Theoretical Models of Learning and Human Development Assignment 50 Points New Due Date: February 27 Directions: Using the List

Total Page：16

File Type：pdf, Size：1020Kb

Theoretical Models of Learning and Human Development Assignment 50 Points New due date: February 27 Directions: Using the list below, each member of your group will select one learning theorist and one human development theorist. This means that each member will have a different theorist from the other members in the group. You will research the ways the theorists’ ideas impacted education, and contributed to learning theory and/or human development in connection to pedagogical practices and developmentally appropriate instructional strategies. From your research, create a graphic organizer using a tool from uateach.com that you will use to teach your group members about your findings. The graphic organizer should be completely filled with useful information. Please do not have sentence frames or places to write down information as you would if you used the graphic organizer as an instructional tool – you are summarizing the key information for your group members to assist them during a jigsaw activity. On the due date, you will meet with your PLC members to discuss the different theorist, their contributions to the field of education, and the influence that the theorist have had on pedagogical practices for your content area. Please use at least one resource for each of your assigned theorists and cite the source(s) at the bottom of each graphic organizer. Learning Theorist Human Development Theorist Lev Vygotsky Jean Piaget Jerome Bruner Erik Erikson Jean Lave Lawrence Kohlberg B.F. Skinner Sigmund Freud Albert Bandura Urie Bronfenbrenner .

Copy Link

Recommended publications

Lawrence Kohlberg
F. CLARK POWER LAWRENCE KOHLBERG The Vocation of a Moral Educator INTRODUCTION Shortly after Lawrence Kohlberg’s death, I (Power, 1991) noted that perhaps the most revealing statement about Kohlberg’s life was the epilogue to his first book, “Education for Justice: The Vocation of Janusz Korczak” (Kohlberg, 1984). In that Epilogue, which I helped him to compose, he re-told the story of Janusz Korczak, who gave up a lucrative medical practice to work as a moral educator in orphanages for Jewish and Christian children in Warsaw. That work led him to the Warsaw ghetto and finally to Treblinka, where he died with the orphans whom he refused to abandon. Throughout his life, Korczak had a remarkable sense of being called to care for poor and neglected children. In his early career as an author and a medical doctor, he dedicated himself to serving the poor. A champion of children’s rights, he left medicine for education in orphanages because he wanted to treat children’s souls. In establishing “Little Republics” in which children engaged in democratic governance, his orphanage schools resembled the just community programs that Kohlberg himself established. To claim that Kohlberg had a vocation to be a moral educator may strike many as puzzling or even preposterous. Kohlberg is best known for his pioneering contributions to developmental psychology, especially for his stages of moral development. Yet, as one who worked closely with Kohlberg during the latter part of his career, I believe that we cannot understand his life as a whole without considering his vision of moral education and the significance his work in the just community programs had for him.
[Show full text]
Lawrence Kohlberg's Stages of Moral Development from Wikipedia
ECS 188 First Readings Winter 2017 There are two readings for Wednesday. Both are edited versions of Wikipedia articles. The first reading adapted from https://en.wikipedia.org/wiki/Lawrence_Kohlberg's_stages_of_moral_development, and the second reading is adapted from https://en.wikipedia.org/wiki/Ethics. You can find the references for the footnotes there. As you read the article about moral development please think about you answered the Heinz Dilemma in class, and in which stage did your justification lie. I do not plan on discussing our answers to the Heinz Dilemma any further in class. As you read the ethic article, please think about which Normative ethic appeals to you, and why. This will be one of the questions we will discuss on Wednesday. My goal for both of these readings is to help you realize what values you bring to your life, and our course in particular. Lawrence Kohlberg's Stages of Moral Development from Wikipedia Lawrence Kohlberg's stages of moral development constitute an adaptation of a psychological theory originally conceived by the Swiss psychologist Jean Piaget. Kohlberg began work on this topic while a psychology graduate student at the University of Chicago[1] in 1958, and expanded upon the theory throughout his life. The theory holds that moral reasoning, the basis for ethical behavior, has six identifiable developmental stages, each more adequate at responding to moral dilemmas than its predecessor.[2] Kohlberg followed the development of moral judgment far beyond the ages studied earlier by Piaget,[3] who also claimed that logic and morality develop through constructive stages.[2] Expanding on Piaget's work, Kohlberg determined that the process of moral development was principally concerned with justice, and that it continued throughout the individual's lifetime,[4] a notion that spawned dialogue on the philosophical implications of such research.[5][6] The six stages of moral development are grouped into three levels: pre-conventional morality, conventional morality, and post-conventional morality.
