1. EQ vs. IQ
1.1. Reinforcement vs. Punishment
2. Constructivism
2.1. Cognitive
2.1.1. Discovery based
2.2. Social
2.2.1. Vygotsky
2.2.1.1. Social Interactions
2.2.1.1.1. Scaffolding
2.2.1.1.2. Zone of Proximal Development
3. Info Processing
3.1. Dual Coding
3.1.1. Modality principle
3.1.2. Redundancy principle
3.1.3. Spatial contiguity principle
3.2. Cognitive load theory
3.2.1. Reducing
3.2.1.1. Intrinsic
3.2.1.2. Extrinsic
3.3. Memory
3.3.1. Long-term memory
3.3.1.1. Implicit
3.3.1.1.1. Procedural memory
3.3.1.1.2. Classical conditioned memory
3.3.1.1.3. Priming
3.3.1.2. Explicit
3.3.1.2.1. Semantic
3.3.1.2.2. Episodic
3.3.2. Working memory
3.3.3. Sensory memory
4. Types
4.1. Social
4.1.1. Unplanned
4.1.2. Unintended
4.1.3. No set goals
4.1.4. Self-directed
4.2. Formal
4.2.1. Assessments of learning
4.2.1.1. Alternatives
4.2.1.1.1. Mastery-Based Evaluation
4.2.1.1.2. Portfolio assessment
4.2.1.1.3. Self assessment
4.2.1.2. Why?
4.2.1.2.1. Sorting (As, Bs, Cs)
4.2.1.2.2. Motivation (Favourable Evaluation)
4.2.1.2.3. Feedback (progress)
4.2.1.3. Problems with grades
4.2.1.3.1. Inconsistent
4.2.1.3.2. Performance based instead of learning based
4.2.1.3.3. Low intrinsic motivation
4.3. Informal
4.3.1. Unplanned
4.3.2. Unintended
4.3.3. No set goals
4.3.4. Self-directed
5. Motivation
5.1. Expectancy Value Theory
5.1.1. Expectation+Values=Motivation
5.1.1.1. Value
5.1.1.1.1. Components
5.1.1.1.2. Establishing Value
5.1.1.2. Expectations
5.1.1.2.1. Mindset
5.1.1.2.2. Outcome expectations
5.1.1.2.3. Efficacy Expectations
5.2. Self-Determination Theory
5.2.1. Autonomy
5.2.1.1. Feeling of personal control
5.2.1.1.1. Successes and failures
5.2.2. Competence
5.2.2.1. Capable and successful at dealing with environment
5.2.2.2. I can accomplish and choose to do it
5.2.3. Belonging
5.2.3.1. Need for relatedness and attachment
5.2.3.1.1. Peers, friends, coaches, teachers
6. What is it?
6.1. Stim Response
6.2. Repetition
6.3. Conditioned
6.3.1. Classical
6.3.1.1. Pavlov
6.3.1.1.1. Unconscious Associations
6.3.1.2. Watson
6.3.1.2.1. Responses are involuntary
6.3.2. Operant
6.3.2.1. Reinforcement
6.3.2.1.1. Must be immediate
6.3.2.1.2. Voluntary responses
6.3.2.2. Punishment
6.3.2.2.1. Lose motivation
6.3.2.2.2. Anxiety
6.4. Change in behaviour
7. Novices vs. Experts
7.1. Piaget
7.1.1. Schemas
7.1.1.1. Assimilation-Absorb information into existing cognitive structure
7.1.1.2. Accommodation-Modify existing structures in response to experience
7.2. Scaffolding
7.2.1. Recruitment
7.2.2. Reduction in degrees of freedom
7.2.3. Direction Maintenance
7.2.4. Marking critical features
7.2.5. Frustration control
7.2.6. Demonstrating
8. Metacognition
8.1. Metacognitive Knowledge
8.1.1. Declarative knowledge
8.1.2. Procedural knowledge
8.1.3. Conditional knowledge
8.2. Metacognitive Regulation
8.2.1. Planning
8.2.2. Monitoring
8.2.3. Evaluation
8.3. Strategies to promote
8.3.1. Thinking strategies
8.3.2. Reciprocal-Teaching Activities
8.3.3. Self-Assessment
8.3.4. Questioning
8.3.5. Problem-Solving Activities
8.3.6. Modelling Your Metacognition
9. Further Learning
9.1. 4D's
9.1.1. Didactics
9.1.2. Disclosure
9.1.3. Doing
9.1.4. Discovery
9.2. Forward Design
9.2.1. 1. What
9.2.2. 2. How
9.2.3. Did it work
9.3. Backwards Design
9.3.1. 1. Desired Results
9.3.1.1. Transfer
9.3.1.1.1. Application beyond learning experience
9.3.1.2. Meaning
9.3.1.2.1. What they understand deeply
9.3.1.3. Acquisition
9.3.1.3.1. What they will know and be able to be
9.3.2. 2. Evidence
9.3.2.1. How will I know when they have achieved results
9.3.2.2. What is proficiency
9.3.3. Learning Plan
9.3.3.1. Gain knowledge
9.3.3.2. Activities to build understanding
9.3.3.3. What needs to be taught and how?
9.3.3.4. Resources beyond textbook