Anne, Meg, Sheila, Donna, & Anne, Meg, Sheila, Donna, & SarahSarah

Do Now! ActivityDo Now! Activity

name five theorists/theories of name five theorists/theories of teaching and learning that have a teaching and learning that have a predominant place in American predominant place in American education education

How many new theories/buzz How many new theories/buzz phrases can we come up with?phrases can we come up with?

As much as possible!As much as possible! There’s a lot to knowThere’s a lot to know Know your district, building, and Know your district, building, and

teachersteachers

Join professional organizations (ALA Join professional organizations (ALA and beyond)and beyond)

Read Read Educational LeadershipEducational Leadership (ASCD) (ASCD) Attend conferences, workshops, etc.Attend conferences, workshops, etc. Become an expertBecome an expert

New York State Teacher Certification New York State Teacher Certification ExaminationsExaminations

Preparation GuidePreparation Guide

Library Media Specialist CSTLibrary Media Specialist CSTSubarea IV- Program Administration Subarea IV- Program Administration

and Leadershipand Leadership

0014 Understand the leadership 0014 Understand the leadership role of the library media specialist role of the library media specialist

within the entire educational within the entire educational community.community.

Know what is newKnow what is new Respect what is oldRespect what is old Embrace new researchEmbrace new research Remember that curriculum decision Remember that curriculum decision

are business decisionsare business decisions

Technological advancesTechnological advances Neuroscience research on learningNeuroscience research on learning Explosion of new informationExplosion of new information

Instructional Theory into PracticeInstructional Theory into Practice

Model for Direct TeachingModel for Direct Teaching

ContentContent

Learning behaviors of studentsLearning behaviors of students

Teacher behaviorsTeacher behaviors

1. Objectives1. Objectives

2. Standards2. Standards

3. Anticipatory Set3. Anticipatory Set

4. Teaching4. Teaching

5. Guided Practice5. Guided Practice

6. Closure6. Closure

7. Independent Practice7. Independent Practice

Student should be comfortableStudent should be comfortable

Teacher should be supportive and Teacher should be supportive and approachableapproachable

Environment should be pleasantEnvironment should be pleasant

Widespread throughout last half of Widespread throughout last half of 20th Century20th Century

Adopted by 16 states in the 1960sAdopted by 16 states in the 1960s (geography.about.com/ (geography.about.com/

library/blank/blxusa.htm)library/blank/blxusa.htm)

Still used today, but not as popularStill used today, but not as popular

PracticalityPracticality

Flexibility Flexibility (www.olympics.org.uk)(www.olympics.org.uk)

SimplicitySimplicity

Adaptability Adaptability (www.bioteams.com)(www.bioteams.com)

Current research in neuroscience on Current research in neuroscience on how the brain learns supports how the brain learns supports Hunter’s systemHunter’s system

Many teachers still use the Hunter Many teachers still use the Hunter Method Method

as their basic mode of instructional as their basic mode of instructional deliverydelivery

Madeline Hunter we did adoreMadeline Hunter we did adore She was our Guru in days of yoreShe was our Guru in days of yore Alas, she fell from favorAlas, she fell from favor And no one could save herAnd no one could save her But the old is new, once more!But the old is new, once more!

Jean PiagetJean Piaget

Cognitive Development Cognitive Development

StageStage AgeAge Skills, Abilities, and Skills, Abilities, and

ReasoningReasoning Sensorimotor Stage Sensorimotor Stage 0-20-2

to learn about the world to learn about the world through a combination of their through a combination of their senses and physical actionssenses and physical actionsObject Permanence begins Object Permanence begins

Preoperational Stage Preoperational Stage 2-72-7 children learn to represent children learn to represent items with symbols through items with symbols through

speech, art, and playspeech, art, and play Concrete Operational Stage Concrete Operational Stage 7-117-11

Child can begin to think Child can begin to think logicallylogicallyConservation, Classification, Conservation, Classification, Seriation, Seriation, Begin to do problems in their Begin to do problems in their heads instead of just working heads instead of just working things out physically things out physically

Formal Operational Stage Formal Operational Stage 11-15 11-15 Children can think Children can think

abstractlyabstractly

AssimilationAssimilation is placing new information into is placing new information into their already existing framework of knowledgetheir already existing framework of knowledge

AccommodationAccommodation is changing one’s own is changing one’s own knowledge framework and understanding to fit knowledge framework and understanding to fit the new information one has encountered. the new information one has encountered.

ConservationConservation which states a child understands which states a child understands that although the shape of an object may change that although the shape of an object may change the amount of matter in that object stays the the amount of matter in that object stays the same.same.

