Educational TheoristsTheoristFindings or IdeasSignificance

Maslow (1908-1970)

Hierarchy of Needs

MOTIVATION/Holistic Approach to Teaching Intrinsic Motivation Self-Actualization Teacher must address ALL needs (physical, emotional, and intellectual) or student wont learn at max potential a person is always 'becoming' and never remains static

*I disagree with hierarchy; a homeless person can be self-actualized

B.F. Skinner (1904-1990)

operant conditioning reinforcing stimulus argued that when a childs action repeatedly brings positive effects, it will be repeated and learned. negative results repeatedly occur, the child will eventually stop the action.

BEHAVIOR/MOTIVATION Extrinsic Motivation Rewards & Punishments Positive & Negative Reinforcement

Jean Piaget(1896-1980)

Constructivism/ Cognitive Developmental Theory Children actively construct knowledge as they manipulate and explore world 4 universal stages of cognitive development (shapes how they see & learn about the world)1. Sensorimotor2. Pre-operational (2-7): represent objects by images and words, egocentric (unable to take others views), classify objects according to one feature3. Concrete operational (7-11): Can think logically about objects and events, Achieves conservation of number (age 6), mass (age 7), and weight (age 9), Classifies objects according to several features and can order them in series along a single dimension such as size4. Formal operational (11+) Development is biologically based Focused on adaptation- building of schemas through interaction

LEARNING Developmentally appropriate tasks learning through interaction with environment knowledge is stored categorically in SCHEMAS help students make connections!

Lev Vygotsky(1898-1934)

Social Development Theory biological development and cultural experiences influenced childrens ability to think and learn. social contact was essential for intellectual development.

LEARNING social interaction = cognitive development Zone of Proximal Development Scaffolding Make-believe play

Urie Bronfenbrenner(1917-2005) ecological systems theory

everything in a child and the childs environment affects how the child grows and develops behavior varies depending on environment

Howard Gardner(1943-Present)*see charttheory of multiple intelligences

Multi-modal instruction Differentiation Different ways to teach, learn, and assess

Erik Erikson(1902-1994)

*see chartPsychosocial Development personality develops through stages each stage includes a unique psychological crisis. 1. Autonomy vs Shame & Doubt (1-3): providing reasonable free choice fosters independence; force and shame inhibits independence2. Initiative vs Guilt (3-6): make-believe play fosters a sense of ambition and purpose; demanding too much self-control makes children feel guilty for wanting purpose3. Industry vs. Inferiority (6-11): children learn to work and cooperate with others; inferiority develops from negative experiences/feeling incompetent

Interactions between the individual, society and culture shape personality. Developmentally appropriate tasks lifespan model of development- continued growth and development throughout ones life.

Albert Bandura(1925-)

Social learning theory children learn by observing/through modeling although the environment shapes behavior, behavior also affects the environment. direct reinforcement cannot account for all types of learning.

Modeling as an instructional tool Importance of Role Models Rewards dont work for everyone Students must learn Self-efficacy: they believe they are capable of success

Kohlberg(1927-1987)*see charttheory of moral development Based on Piaget outlined six stages within three different levels moral development is a continual process that occurs throughout the lifespan explained how children develop moral reasoning.