Embedded Files
Value Knowledge Over Behaviour.mp3By emphasizing the importance of knowledge and understanding rather than focusing on behaviour, we nurture a growth mindset, encouraging children to believe that learning and growth are always achievable, no matter their current actions or struggles.
(Yeager & Dweck, 2012)
Yeager Quote.mp3
Imagine a tree with roots and leaves. The roots symbolize deep knowledge and wisdom, while the leaves represent actions or behaviours. The focus is on the roots, symbolizing how knowledge supports and grows everything else, just like how understanding shapes our actions.
Imagine a Tree....mp3Prioritizing Evaluation of Skills and Understanding Over Behaviour or Conduct
Prioritizing Evaluation of Skills and Understanding Over Behaviour or Conduct
Evaluating a child's skills and understanding gives a clearer and more complete picture of their learning and growth than just looking at their behaviour.
(Haimovitz, 2017; Schrader & Lawless, 2004)
Prioritizing Evaluation.mp3
(Haimovitz & Dweck, 2017)
(TEDx Talks. 2014)
Growth Mindset: Children with a growth mindset believe they can get better with effort. They see learning as a process and focus on developing skills, not just behaving well (Haimovitz & Dweck, 2017).
Growth Mindset.mp3Skills and Understanding: It’s important to look at how well children understand and apply new ideas, not just if they follow rules. This helps create a positive learning environment (Schrader & Lawless, 2004).
Skills and Understanding.mp3Learning Over Behaviour: When we focus on learning and thinking, children focus more on really understanding the material instead of just behaving in a certain way (Haimovitz & Dweck, 2017).
Learning over Behaviour Haimovitz.mp3Motivation: A growth mindset helps children see mistakes as chances to learn, which motivates them to keep trying and to improve (Haimovitz, 2017).
Motivation.mp3Real-World Application: In real-life situations, it’s important to see how well children can use what they’ve learned to solve problems, not just how they behave. This shows their ability to adapt and grow (Schrader & Lawless, 2004).
Real-World Application.mp3Attitudes and Behaviour Alone Aren’t Enough: While attitudes and behaviour are important, they don’t show the full picture of how well a child is learning. It’s better to focus on what they know and what they can do (Schrader & Lawless, 2004).
Attitudes and Behaviour.mp3Behaviourism and Social Learning Theories
Behaviourism and Social Learning Theories
Behaviourism and Social Learning Theories.mp3(Snow, A. 2015)
(WordArt. n.d.)
Behaviourism
Behaviourism
All behaviour is learned from the environment through rewards, punishments, and conditioning, focusing only on actions that can be seen, not on thoughts or feelings (Clark, 2018).
Behaviourism.mp3Focus on Actions: Behaviourism is about studying what people do, not what they think or feel inside. This idea was introduced by John Watson, who focused on studying observable behaviours and using scientific methods (Clark, 2018).
Focus on Actions.mp3Learning Through Conditioning: People learn by connecting things:
Classical Conditioning: Learning by pairing things together, a theory developed by Ivan Pavlov (Clark, 2018).
Operant Conditioning: Learning by receiving rewards or punishments for actions, a concept introduced by B.F. Skinner (Clark, 2018).
Learning Through Conditioning.mp3Stimulus-Response: A specific action happens because of something in the environment (a stimulus causes a response). This idea connects to Edward Thorndike's connectionism, which says that the more we experience a stimulus and response together, the stronger the link becomes. Edwin Guthrie's contiguity theory says that behaviours repeat when the same response happens after a stimulus many times (Clark, 2018).
Stimulus-Response.mp3Reinforcement & Punishment: Behaviours can be increased by rewards or a reinforcement or decreased by punishments. This was a key part of B.F. Skinner's work in operant conditioning, where he showed how rewards and punishments influence behaviour (Clark, 2018).
Reinforcement and Punishment.mp3Blank Slate: People are born without any knowledge or behaviour, and everything they do is learned from the environment. John Watson also believed that humans are completely shaped by their environment and experiences (Clark, 2018).
Blank Slate.mp3Environment Shapes Behaviour: Our behaviour is mostly influenced by what happens around us, not by our internal thoughts. B.F. Skinner and John Watson both believed that behaviour is mainly influenced by external factors (Clark, 2018).
Environment Shapes Behaviour.mp3Practical Uses: Behaviourism is used in teaching, therapy, and behaviour changes, like a reward systems or behaviour therapy. B.F. Skinner used these ideas in education and programs to change behaviour (Clark, 2018).
Practical Uses.mp3
Social Learning Theories
Social Learning Theories
Social interactions are key to learning, and good student-teacher relationships help improve learning by creating positive social environments (Baroody et al., 2014; Vygotsky, 1978).
Social Learning Theories.mp3Vygotsky’s Sociocultural Theory
Vygotsky believed we learn best by interacting with others who know more than us, like teachers or friends. Learning happens when we share ideas and help each other (Vygotsky et al., 1979).
Vygotsky.mp3Cultural Tools and Language
Vygotsky said that things like language and customs shape how we think. What we learn from our culture affects how we understand the world (Vygotsky, 1979; Chirkov, 2020).
Cultural Tools.mp3The Zone of Proximal Development (ZPD)
The ZPD is the space between what we can do alone and what we can do with help. We learn best when we get the right amount of help to do things we can't do by ourselves yet (Vygotsky, 1979).
ZPD.mp3Responsive Classroom and Teacher-Student Relationships
When teachers have good relationships with students, those students learn better. Supportive teachers help students feel comfortable and engage more in learning (Baroody et al., 2014).
Responsive Classroom.mp3(GreggU 2019)
(Alamy n.d.)
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