[Show full text]
Reframing Parkway Heights United Methodist Church for Strategic Adoption
Please HONOR the copyright of these documents by not retransmitting or making any additional copies in any form (Except for private personal use). We appreciate your respectful cooperation. ___________________________ Theological Research Exchange Network (TREN) P.O. Box 30183 Portland, Oregon 97294 USA Website: www.tren.com E-mail: [email protected] Phone# 1-800-334-8736 ___________________________ ATTENTION CATALOGING LIBRARIANS TREN ID# Online Computer Library Center (OCLC) MARC Record # Digital Object Identification DOI # Ministry Focus Paper Approval Sheet This ministry focus paper entitled REFRAMING PARKWAY HEIGHTS UNITED METHODIST CHURCH FOR STRATEGIC ADOPTION Written by WES INGRAM and submitted in partial fulfillment of the requirements for the degree of Doctor of Ministry has been accepted by the Faculty of Fuller Theological Seminary upon the recommendation of the undersigned readers: _____________________________________ Chap Clark _____________________________________ Kurt Fredrickson Date Received: September 13, 2014 REFRAMING PARKWAY HEIGHTS UNITED METHODIST CHURCH FOR STRATEGIC ADOPTION A DOCTORAL PROJECT SUBMITTED TO THE FACULTY OF THE SCHOOL OF THEOLOGY FULLER THEOLOGICAL SEMINARY IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE DOCTOR OF MINISTRY BY WES INGRAM JULY 2014 ABSTRACT Reframing Parkway Heights United Methodist Church for Strategic Adoption Thomas Wesley Ingram Doctor of Ministry School of Theology, Fuller Theological Seminary 2014 In order to move Parkway Heights United Methodist Church (hereafter, PHUMC) towards embracing a communal paradigm of youth ministry, the church’s mental model of youth ministry must be reframed. Therefore, the goal of this project is to launch Team 51 Ministry, including a training system for equipping adults that incorporates the most pertinent aspects of practical theology, psychosocial development of adolescents, and the ecology of adolescent development, as a framework for communal youth ministry.
[Show full text]
Kohlberg's Stages of Moral Development Working As A
Kohlberg’s Stages of Moral Development Working as a developmental psychologist then turning his interest to the field of moral education, Lawrence Kohlberg became to be well known for his theory of moral development. His theory spurred the interest of the psychological community on moral development (Nucci, 2002). His ideas were influenced by Jean Piaget, John Dewey, and James Mark Baldwin. He argued that experiences shape children’s understandings of moral concepts such as justice, rights, equality, and human welfare. Kohlberg developed his theory from the research that he conducted at Harvard’s Center for Moral Education (Barger, 2000). To evaluate the moral stages, Kohlberg made a series of moral dilemmas that pit one moral value against another (Kalat, 2002). He observed the explanations, not the choices, that the subject made. The explanations were used to match the subject to one of Kohlberg’s stages. Kohlberg’s theory of levels and stages of moral reasoning is supported by findings from longitudinal and cross-cultural research. Kohlberg divided moral development into six distinguished stages which can be identified into three major levels. The first level is the level of pre-conventional morality. The first stage is defined by punishment and obedience. This stage is characterized by the elementary school level (Barger, 2000). People follow the rules of authority because they are afraid of punishment, which is related to Piaget’s identification of the stage of ego-centrism (Nucci, 2002). In this stage, people consider something to be bad if it is related with punishment. In contrast, if something brings rewards, it is considered as good.