EgocentrismEgocentrism which means that a child has a which means that a child has a hard time seeing things from other people’s hard time seeing things from other people’s perspectivesperspectives

Piaget proposed that children learn better by Piaget proposed that children learn better by doing then by being passive learners. Teachers doing then by being passive learners. Teachers should create activities in which the students are should create activities in which the students are active participants, allowing them to come up active participants, allowing them to come up with their own solutions. with their own solutions.

Piaget also did not support standardized tests Piaget also did not support standardized tests because he felt that these tests did not fully show because he felt that these tests did not fully show a child’s abilities. Piaget would encourage a child’s abilities. Piaget would encourage teachers to use a variety of different assessment teachers to use a variety of different assessment tools gauging how well a child could understand a tools gauging how well a child could understand a concept instead of a list of facts.concept instead of a list of facts.

Erik EriksonErik Erikson

Erik Erikson developed a “stage” theory Erik Erikson developed a “stage” theory of developmentof development

Similar to Freud but focused on the Similar to Freud but focused on the psychosocial instead of the psychosocial instead of the psychosexualpsychosexual

Chapman, Alan. (2007). Erik Erikson’s psychosocial crisis life cycle model – the eight stages of human Chapman, Alan. (2007). Erik Erikson’s psychosocial crisis life cycle model – the eight stages of human development. development. Erikson’s Psychosocial Developmental TheoryErikson’s Psychosocial Developmental Theory [Online]. Available: [Online]. Available: http://www.businessballs.com/erik_erikson_pychosocial_theory.htmhttp://www.businessballs.com/erik_erikson_pychosocial_theory.htm [2008, January 25]. [2008, January 25].

8 stages spanning the entire life of an 8 stages spanning the entire life of an individualindividual

Erikson, Erik H. & Erikson, Joan M. (1997). Erikson, Erik H. & Erikson, Joan M. (1997). The Life Cycle CompletedThe Life Cycle Completed. New York: W.W. Norton & Company.. New York: W.W. Norton & Company.

Chart Adapted from Boeree’s “Erik Erikson 1902-1994”Chart Adapted from Boeree’s “Erik Erikson 1902-1994” http://webspace.ship.edu/cgboer/erikson.htmlhttp://webspace.ship.edu/cgboer/erikson.html

Age (Stage)Age (Stage) Psychosocial Psychosocial crisiscrisis

Psychosocial Psychosocial modalitiesmodalities

VirtuesVirtues Mal-Mal-adaptationsadaptations

InfancyInfancy Basic trust vs. Basic trust vs. Basic MistrustBasic Mistrust

to get, to give to get, to give in returnin return

HOPEHOPE WITHDRAWL, WITHDRAWL, GULLIBILITYGULLIBILITY

ToddlerToddler Autonomy Autonomy vs. Shame/vs. Shame/

DoubtDoubt

To hold on, To hold on, to let goto let go

WILLWILL CompulsioCompulsionn

PreschoolePreschoolerr

Initiative Initiative vs. guiltvs. guilt

To go To go after, to after, to playplay

PURPOSEPURPOSE RuthlessRuthless

School AgeSchool Age Industry Industry vs. vs. inferiorityinferiority

To To complete, complete, to make to make things things togethertogether

COMPETENCOMPETENCECE

Narrow Narrow VirtuosityVirtuosity

AdolescencAdolescencee

Ego-Ego-identity vs. identity vs. Role Role confusionconfusion

To be To be oneself, to oneself, to share share oneselfoneself

FidelityFidelity FanaticismFanaticism

Young AdultYoung Adult Intimacy vs. Intimacy vs. isolationisolation

To lose and To lose and find oneself in find oneself in anotheranother

LoveLove PromiscuityPromiscuity

Middle AdultMiddle Adult Generativity Generativity vs. Stagnationvs. Stagnation

To make be, To make be, to take care to take care ofof

CareCare overextensionoverextension

Old AgeOld Age Integrity vs. Integrity vs. DespairDespair

To be, To be, through through having been, having been, to face not to face not beingbeing

WisdomWisdom PresumptionPresumption

To help students excel in their To help students excel in their psychosocial development as well as psychosocial development as well as academically.academically.

To better understand troubled To better understand troubled students.students. To help them get to where they need to To help them get to where they need to

be in their development.be in their development.

Howard GardnerHoward Gardner

““We believe that human cognitive We believe that human cognitive competence is better described in terms competence is better described in terms

of a set of abilities, talents, or mental of a set of abilities, talents, or mental skills, which we call ‘intelligences’.”skills, which we call ‘intelligences’.”

Gardner, Howard. Gardner, Howard. Multiple Intelligences: The Theory in Multiple Intelligences: The Theory in PracticePractice. New York: BasicBooks, 1993.. New York: BasicBooks, 1993.

