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-Psychologist
-Cognitivism
-Theory of Cognitive Development: Zone of Proximal Development:
More emphasis on social environment that affects development and learning.
Classroom Application: Based on the student's interaction they can do work themselves or do more work when guided.
For Example: A student can or cannot find the solution to a math problem, but if they were guided by the teacher, they have the possibility to learn or they do not even when guided.

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-Psychologist
-Cognitivism
-Theory of Cognitive Development: 4 stages: Sensorimotor (0-2years), Preoperational (2-7years), Concrete Operational (7-11years), Formal Operational (11-adult). Based on the fundamental ideas of Constructivism. Cannot be taught, but accelerated leading to creating Incongruity: When materials is challenging, but not too difficult.
Classroom Application: The teacher giving the students new information that will make them think, but not too overwhelming.
For Example: Teaching students a new set of major scales. They understand the foundations, but it is new enough to challenge them when learning.

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-Psychologist
-Cognitivism
-Theory of Cognitive Development/ Growth: Children can represent their own knowledge. Enactive Stage 0-3 years, Iconic Stage 3-8 years, Symbolic Stage 8 years.
Classroom Application: The Iconic Stage can be active in young students by using symbols and/or pictures to identify what they know.
For Example: Younger students can point out photos in a book and name what the photo is or consists of.

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-Cognitivism
-Cognitive Learning Process: Problem Solving Model: The model itself contained factors such as problem space, sub goals, and problem-solving strategies. One strategy is Generate-and-Test. When there are a limited number of solutions for a problem that can be tested for a goal.
Classroom Application: Giving students options on how to solve a problem.
For Example: Students are given multiple number options or sets to be plugged into a math problem to see if the answer matches the one the teacher gave.

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-Psychologist
-Cognitivism
-Cognitive Learning Process: Problem Solving: Insight: The sudden awareness of a solution.
Classroom Application: Insight can be shown through the students understanding of information.
For Example: A student finally understanding a music concept after doing detailed work and receiving information from the teacher allowing them to see the broad picture and theory.

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-Psychologists
-Cognitivism
-Gestalt Theory: not fully viable, but there are important principles that reflect on other theories today. There were many psychologists that followed/worked on this theory.

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-Cognitivism
-Information Processing Theory: Gestalt Theory: Model of short and long term memory.
Classroom Application: How the student perceives the information that will further process and store memory.
For Example: A student remembering accidentals in music,. Short term as they are playing, but it can be long term because of the theory behind accidentals.

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-Psychologist
-Cognitivism
-Information Processing Theory: Encoding: Working Memory- the processing memory.
Classroom Application: When information is gathering and processing into long term (hopefully).
For example: Students learning new information from a lesson or unit such as remembering the major scales.

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-Cognitivism
- Information Processing Theory: Metacognition: Interactive dialogue between teacher and student.
Classroom Application: Students using metacognition in teaching others and themselves.
For Example: Students using their knowledge to work and lead in small groups of other students. They use their knowledge together to formulate one larger idea.

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Personal Learning Theory Pt. 2 (Highlighted Components)

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Personal Learning Theory Pt. 2 (Highlighted Components)

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-Flavell: I believe that students can construct their knowledge based off of what they do know. They can work with a teacher to construct a lesson so they can learn.
-Palincsar&Brown: Letting students help themselves and others when trying to learn new concepts is very effective because there are now multiple approaches in learning.
-Thorndike: Allowing students to retry their work until they get it right shows them how they can achieve that end goal or solution as well as possibly helping them with the next problem.
-Wallas: Giving the students enough information and letting them process the concept will allow them to suddenly understand a solution especially when given time and multiple resources/lessons.
-Piaget: Creating Incongruity allows students to be challenged, but not too much. This will ensure that they have the basics to learn a new concept and can retain it by using previous knowledge.

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-Psychologist
-Cognitivism
-Information Processing Theory: Metacognition: Having knowledge about their own knowledge. -Classroom Application: Using metacognition through influencing variables.
For Example: Using the Learner variables amongst students so they can understand what they do and do not know. Using visuals for younger students will allow them to point out what they understand and for the pictures they do no know, they can verbalize it.