[Show full text]
A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction
DOCUMENT RESUME ED 407 125 PS 025 355 AUTHOR 011hoff, Jim TITLE Human Development Theories: A Comparison of Classic Human Development Theorists and the Implications for a Model of Developmental Social Interaction. PUB DATE Jun 96 NOTE 20p. PUB TYPE Information Analyses (070) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Child Development; *Friendship; *Individual Development; *Interaction; *Interpersonal Relationship; Models; *Theories IDENTIFIERS *Developmental Theory; Erikson (Erik); Fowler (James); Freud (Sigmund); Kohlberg (Lawrence); Piaget (Jean); Selman (Robert) ABSTRACT This paper explores several theories of human development, with particular attention to the development of social interaction. Part 1 compares and contrasts major developmental theories, including those of Freud, Erikson, Piaget, Kohlberg, Kegan, Fowler, and Selman. From birth to 1 year, infants are laying the foundation that will guide their later social interactions. Between years 2 and 5 the beginnings of autonomy and the dominance of egocentrism can be observed. Children ages 6 to 12 show concrete thinking, the emergence of the self-concept, the freedom from impulses, and the need to be successful. Youth, age 13 and older, show many precursors of adult attitudes and behaviors, with identity formation as a major issue, the possibility of abstract thought, and the beliefs of the community as a source of strength. Part 2 applies those theories to the expanding understanding of friendship, emphasizing the friendships of school-age children. Self-acceptance plays a crucial role in social interaction development. In Stage 1 of friendships, birth to 2 years, children play in each other's presence rather than with each other. Stage 2, ages 2 to 5, involves quickly changing friendships, characterized by creativity, joint fantasy, and shared imagination.
[Show full text]
7. Piaget, Kohlberg, Gilligan, and Others on Moral Development
7. Piaget, Kohlberg, Gilligan, and Others on governing the game of marbles fulfill all the defining conditions of a moral system. The rules control how individuals behave toward Moral Development one another in terms of the actions which comprise the game, they Copyright 2005, 2006 J. S. Fleming, PhD determine individual and property rights, and they are a cultural _______ product which has been passed down from generation to generation . The rules have been developed largely by children. When confronted with a group of parents who asked me “How can we help make our children virtuous?” I had to Therefore, the child’s conception of the game . is subject to little answer as Socrates, “You must think I am very fortunate to adult influence.” know how virtue is acquired. The fact is that far from knowing (As an interesting side note it should be mentioned that whether it can be taught, I have no idea what virtue really is.”. It appears, then, that we must either be totally silent about studying game strategies to learn about behavior and morality is moral education or else speak to the nature of virtue. now very much an accepted part of research in psychology and –Lawrence Kohlberg 1 economics. Game theory can be used to simulate competitive or ________ cooperative conditions in which either selfish strategies benefit only the individual, or cooperative strategies can mutually benefit all parties, as in Robert Trivers (1971) studies of reciprocal I. Piaget on Moral Development altruism – see Robert Wright’s, 1994, The Moral Animal for other game theoretical studies of human behavior.
[Show full text]
E. Mark Cummings, Ph.D William J
December 15, 2020 E. Mark Cummings, Ph.D William J. Shaw Family Professor of Psychology [email protected] WORK ADDRESS HOME ADDRESS PHONE 204 Brownson Hall 51121 Quail Hollow Court Work: (574) 631-4947 Department of Psychology Granger, IN 46530 Home: (574) 273-8612 University of Notre Dame FAX: (574) 631-1825 Notre Dame, In 46556 Cell: (574) 850-2643 EDUCATION Ph.D. University of California, Los Angeles (1977) Major: Developmental Psychology Minors: Experimental Psychopathology, Measurement. M. A. University of California, Los Angeles (1973) Major: Psychology B. A. Johns Hopkins University (1972) Major: Social and Behavioral Sciences PROFESSIONAL POSITIONS 2017-present William J. Shaw Family Professor of Psychology, Department of Psychology, University of Notre Dame 2001-2017 Professor and Notre Dame Endowed Chair in Psychology, Department of Psychology, University of Notre Dame 2007 Visiting Scholar, Department of Psychology, University of Virginia 1996-2001 Professor, Department of Psychology, University of Notre Dame 1990-1996 Professor, Department of Psychology, West Virginia University 1986-1990 Associate Professor, Department of Psychology, West Virginia University 1985-1986 Assistant Professor, Department of Psychology, West Virginia University 1979-1985 Staff Fellow and Senior Staff Fellow, Laboratory of Developmental Psychology, National Institute of Mental Health, Bethesda, MD 1977-1979 Lecturer, Department of Psychology, University of California, Los Angeles AWARDS AND HONORS Urie Bronfenbrenner Award for Lifetime Contribution to Developmental Psychology in the Service of Science and Society, American Psychological Association. Mentoring Award in Developmental Psychology, American Psychological Association 1- EMC December 15, 2020 Reuben Hill Research and Theory Award, National Council on Family Relations James A. Burns, C.S.C., Graduate School Award for Excellence in Graduate Education, University of Notre Dame Research Achievement Award, University of Notre Dame William J.
