25/12/2025
💗 Behaviorism – learning via stimulus–response, reinforcement, punishment
💗 Classical conditioning (Pavlov) – pairing stimuli to elicit responses
💗 Operant conditioning (Skinner) – reinforcement schedules, shaping behavior
💗 Social cognitive theory (Bandura) – modeling, self-efficacy, reciprocal determinism
💗 Constructivism – learners actively build knowledge from experiences
💗 Vygotsky ZPD & scaffolding – assisted performance, then gradual release
💗 Bruner – discovery learning, spiral curriculum, enactive–iconic–symbolic modes
💗 Ausubel – meaningful learning, advance organizers, subsumption
💗 Information processing – sensory → working memory → long-term memory
💗 Levels of processing – deeper semantic processing improves retention
💗 Metacognition – planning, monitoring, evaluating one’s learning
💗 Cognitive load theory – intrinsic, extraneous, germane loads
💗 Dual coding – combine words and visuals for better memory
💗 Mayer’s multimedia principles – coherence, signaling, redundancy, modality
💗 Transfer of learning – near/far transfer, teach for application
💗 Situated learning – authentic context, communities of practice
💗 Experiential learning (Kolb) – cycle: experience, reflect, conceptualize, experiment
💗 Inquiry-based learning – questioning, investigating, evidence-based conclusions
💗 Problem-/Project-based learning – real-world tasks, sustained inquiry, products
💗 Cooperative learning – positive interdependence, individual accountability, group processing
💗 Direct/explicit instruction – model, guided practice, checks for understanding
💗 Gradual release of responsibility – I do, we do, you do
💗 Universal Design for Learning (UDL) – multiple means of engagement, representation, action/expression
💗 Differentiated instruction – content/process/product/assessment matched to readiness, interest, profile
💗 Bloom’s revised taxonomy – remember, understand, apply, analyze, evaluate, create
💗 Gagné’s nine events – gain attention to enhance retention and transfer
💗 Backward design (UbD) – desired results → evidence → learning plan
💗 Assessment for/of/as learning – formative, summative, self-regulated use
💗 Reliability, validity, fairness – sound measurement principles in testing
💗 Item analysis – difficulty index, discrimination, distractor efficiency
💗 Criterion- vs norm-referenced – absolute standards vs group comparison
💗 Authentic assessment – performance tasks, rubrics, real-world criteria
💗 Motivation: Self-Determination Theory – autonomy, competence, relatedness
💗 Expectancy–Value theory – expectation of success × task value
💗 Attribution theory (Weiner) – locus, stability, controllability of causes
💗 Goal orientation – mastery vs performance, approach vs avoidance
💗 Growth mindset (Dweck) – ability as developable through effort and strategy
💗 Self-regulated learning – goal setting, strategy use, reflection, persistence
💗 Response to Intervention/MTSS – tiered supports, data-based decisions
💗 PBIS – proactive schoolwide behavior supports, teaching expectations
💗 Restorative practices – repair harm, relationships, accountability with empathy
💗 Classroom management (Kounin) – withitness, momentum, overlapping, group focus
💗 Assertive discipline (Canter) – clear rules, consistent consequences, teacher assertiveness
💗 Choice theory (Glasser) – needs for belonging, power, freedom, fun guide behavior
💗 Social–emotional learning (CASEL) – self/relationship skills, responsible decision-making
💗 Culturally responsive pedagogy (Gay/Ladson-Billings) – funds of knowledge, asset-based lens
💗 Inclusive education – LRE, reasonable accommodations, differentiated supports
💗 Spiral progression – revisit concepts with increasing complexity over time
💗 Outcome-Based Education (OBE) – clear learning outcomes, aligned assessment and instruction
💗 Constructive alignment (Biggs) – align outcomes, activities, assessments
💗 Retrieval practice & spaced practice – testing effect, distribute reviews over time
💗 Interleaving & variation – mix problem types to strengthen discrimination
💗 Feedback principles (Hattie/Timperley) – task, process, self-regulation; timely and actionable
💗 Moral development (Kohlberg/Gilligan) – justice vs care perspectives
💗 Psychosocial stages (Erikson) – age-based crises, identity formation
💗 Cognitive development (Piaget) – stages; schema, assimilation, accommodation, equilibration
💗 Multiple intelligences (Gardner) – varied strengths; use as engagement lens
💗 Learning preferences (VARK) – preferences exist; teach with multiple modalities
