Stimulus-response connections

Acquisition of knowledge

Critical thinking

Modeling & vicarious learning

Self-concept/Self-esteem

Needs

Developmental processes

Modeling & vicarious learning

Self-efficacy beliefs

Self-regulation 

Learning is a result of affect/emotion and goal- orientation

Reactive Adaptor

Processor of Information

Embedded Agent

Networked Embedded Agent

Respondent (Classical)

Hierarchical

Critical & Creative Thinking

Motivation & needs

Self-concept

Self-esteem

Information processing

Focus on developing citizens for democracy

Focus on role of more expert person to provide scaffolding

Self-efficacy

Self-regulation

Pavlov

Thorndike

Watson

Skinner

Bloom

Atkinson and Shriffin

Craik and Lockhart

Neisser

Gagne

Sears

Bandura

Maslow

Rogers

Combs

Purkey

N.V. Peale

Piaget

Bruner

Bandura

Pajares

Schunk

Biological basis of behavior

 Memory is limited

Changes in complexity

Good thinking requires standards

Social interaction with adults and peers

Modeling

Individual uniqueness

Self-determination

Dreams and goals are vital for success

Diagnose learner readiness

Structure learning experiences using spiral organization

Facilitate student extrapolation and filling in his or her knowledge gaps

Social interaction with adults and peers

Learning comes before cognitive development

Language is primary facilitator of learning

Modeling

Reciprocal determinism

Individual responsibility

Laboratory studies

Paper/pencil

Paper/pencil

Structured observation

Systematic observation

• Have specific goals and objectives that state precisely what you are to learn.
• Separate the goals and objectives into manageable units.
• Interact with the material while you are listening or reading (e.g., take notes, answer previously developed questions)
• Reward yourself for learning activities and outcomes (e.g., listen to one song after 20 minutes of studying; go to a movie when you make an "A" on an exam)

• Arrange the correct environment and provide the appropriate stimuli; in the case of operant conditioning this means applying the correct reinforcers and punishers.

• Make sure you're paying attention during lectures and reading.
• Overview any reading before you actually get started. Identify major terms and concepts.
• Ask yourself different levels of questions when you study (e.g., low level -- what does this term mean; higher level -- how could I use this concept or principle; how is this concept similar or different from another)
• Give yourself time to allow time to pass before a review

• Identify important role models
• Carefully observe actions and consequences of actions
• Replicate as correctly as possible
• Observe consequences of own actions

• Model desired behaviors
• Have learners repeat behaviors
• Provide appropriate consequences

• Think about how this learning relates to your life goals or mission.
• Make sure you feel comfortable as you start your learning; if you feel stressed, take a few minutes to relax (close your eyes, imagine yourself in your favorite spot or activity; breath slowly and deeply)
• Imagine how you will feel when you are successfully assessed on this material.
• Make a game out of learning the material; make it fun.

• Assist learners to develop an understanding of personal interests and goals and facilitate the actualization of personally-important capacities.

• Before you get started, review activity or concept and reflect on how this might be similar to something you've already learned.
• Try to apply the principle or think about how you might apply it.
• Work with another learner as you identify important terms, concepts, and principles.

• Arrange the environment is such a way that independent and collective investigation can occur relatively unheeded by outside interference.

• Learning occurs between what a learner already knows and what the learner could not learn even with expert support.  Therefore, think about what you already know and can do.
• Learning occurs before cognitive development. Therefore, practice as guided by experts.
• Language is the primary means by which sociohistorical learning occurs. Therefore, listen, write, and speak, first in language as used by experts, then in your own language.

• Identify learners' Zone of Proximal Development.
• Model desired thinking and behavior.
• Provide support during learning process and slowly withdraw as learner takes incremental steps toward mastery.

Social Cognition

• Work in a study group to learn the material.
• Take action and then reflect on how successful you have been in the learning process.
• Set goals for learning the concepts or skills, not just making a passing score on a test.
• Keep records of your learning activities and reflect on which ones seem to work best; talk about these with other students.

• Model desired processes and skills and then use operant conditioning to modify those to the desired standard.
• Model the desired process and skills and provide assistance to help the learner demonstrate task mastery (scaffolding).  Then selectively withdraw the assistance  until the learner can demonstrate mastery independently.
• Facilitate the learner in adapting to socially-prescribed requirements as well as in establishing personal learning goals; facilitate the development of the knowledge, attitudes and skills necessary for meta-cognitive and self-regulation as the learner works to successfully master both sets of goals.

• Actively cooperated with others to connect to various networks of knowers, inquirers, and knowledge bases.
• Become producers of knowledge that can be accessed throughout your lifetime and connect that knowledge to others' or personally developed knowledge bases.
• Recognize the emergent properties of knowledge, attitudes, and skills.

• Assist the learner to connect to various networks of knowers, inquirers, and knowledgebases; empower learners to cooperate with others to be producers of knowledge that can be accessed throughout one's lifetime.