Think in words Think in words ““Have highly developed auditory Have highly developed auditory

skills” skills” 11

Good at memorizationGood at memorization Prefer reading and writingPrefer reading and writing In classroomIn classroom: “Read about it, write : “Read about it, write

about it, talk about it, listen to it.”about it, talk about it, listen to it.” 2 2

1.1. Nolen, Jennifer L. “Multiple Intelligences in the Classroom.” Education 124.1 (2003): 115-119. Education Full Text. Nolen, Jennifer L. “Multiple Intelligences in the Classroom.” Education 124.1 (2003): 115-119. Education Full Text. University Libraries. P.115. University Libraries. P.115.

2.2. Armstrong, Thomas. Armstrong, Thomas. Multiple Intelligences in the ClassroomMultiple Intelligences in the Classroom. Alexandria, Virginia: Association for Supervision and . Alexandria, Virginia: Association for Supervision and Curriculum Development, 1994. p. 52.Curriculum Development, 1994. p. 52.

Developed at a young ageDeveloped at a young age ““Have a firm understanding of pitch, Have a firm understanding of pitch,

rhythm, and timbre”rhythm, and timbre” Used as a means to comprehend emotionsUsed as a means to comprehend emotions Beneficial because it can be linked with Beneficial because it can be linked with

other intelligencesother intelligences In classroomIn classroom: “Sing it, rap it, listen to it.” : “Sing it, rap it, listen to it.” 11

1.1. Armstrong, Thomas. Armstrong, Thomas. Multiple Intelligences in the ClassroomMultiple Intelligences in the Classroom. Alexandria, Virginia: Association for Supervision and Curriculum . Alexandria, Virginia: Association for Supervision and Curriculum Development, 1994. p.52.Development, 1994. p.52.

Ability to find and follow patterns and Ability to find and follow patterns and think logicallythink logically

Can calculate quicklyCan calculate quickly Do well in traditional classroomDo well in traditional classroom In classroomIn classroom: “Quantify it, think critically : “Quantify it, think critically

about it, conceptualize it.”about it, conceptualize it.” 11

1.1. Armstrong, Thomas. Armstrong, Thomas. Multiple Intelligences in the ClassroomMultiple Intelligences in the Classroom. Alexandria, Virginia: Association for Supervision and . Alexandria, Virginia: Association for Supervision and Curriculum Development, 1994. p.52.Curriculum Development, 1994. p.52.

Ability to create mental images in Ability to create mental images in order to solve a problemorder to solve a problem

Similar to photographic memorySimilar to photographic memory In classroomIn classroom: “See it, draw it, : “See it, draw it,

visualize it, color it, mind-map it.” visualize it, color it, mind-map it.” 11

1.1. Armstrong, Thomas. Armstrong, Thomas. Multiple Intelligences in the ClassroomMultiple Intelligences in the Classroom. Alexandria, Virginia: Association for Supervision and . Alexandria, Virginia: Association for Supervision and Curriculum Development, 1994. p.52.Curriculum Development, 1994. p.52.

Understand their world and Understand their world and environment through their bodyenvironment through their body

Adept using fine and gross motor skills Adept using fine and gross motor skills Prefer to touch things in order to learnPrefer to touch things in order to learn In classroomIn classroom: “Build it, act it out, touch : “Build it, act it out, touch

it, get a ‘gut feeling’ of it, dance it.” it, get a ‘gut feeling’ of it, dance it.” 11

1.1. Armstrong, Thomas. Armstrong, Thomas. Multiple Intelligences in the ClassroomMultiple Intelligences in the Classroom. Alexandria, Virginia: Association for Supervision and Curriculum . Alexandria, Virginia: Association for Supervision and Curriculum Development, 1994. p.52.Development, 1994. p.52.

Ability to understand people and Ability to understand people and make good judgments with respect make good judgments with respect to their character and moodto their character and mood

Interact well with othersInteract well with others In classroomIn classroom: “Teach it, collaborate : “Teach it, collaborate

on it, interact with respect to it.” on it, interact with respect to it.” 11

1.1. Armstrong, Thomas. Armstrong, Thomas. Multiple Intelligences in the ClassroomMultiple Intelligences in the Classroom. Alexandria, Virginia: Association for Supervision and . Alexandria, Virginia: Association for Supervision and Curriculum Development, 1994. p.52.Curriculum Development, 1994. p.52.

Solid understanding of oneselfSolid understanding of oneself Seen as highest intelligenceSeen as highest intelligence Disciplined, motivated, creativeDisciplined, motivated, creative In classroomIn classroom: “Connect it to your : “Connect it to your

personal life, make choices with personal life, make choices with regard to it.” regard to it.” 11

1.1. Armstrong, Thomas. Armstrong, Thomas. Multiple Intelligences in the ClassroomMultiple Intelligences in the Classroom. Alexandria, Virginia: Association for Supervision and . Alexandria, Virginia: Association for Supervision and Curriculum Development, 1994. p.52.Curriculum Development, 1994. p.52.

