# data[].attributes.body
AOs and Learning Intentions

Rewards

Consequences

# data[].attributes.body
Behaviourist

Building block idea

# data[].attributes.body
Developmental

Staircase idea

# data[].attributes.body
| Humanistic
Affective idea

# data[].attributes.body
NZC Levels

Age-appropriate activities

Progression of learning

Teachable moments

# data[].attributes.body
Social constructivist

Network idea

# data[].attributes.body
Guidance counselling

Fostering self-esteem

Outdoor education

# data[].attributes.body
Concepts are broken into manageable parts

Previous learning is built on

Learning of separate parts leads to the development of whole ideas

# data[].attributes.body
Learning is sequenced

Learning is partly dependant on maturation

It is necessary to reach one level of understanding before moving to the next

Abstract reasoning is only possible from adolescence

# data[].attributes.body
Significant learning depends on the perceived relevance to the learner’s own purposes

Significant learning occurs through doing and experiencing

Self-initiated learning involving intellect, feelings and a sense of self-control is the most lasting

Self-evaluation (not evaluation by others) is facilitated by independence, creativity and self-reliance

# data[].attributes.body
Learning is a personal linking of ideas and experiences

Learning often involves extending, restructuring or changing present ideas

Learning can be greatly facilitated through interaction with others

Learning is influenced by prior ideas and feelings

# data[].attributes.body
Learning is situated within communities of practice

Learning is a distributed activity, inseparable from networks of people and the tools they use

Learning entails explorations within and between cultural boundaries

Learning is as much about who you are as about what you know.

# data[].attributes.body
Real-life learning

Catering for cultural diversity

Accommodating learning for all

# data[].attributes.body
Culture is central to education

# data[].attributes.body
Sociocultural

Border-crossing idea

# data[].attributes.body
Teacher’s personal theory

# data[].attributes.body
Theory in action

# data[].attributes.body
Teaching is not regulated by any particular theory

Driven by reflection

Amalgamates curriculum, experiences, personality and school environment