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Behaviourist model SKILLS MODEL |
Cognitive model ACADEMIC MODEL (information processing model) |
Humanist model EXPERIENTIAL MODEL |
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STUDENT CENTRED |
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Students are passive recipients |
Students are active adaptors |
Students are active interpreters |
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Goals prescribed External control Imposed criteria of assessment |
Subject matter and stage of development determines goals |
Individual sets own goals ‘Internal’ control self-assessment against personalised criteria |
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Extrinsic motivation Stimulus required (pre-determined by teacher) S (teacher) – R (student) Teacher provides reinforcement (incremental learning) |
Intrinsic motivation No stimulus required. Subject provides its own structures and procedures for learning (holistic learning) |
Intrinsic motivation No stimulus required. Need to learn is innate and depends on natural curiosity Self concept also developed through interaction with environment |
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Student dependent on teacher |
Student subject to guided discovery |
Student independent of teacher |
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Presentations by teacher (student passive) |
Teacher provides organised opportunities for insight to occur (student active) |
Teacher facilitates discovery (student active) |
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Learning |
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Deductive |
Deductive & Inductive |
Inductive |
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Individual learning |
Individual learning |
Individual and group learning |
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How knowledge is viewed in the classroom |
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Knowledge is finite |
Knowledge structures are appropriate to students stage of development |
Knowledge is infinite |
TEACHER CENTRED