My Learning Philosophy

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My Learning Philosophy por Mind Map: My Learning Philosophy

1. Social Constructivism

1.1. Focus:

1.1.1. How the learner understands information and applies and practices their new knowledge

1.2. Type of Learning:

1.2.1. Higher-Level Problem Solving

1.2.2. Critical Analysis

1.3. Pillars:

1.3.1. Creativity

1.3.2. Collaboration

1.3.3. Communication

1.3.4. Critical Thinking of Active Learners

1.4. Key Concepts:

1.4.1. Learning is Active

1.4.2. Experiential Learning

1.4.2.1. Making Connections and Relational Understandings

1.4.3. Learning is Developed by own Knowledge

2. Cognitivism

2.1. The Focus:

2.1.1. Is on the processing of information

2.2. Type of Learning:

2.2.1. Higher-level Reasoning

2.2.2. Information Processing

2.3. Pillars:

2.3.1. Learning by Doing

2.3.2. Understanding by Reflection on Experiences and Cultural/Environmental Knowledge

2.3.3. Learning Happening with Active Participation in the Critical Thinking Process

2.4. Key Concepts:

2.4.1. Processing Information

2.4.2. Memory Systems

2.4.2.1. Memory Types:

2.4.2.1.1. Long Term

2.4.2.1.2. Short Term

2.4.3. Engaging Prior Knowledge

3. Albert Bandura

3.1. Learning is fostered around learning from one another, where learning happens through the observation, imitation and modeling of others (David, 2016).

3.2. Self-Monitoring

3.2.1. Actions

3.2.2. Motivation

3.2.3. Goals

3.2.4. Performance Feedback

3.3. Self-Reinforcers

3.3.1. Evaluate Behaviour

3.3.2. Personal Standards

3.4. Self-Efficacy

3.4.1. Feelings

4. Lev Vygotsky

4.1. Zone of Poximal Development

4.2. The More Knowledgable Other

4.2.1. Individuals with Higher Levels of Abilities

4.2.1.1. Teachers

4.2.1.2. Coach

4.2.1.3. Advanced Peers

4.2.1.4. Computers

4.3. Social Interactions

4.3.1. Social Learning Precedes Development

4.4. Vygotsky highlights attention, sensation, perception and memory as means of development (McLeod, 2018) he assumes the difference in cultures impacts cognitive development.

5. From a practical perspective, I can relate to Skinners Behaviourism Theory where learning operates on a stimulus-based learning model (David, 2007) and the concept is framed around positive and negative reinforcements where learning can be seen through the changes in the learners behavior (David, 2007). As a learner, we have a desired outcome, a goal at the end of our journey such as a grade, a degree or a promotion. If I look at this concept from my prosomal learning philosophy, almost everything the Behaviourist approach allows for quantifiable growth through observations ad assessments, this also targets areas of weakness where future efforts should be targeted.

6. Behaviourism

6.1. The Focus:

6.1.1. Is on the learners actions

6.2. Type of Learning:

6.2.1. Basic Concepts

6.2.2. Memory Recall

6.2.2.1. You can achieve closer and closer to the desired end results the more often the reinforcement happens (David, 2007)

6.3. Pillars:

6.3.1. Learning by association with reinforces

6.3.2. Stimulus based

6.3.3. Frequent repetition increases learning

6.4. Key Concepts:

6.4.1. Automation

6.4.2. Speed

6.4.3. Acuracy

7. Jean Piaget

7.1. Piaget relates to motor reflexes and sensory abilities he highlights cognitive development as universal across all cultures (McLeod, 2018).

7.2. Senses and Motor Skills

7.2.1. Birth to 2 Yrs

7.3. Symbolic Thinking

7.3.1. 2 Yrs-6 Yrs

7.4. Logic Applied as Objective/Rational

7.4.1. 7 Yrs-11 Yrs

7.5. Thinking Abstractly

7.5.1. 12 Yrs +

8. B.F Skinner

8.1. You can achieve closer and closer to the desired end results the more often the reinforcement happens (David, 2007)

8.2. Complex behaviours can be achieved through operant conditioning if the reinforcements or punishments are facilitated in an encouraging way.

8.3. Operant Conditioning

8.3.1. Stimulus-Response-Reinforcement

8.3.2. Behaviour

8.3.2.1. Desired Positive

8.3.2.1.1. Give Pleasure

8.3.2.1.2. Remove Pain

8.3.2.2. Undesired Negative

8.3.2.2.1. Give Pain

8.3.2.2.2. Remove Pleasure