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PART 2: LEARNING UNITINFORMATION                    

2.1. Learning unit1: thePsychosocial context of studentLearning            

2.1.1. Introduction

2.1.2. The checkering’s psychologicalstudent development

2.1.3. Erikson’s eightsocial-emotional development stages

2.1.4. Characteristics of adultlearning

2.1.5. Factors impacting on studentlearning

2.1.5.1. Intelligence

2.1.5.2. Aptitude

2.1.5.3. Goals

2.1.5.4. Interests

2.1.5.5. Learning and PhysicalDisabilities

2.1.6. Psychological aspects thataffect the learning process

2.1.6.1. Trust

2.1.6.2. Affective Support

2.1.6.3. Gender Stereotypes

2.1.6.4. Diversity of Students

2.1.6.5. Lecturer’s Personality

2.2. Learning unit 2: Learningtheories

2.2.1 Introduction

2.2.2 Behavioural theories

2.2.2.1. Classical conditioning as aform of behaviourist theory

2.2.2.2. Operant conditioning as aform of behavioural theory

2.2.2.3. Reinforcement and behaviouraltheory

A. Positive reinforcement

B. Negative reinforcement

C. Punishment

D. Extinction

2.2.2.4. Social learning

A. The spread of TV violence throughmodelling

A.1. Attention or “I Never Thought ofthat before”

A.2. Retention or “I figured out whatI was doing wrong”

A.3. Motivation or “Why Not Do It? ItWorked Out Fine for Them

B. Arousal or emotional drainage: twoalternatives to imitation

C. Critique: a positive, but weak,causal relationship

2.2.3. Cognitive learning theories

2.2.3.1. Introduction

2.2.3.2. Gestalt theory

2.2.3.2.1. The figure-groundrelationship

2.2.3.2.2. Contiguity-the proximity inspace and time influences how we perceive

2.2.3.2.3. Similarity

2.2.3.2.4. Closure

2.2.3.2.5. Continuity

2.2.3.3. Informationprocessing       

2.2.3.3.1. Multi-store model ofmemory       

2.2.3.4. Experiential learning

2.2.3.5. Constructivism

2.2.3.6. Core critical thinkingskills         

2.3. Learning unit3:The brain as a doorway to innovative learning

2.3.1. Introduction

2.3.2. Some interior parts of thebrain

2.3.2.1. The brain stem

2.3.2.2. The limbic system (emotionalsystem)

2.3.2.2.1. The thalamus

2.3.2.2.2. The hippocampus

2.3.2.2.3. The amygdala

2.3.3.3. The cerebrum

2.3.3.3.1. The frontal lobe

2.3.3.4. The cerebellum

2.3.4. Brain cells

2.3.5. What energy does the brainneed?

2.3.6. Windows ofopportunity     

Bureaucratic control

A.

Police work is changing. More and more police departments todayare implementing community policing practices: working with thepublic to create a safer environment for all. For this reason,performance evaluations for police officers are starting to includecriteria such as helpfulness and friendliness, which are measuresof actions, not outcomes.

Behavior control

B.

Sam writes for a living and loves it. He writes everyday—sometimes working on his blog, sometimes on a novel, but alwaysputting something on paper. He learned about perseverance in hiscollege success class, and now he sets aside four hours a day justfor writing, regardless of what other activities he may haveplanned.

Output control

C.

Lifeguards may seem to have an easy life, but the work is reallyvery difficult. All lifeguards have to receive specialized trainingand be prepared to jump into action at a moment’s notice if anemergency arises. Professional lifeguards use a paramilitarystructure (chief, captain, lieutenant, sergeant, and two levels oflifeguards) so that there is only one person giving orders in theevent of an emergency.

Normative control

D.

Speed is the name of the game when you are picking apples—themore you pick, the more you get paid. Gustavo receives $13 per box.He and his coworkers know that if they pick fewer than five boxes aday, they will be asked to leave the orchard.

Concertive control

E.

Most students know that class teams have their own distinctpersonalities. Professors often give class teams a lot of autonomyin completing their projects, and sometimes teams form close bondsaround common values. When this happens, teams are a joy toexperience. There’s no need for management—everyone just does whatit takes to get the job done in the way that matches the team’svalues and beliefs.

Self-control

F.

Employees at Rapid Rents, a furniture rental store, all knowthat the value that binds them together is respect. That meansrespect for everyone who enters the store and respect for coworkersup and down the organization’s hierarchy. While managers meet withtheir employees regularly to coordinate schedules, there is reallyvery little formal control needed, since everyone in theorganization knows that the most important thing they can do is totreat others with respect.