definition
12.3. Conception
12.4. Psychological
12.5. Choice
12.5.1. environment
12.5.1.1. exploration
13. Theory
13.1. explain facts wvwnts
13.2. behavior
13.3. may be modified
13.4. understand process
14. Cognitivism
14.1. learners
14.2. individal
14.3. constructed
15. Behaviourism
15.1. Positive reinforcement
15.2. Negative reinforcement
15.3. Operant Condinting
15.4. Classical conditioning
15.4.1. Response
15.4.2. learn assication
15.4.3. Aqnistion
15.4.4. Extinction
15.5. Organism
16. Memory
16.1. Reheassal
16.2. Sensory memorory
16.2.1. Long memory
16.2.2. Short memory
17. Cognition & Cognitive
17.1. Jean Piaget
17.1.1. children cognitive development
17.2. Promble Solving
17.3. Knowledge
17.3.1. Declarative
17.3.2. Knowledge & proceaural
17.4. Drive motivation
17.5. Flexibility
17.5.1. setting goals
17.5.2. making decision
17.5.3. using& changing strategies