[Show full text]
The Development and Meaning of Psychological Distance
THE DEVELOPMENT AND MEANING OF PSYCHOLOGICAL DISTANCE Edited by Rodney R. Cocking National Institute of Mental Health K. Ann Renninger Swarthmore College LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 1993 Hillsdale, New Jersey Hove and London Contents Preface ix Acknowledgments xii Foreword xiii William Damon List of Contributors xvii PART I. Psychological Distance and Developmental Theory 1. Psychological Distance as a Unifying Theory of Development 3 Rodney R. Cocking and K. Ann Renninger 2. Psychological Distance and Behavioral Paradigms 19 K. Ann Renninger and Rodney R. Cocking 3. The Encoding of Distance: The Concept of the Zone of Proximal Development and Its Interpretations 35 Joan Voisiner and René van der Veer 4. Distancing Theory From a Distance 63 Lfrie Bronfenbrenner PART II. Psychological Distance as a Cognitive Demand 5. Temperamental Contributions to Styles of Reactivity to Discrepancy 81 Jerome Kagan and Nancy Snidman Viii CONTENTS 6 Distancing and Dual Representation 91 Judy S. DeLoache 7. Psychological Distance in Self-imposed Delay of Gratification 109 Walter Mische! and Monica L. Rodriguez 8. Structural Changes in Children's Understanding of Family Roles and Divorce 123 Malcolm W. Watson and Kurt W. Fischer 9. The Centrality of a Distancing Model for the Development of Representational Competence 141 Irving E. Sigel PART III. Psychological Distance as an Ecological Demand 10. Representational Competence in Shared Symbol Systems: Electronic Media From Radio to Video Games 161 Patricia Marks Greenfield 11. Children's Conflicts: Representations and Lessons Learned 185 Carolyn U. Shantz 12. The Social Origins of Individual Mental Functioning: Alternatives and Perspectives 203 James V. Wertsch and Jennifer A.
[Show full text]
Chapter Seven Kohlberg's Stages of Moral Development
W.C. Crain. (1985). Theories of Development. Prentice-Hall. pp. 118-136. CHAPTER SEVEN KOHLBERG'S STAGES OF MORAL DEVELOPMENT BIOGRAPHICAL INTRODUCTION An outstanding example of research in the Piagetian tradition is the work of Lawrence Kohlberg. Kohlberg has focused on moral development and has proposed a stage theory of moral thinking which goes well beyond Piaget's initial formulations. Kohlberg, who was born in 1927, grew up in Bronxville, New York, and attended the Andover Academy in Massachusetts, a private high school for bright and usually wealthy students. He did not go immediately to college, but instead went to help the Israeli cause, in which he was made the Second Engineer on an old freighter carrying refugees from parts of Europe to Israel. After this, in 1948, he enrolled at the University of Chicago, where he scored so high on admission tests that he had to take only a few courses to earn his bachelor's degree. This he did in one year. He stayed on at Chicago for graduate work in psychology, at first thinking he would become a clinical psychologist. However, he soon became interested in Piaget and began interviewing children and adolescents on moral issues. The result was his doctoral dissertation (1958a), the first rendition of his new stage theory. Kohlberg is an informal, unassuming man who also is a true scholar; he has thought long and deeply about a wide range of issues in both psychology and philosophy and has done much to help others appreciate the wisdom of many of the "old psychologists," such as Rousseau, John Dewey, and James Mark Baldwin.