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-Bandura: I believe that students will repeat actions that other students exhibit. It's important to encourage it when it is good behaviors and stop it when it's bad behavior.
-B.F. Skinner: Positive/Negative Reinforcement and Punishment are very effective in a classroom because they are learning the behavior the teacher is helping them achieve through punishments or rewards.
-Pavlov: Classical Conditioning has been proven to work. Using this in a classroom would help students learn the appropriate behaviors. It's important to not treat them like actual dogs, but human beings that can be rewarded for doing well.

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-Classroom Application: Students will learning meaningful items rather than nonsense symbol such as music that is a bunch on nonsense symbols when first learning.
For Example: A student may not understand how to read all variables of music and will only play what they know/ deem important. Explaining the importance of all symbols and giving them time to learn and understand ill change nonsense symbols into meaningful "words".

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-Psychologist
-Cognitivism
-Verbal Learning: Stimulus-Response Association: Students will learn based on meaningfulness of items, degree of similarity between them, and length of time separating study trails.

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-Classroom Application: Students will repeat the behavior or action of other students.
For Example: Students will start talking if they see others talking. This also applies to bathroom usage. It's important to set rules in the classroom to avoid these bad behaviors. Good behaviors can also come of Response Facilitation such as being a diligent student. Students who observe great work will want to do great work, especially if there is a reward.

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-Psychologist
-Behaviorism
-Social Cognitive Theory: Those learn form others
-3 Important Models of Functions: Response Facilitation (learned in class), "see it, do it"
- Bobo Doll Experiment: Adults used aggressive actions towards a Bobo Doll with no punishment and children observed. Children repeated actions because they thought it was okay to do so. They showed more aggressive tendencies than other group of children.

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-Classroom Application: Teaching critical thinking skills at a young age in school so students can take their skills and apply it to all subjects.
For Example: Teaching the basics such as critical thinking skills (finding context clues, applying new concepts and words) in a music or literacy class. They will be able to identify the deeper meaning of literacy works and musical compositions.
Classroom Application (Trial and Error): Giving student the options to test out a concept that ma or may not work. Allowing them to continuously try until it works.
For Example: Allowing a student to practice their music measures until the outcome it correct such as rhythm and notation.

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-Psychologist
-Behaviorism
-Theory of Learning/Law of Effect: Associative Shifting: Response to a stimulus  that is also applicable to another stimulus.
-Learning Process: Problem Solving: Trial and Error

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-Classroom Application: Applying positive/negative reinforcement and  positive/negative punishment on student's behavior in the classroom.
For Example: Removing homework assignment for a student's good behavior is negative reinforcement. An example of negative punishment is removing a child from an activity (recess or playing instrument) because they are disruptive and/or affecting their peers learning.

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-Psychologist/ Behaviorist
-Behaviorism
- Theory of Operant Conditioning: Used positive/ negative reinforcement and positive/ negative punishment.

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-Classroom Application: Rewarding students for their good behavior will incline them to continue or start good behaviors for a reward.
For Example: If a student is rewarded a toy from a toy chest or a snack for good behavior, the student will want to continue exhibiting good behaviors for that reward. Other student may also follow this path in wanting a reward for their good behavior.

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-Theorist
-Behaviorism
-Classical Conditioning
-Pavlov's Dog- Used unconditional stimulus for an unconditional response.
-Little Albert Experiment: Created by John B. Watson and used classical conditioning on a baby, Albert.

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-Classroom Application: Measuring reaction times, emotions, and attention in an elementary classroom setting.
For Example: A teacher can measure reaction time for how long it takes an individual student or a whole classroom to respond to a question. A teacher can also observe emotions of students by first understanding how they normally behave. Then can then tell if there is something bothering the student by the change of their emotion.

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-Theory of Adolescence
-Psychologist
-Cognitive Neuroscience
-Focused on childhood development and evolution theory that was based on the Recapitulation Theory.
-"Father of Adolescence" with concepts of sensation, reaction times, verbal associations, attention, and emotion.