ALBERT BANDURA

   → Bandura's Social Cognitive Theory

• Is an American psychologist and originator of social cognitive theory who is probably best known for his modeling study on aggression, referred to as the “Bobo doll” experiment, which demonstrated that children can learn behaviors through the observation of adults. . 

• He emphasizes the importance of observing, modelling, and imitating the behaviors, attitudes, and emotional reactions of others. Social learning theory considers how both environmental and cognitive factors interact to influence human learning and behavior. 

ERIK HOMBURGER ERIKSON

    →  Erikson's Psychosocial Theory  (1902 – 1994)

• Is a German-American developmental psychologist and psychoanalyst known for his theory on psychological development of human beings. . 

• He believed that the environment in which a child was living helped with their growth and adjustment as well as helping them to develop their self-awareness and identity.  

• His theory helped both teaching professionals and parents understand better how people, especially children, can form their own identities through the different life stages. His model identified the different goals, challenges, and concerns at each stage of life which helps educators and parents alike guide and encourage children in the right direction.

JEAN WILLIAM FRITZ PIAGET "JEAN PIAGET" (1896 – 1980)

    →  Piaget's 4 Stages of Cognitive Development

• Is Swiss psychologist who was the first to make a systematic study of the acquisition of understanding in children. 

• Suggests that children move through four different stages of learning. His theory focuses not only on understanding how children acquire knowledge, but also on understanding the nature of intelligence. 

• He believed that children take an active role in the learning process, acting much like little scientists as they perform experiments, make observations, and learn about the world. As kids interact with the world around them, they continually add new knowledge, build upon existing knowledge, and adapt previously held ideas to accommodate new information. 

LAWRENCE KOHLBERG (1927 – 1987)

      →  Kohlberg's Stages of Moral Development 

• An American psychologist and nursing theorist from America. He’s known for his Theories of Moral Development. 

• Kohlberg was interested in learning about Piaget’s theory of child development. He went on to publish an extension to Piaget’s theory in five years. The next step he did was to create the field within psychology for “moral development.” 

LEV VYGOTSKY  (1896 – 1934)

→ Vygotsky's Sociocultural Theory of Cognitive Development

• Vygotsky's sociocultural theory views human development as a socially mediated process in which children acquire their cultural values, beliefs, and problem-solving strategies through collaborative dialogues with more knowledgeable members of society. Vygotsky's theory is comprised of concepts such as culture-specific tools, private speech, and the Zone of Proximal Development. 

• Vygotsky's theory focuses on the role of culture in the development of mental abilities e.g. speech and reasoning in children.

• According to Vygotsky, adults in society foster children’s cognitive development by engaging them in challenging and meaningful activities. Adults convey to children the way their culture interprets and responds to the world.

SIGISMUND SCHLOMO FREUD "SIGMUND FREUD"

     → Freud's Psychosexual Developmental Theory (1856 – 1939)

• According to Freud’s psychosexual theory, child development occurs in a series of stages focused on different pleasure areas of the body. During each stage, the child encounters conflicts that play a significant role in the course of development.

• According to Freud, conflicts that occur during each of these stages can have a lifelong influence on personality and behavior. Freud proposed one of the best-known grand theories of child development.

ABRAHAM MASLOW (1908 – 1970)

  → Maslow's Hierarchy of Needs

• An American psychologist who was best known for creating Maslow's hierarchy of needs- a theory of self-actualization. Maslow was a psychology professor at Brandeis University, Brooklyn College.

• Maslow's Hierarchy of Needs states that we must satisfy each need in turn, starting with the first, which deals with the most obvious needs for survival itself. Only when the lower order needs of physical and emotional well-being are satisfied are we concerned with the higher order needs of influence and personal development. Conversely, if the things that satisfy our lower order needs are swept away, we are no longer concerned about the maintenance of our higher order needs. 

IVAN PETROVICH PAVLOV 

  → Classical Conditioning 

• was a Russian physiologist 

• Pavlov’s work was concerned with understanding classical conditioning. He completed a series of experiments to understand how environmental stimuli could be manipulated to adjust behavior. He came to conclusions about how the brain learns in relation to his observations 

• In his most famous experiments, he used a bell to let dogs know they were about to receive a treat.  

EDWARD L. THORNDIKE

  → Edward Thorndike’s Connectionism theory 

• he wrote a textbook entitled, Educational Psychology. He was the first one to use this term. 

• He explained that learning is the result if associations forming between stimuli (S) and responses (R). Such associations or “habits” become strengthened or weakened by the nature and frequency of the S-R pairings. 

• Thorndike performed experiments on animals to measure how long it took them to learn to solve a puzzle ie: press a button or pull a lever, to produce the desired outcome – getting to food. Thorndike observed that through practice the animal learned which behavior caused the desired outcome and so performed such behaviors more quickly. 