[Show full text]
Using an Ecological Perspective
Using an ecological perspective Also inside: n Transitioning successfully into retirement n Reflecting “as if” with diverse populations n Drawing clients out of avoidant behaviors n Counseling students after sexual assault CT0213_CT0213 11/29/12 4:30 PM Page 1 Counseling Today Alleged unprofessional conduct and inappropriate treatment – lead to a malpractice suit. The client, a 51-year-old woman uses her email correspondence with the counselor to mount a formidable legal case, suing for $500,000 in damages. Read the details of this case study and how coverage through HPSO responded to protect our insured counselor at www.hpso.com/ct2 This program is underwritten by American Casualty Company of Reading, Pennsylvania, a CNA company, and is offered through the Healthcare Providers Service Organization Purchasing Group. Coverages, rates and limits may differ or may not be available in all states. All products and services are subject to change without notice. This material is for illustrative purposes only and is not a contract. It is intended to provide a general overview of the products and services offered. Only the policy can provide the actual terms, coverages, amounts, conditions and exclusions. CNA is a registered trademark of CNA Financial Corporation. Copyright © 2013 CNA. All rights reserved. Healthcare Providers Service Organization is a registered trade name of Affinity Insurance Services, Inc.; (AR 244489); in CA, MN & OK, AIS Affinity Insurance Agency, Inc. (CA 0795465); in CA, Aon Affinity Insurance Services, Inc., (0G94493), Aon Direct Insurance Administrator and Berkely Insurance Agency and in NY and NH, AIS Affinity Insurance Agency. © 2013 Affinity Insurance Services, Inc.
[Show full text]
December 15, 2008 Perspectives in Theory
December 15, 2008 Perspectives in Theory: Anthology of Theorists affecting the Educational World Editors: Misty M. Bicking, Brian Collins, Laura Fernett, Barbara Taylor, Kathleen Sutton Shepherd University Table Of Contents Abstract_______________________________________________________________________4 Alfred Adler ___________________________________________________________________5 Melissa Bartlett Mary Ainsworth _______________________________________________________________17 Misty Bicking Alois Alzheimer _______________________________________________________________30 Maura Bird Albert Bandura ________________________________________________________________45 Lauren Boyer James A. Banks________________________________________________________________59 Adel D. Broadwater Vladimir Bekhterev_____________________________________________________________72 Thomas Cochrane Benjamin Bloom_______________________________________________________________86 Brian Collins John Bowlby and Attachment Theory ______________________________________________98 Colin Curry Louis Braille: Research_________________________________________________________111 Justin Everhart Urie Bronfenbrenner’s Ecological Model___________________________________________124 Kristin Ezzell Jerome Bruner________________________________________________________________138 Laura Beth Fernett Noam Chomsky Stubborn Without________________________________________________149 Jamin Gibson Auguste Comte _______________________________________________________________162 Heather Manning
[Show full text]
Educational Learning Theories Molly Zhou Dalton State College, [email protected]
GALILEO, University System of Georgia GALILEO Open Learning Materials Education Open Textbooks Education Spring 2015 Educational Learning Theories Molly Zhou Dalton State College, [email protected] David Brown Dalton State College, [email protected] Follow this and additional works at: http://oer.galileo.usg.edu/education-textbooks Part of the Educational Psychology Commons Recommended Citation Zhou, Molly and Brown, David, "Educational Learning Theories" (2015). Education Open Textbooks. Book 1. http://oer.galileo.usg.edu/education-textbooks/1 This Open Textbook is brought to you for free and open access by the Education at GALILEO Open Learning Materials. It has been accepted for inclusion in Education Open Textbooks by an authorized administrator of GALILEO Open Learning Materials. For more information, please contact [email protected]. Open Textbook Dalton State College UNIVERSITY SYSTEM OF GEORGIA Molly Zhou, David Brown Educational Learning Theories Educational Learning Theories Molly Zhou Dalton State College David Brown Dalton State College December, 2014 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. 2 Permission for Use Acknowledgements Grateful acknowledgement is made to the following sources for Permission for Use by authors or proper copy right holders: Chapter 1 Source: Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieve from http://epltt.coe.uga.edu/ Chapter 2 Source: Wood, K. C., Smith, H., & Grossniklaus, D. (2001). Piaget's stages of cognitive development. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.
[Show full text]