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BLOOM'S TAXONOMY

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created to promote higher forms of thinking in education, such as analyzing and evaluating   concepts, processes, procedures,and principles , rather than just remembering facts (rote learning).  It is most often used when designing educational, training, and learning processes. While the committee produced an elaborate compilation for the cognitive and affective domains, they omitted the psychomotor domain The Three Domains of Learning identified three  domains  of educational activities or learning. Cognitive : mental skills ( K nowledge )  Affective : growth in feelings or emotional areas ( A ttitude or self ) Psychomotor : manual or physical skills ( S kills ) Cognitive Domain The cognitive domain involves knowledge and the development of intellectual skills (Bloom, 1956). This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skil...
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KOLB'S LEARNING CYCLE

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Kolb's experiential learning theory works on two levels: a f our-stage cycle of learning and four separate learning styles .   Much of Kolb’s theory is concerned with the learner’s internal cognitive processes. 1.   Concrete Experience  - (a new experience or situation is encountered, or a reinterpretation of existing experience). 2.   Reflective Observation of the New Experience  - (of particular importance are any inconsistencies between experience and understanding). 3.   Abstract Conceptualization  (reflection gives rise to a new idea, or a modification of an existing abstract concept The person has learned from their experience). 4.   Active Experimentation  (the learner applies their idea(s) to the world around them to see what happens). https://www.simplypsychology.org/learning-kolb.html
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LEARNING THEORIES

LEARNING THEORIES behaviorism cognitivism  constructivism connectivism  humanists theory BEHAVIORISM Behaviorism is a worldview that operates on a principle of “ stimulus-response. ” All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness [1] . CONTRIBUTORS John B. Watson Ivan Pavlov B.F. Skinner E. L. Thorndike Albert Bandura KEY CONCEPTS assumes learner is essentially passive, responding to environmental stimuli.  The learner starts off as a clean slate and behavior is shaped through positive reinforcement or negative reinforcement. Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again.  In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again.  Posit...
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