JOHN B. WATSON

  → Watson’s classical behaviourism 

• was the first American psychologist to work with Pavlov’s ideas. He too was initially involved in animal studies, then later became involved in human behavior research. He considered that humans are born with a few reflexes and the emotional reactions of love and rage. All other behavior is learned through stimulus-response

• His associations through conditioning. He believed in the power of conditioning so much that he said that if he is given a dozen healthy infants, he can make them into anything you want them to be, basically through making stimulus- response connections through conditioning 

BURRHUS FREDERICK SKINNER

  → Operant Conditioning 

• Skinner believed in the stimulus- response pattern of conditioned behavior. His theory zeroed in only on changes in observable behavior, excluding any likelihood of any processes taking place in the mind. 

• Skinner’s work differs from that of the three behaviorists before him in that he studied operant behavior (voluntary behaviors used in operating on the environment). Thus, his theory came to be known as Operant Conditioning 

DAVID ALLEN KOLB

  → Kolb’s four stages of Learning

• is an American educational theorist. 

• Experiences are central to Kolb’s theory, as he viewed it as a process by which something must be changed or transformed 

• Kolb proposed that experience was critical in the development of knowledge construction, as learning occurs through discovery and active participation. Kolb defined leaning as “the process whereby knowledge is created through the transformation of experience” (Kolb, 1984). 

ROBERT MILLS GAGNE (1916 - 2002)

  → Robert Gagne's Taxonomy of Learning

• was an American educational psychologist. 

• Gagne believed that learning was ongoing and built continuously on prior knowledge. Humans developed intellectually based on their physical capacity to do so. 

FRANKLIN BOBBIT (1876–1956) 

• He presented curriculum as a science that emphasizes on student’s need. 

• Curriculum prepares students for adult life. To Bobbit, objectives with corresponding activities should be grouped and sequenced. 

• This can only be done if instructional objectives are clarified. 

WERRET CHARTERS (1875–1952) 

• He gives emphasis on student’s needs. The listing of objectives and matching these with corresponding activities ensures that the content or subject matter is related to objectives. 

• to him, curriculum is a science. 

• The subject matter and the activities are planned by the teacher. 

WILLIAM KILPATRICK (1871-1965) 

• He introduced the project method where teacher and student plan the activities.

• Curricula are purposeful activities which are child centered. The purpose of curriculum is child development and growth.

HAROLD RUGG (1886-1960) 

• He also emphasized social studies and the teacher plans curriculum in advance. 

• to him, curriculum should develop the whole child. It is child-centered and should produce outcomes. .

HOLLIS CASWELL (1901-1989) 

• He sees curriculum as organized around social functions of themes, organized knowledge and learner’s interest.

• He believes that curriculum is a set of experiences. Subject matter is developed around social functions and learner’s interests. 

RALPH TYLER (1902-1994) 

• He believes that curriculum is a science and an extension of school’s philosophy. It is based on student’s needs and interest. 

• To him, curriculum is always related to instruction. Subject matter is organized in terms of knowledge, skills and values. The process emphasizes problem solving. The curriculum aims to educate generalists and not specialists. 

CHARLOTTE DANIELSON 

• An internationally-recognized expert in the area of teacher effectiveness, specializing in the design of teacher evaluation systems that, while ensuring teacher quality, also promote professional learning 

• her framework is a tool to identify the aspects of a teacher's responsibilities that have been documented through research as promoting improved student learning

CHARLOTTE DANIELSON FRAMEWORK FOR TEACHING

1. Planning and Preparing

2. The Classroom Environment

3. Instruction

4. Professional Responsibilities

JAMES STRONGE

• is a consultant specializing in policies and practices related to teacher quality and effectiveness, teacher and administrator evaluation, and teacher selection.  

• Stronge identifies 7 qualities of effective teaching: professional knowledge, instructional planning, instructional delivery, assessment, learning environment, student progress and professionalism. 

TEACHER EFFECTIVENESS PERFRORMANCE EVALUATION SYSTEM (TEPES)

1. Professional Knowledge

2. Instructional Planning

3. Instructional Delivery

4. Assessment of for Learning

5. The Learning Environment 

6. Professionalism maintains a commitment to professional ethics, communicates effectively and takes responsibility for and participates in professional  growth that results in enhanced learning

7. Student Progress the work of the teacher results in acceptable, measurable and appropriate student academic progress.

ROBERT J. MANZANO

• Is a speaker, trainer, and educational researcher in the United States. 

• He has done educational research and theory on the topics of standards-based assessment, cognition, high-yield teaching strategies, and school leadership, including the development of practical programs and tools for teachers and administrators in K-12 schools. 

ROBERT MANZANO'S CAUSAL TEACHER EVALUATION MODEL OF FOUR DOMAINS:

1. Classroom Strategies and behaviors

• involve routine events such as communicating learning goals and feedback and establishing rules.

• involve addressing content by helping students interact with new knowledge, practice, deepen knowledge.