Ability to comprehend the balance in Ability to comprehend the balance in nature necessary for life to go onnature necessary for life to go on

Needs of the world as a whole are Needs of the world as a whole are put ahead of one’s own needsput ahead of one’s own needs

In classroomIn classroom: Bring it outdoors, see : Bring it outdoors, see it in the environment, touch it in the it in the environment, touch it in the environmentenvironment

Optimize learning in the Optimize learning in the classroom!classroom!

Consider all of the intelligences Consider all of the intelligences when creating lesson plans!when creating lesson plans!

Teach outside of the box!Teach outside of the box!

Constructivism is a recent and exciting Constructivism is a recent and exciting movement that incorporates Piaget’s movement that incorporates Piaget’s cognitive theory, mingles it with Dewey’s cognitive theory, mingles it with Dewey’s theory of “active learning” and Vygotsky’s theory of “active learning” and Vygotsky’s “zone of proximal development” theory “zone of proximal development” theory and strives to create an experience by and strives to create an experience by creating authentic situations that will creating authentic situations that will stimulate and promote higher levels of stimulate and promote higher levels of thinking and learning in students. thinking and learning in students.

In today’s world it is not enough to In today’s world it is not enough to simply give children information and simply give children information and expect them to regurgitate the expect them to regurgitate the information right back. This information right back. This “teaching to the test” mentality “teaching to the test” mentality creates students that are able to give creates students that are able to give information but don’t really information but don’t really understand and grasp its meaning. understand and grasp its meaning.

Based onBased on ThinkingThinking AnalyzingAnalyzing UnderstandingUnderstanding Using informationUsing information

According to Dewey what you learn According to Dewey what you learn determines how you interact in the future. determines how you interact in the future. Gaining student’s interest, active Gaining student’s interest, active participation, and choosing the right participation, and choosing the right problems will lead to new questions and problems will lead to new questions and understanding. Thus active learning leads understanding. Thus active learning leads to high-level critical thinking skills to high-level critical thinking skills

Marlow, B., & Page, M. (2005). Marlow, B., & Page, M. (2005). Creating, sustaining the constructivist classroom,Creating, sustaining the constructivist classroom, 2nd 2nd eded. Thousand Oaks, CA: Corwin Press.. Thousand Oaks, CA: Corwin Press.

Constructivism can be applied to all Constructivism can be applied to all styles of learners, and geared for the styles of learners, and geared for the individual student by using learning individual student by using learning plans not just lesson plans. Thus this plans not just lesson plans. Thus this theory lends itself to today’s theory lends itself to today’s multicultural and inclusive multicultural and inclusive classrooms.classrooms.

In order for teachers to apply these In order for teachers to apply these constructivist theories to teaching it is constructivist theories to teaching it is important for them to respect students; their important for them to respect students; their backgrounds, lives, families and from where backgrounds, lives, families and from where their knowledge is coming from. They need their knowledge is coming from. They need to change their way of approaching and to change their way of approaching and communicating their teaching from communicating their teaching from traditional to constructivist language. traditional to constructivist language.

Danforth,S., & Smith, T., (2005) Danforth,S., & Smith, T., (2005) Engaging troubling students. A constructivistEngaging troubling students. A constructivist approach.approach.

Thousand Oaks, CA : Corwin Press.Thousand Oaks, CA : Corwin Press.

Table 4.2 Table 4.2 Marlow, B., & Page, M. (2005). Marlow, B., & Page, M. (2005). Creating, sustaining the constructivist Creating, sustaining the constructivist

classroom,classroom, 2nd ed2nd ed. Thousand Oaks, CA: Corwin Press.. Thousand Oaks, CA: Corwin Press.

TraditionalTraditional ConstructivistConstructivist

1. Today I will be teaching 1. Today I will be teaching about the Civil War about the Civil War

Today you ( the students) Today you ( the students) will be learning about the will be learning about the Civil War Civil War

2. I always have to change 2. I always have to change my lesson plans. my lesson plans.

You have to modify your You have to modify your learning plans. learning plans.

3. I have to cover fractions 3. I have to cover fractions this week.this week.

Next week you will discover Next week you will discover how fractions work. how fractions work.

4. What unit are you 4. What unit are you working on?working on?

What are you investigating? What are you investigating?

5. How many of you have 5. How many of you have your presentations ready? your presentations ready?

How many of you have your How many of you have your interactive e learning interactive e learning experience (ILEs) ready? experience (ILEs) ready?

1. Encourage students to go beyond, find and solve 1. Encourage students to go beyond, find and solve problemsproblems

2. Use multiple sources, active and interactive ways to use 2. Use multiple sources, active and interactive ways to use datadata

3. Use terminology like “classify”, “analyze,” “predict,” and 3. Use terminology like “classify”, “analyze,” “predict,” and “create” for teaching skills“create” for teaching skills

4. Use “teachable moments” and let the students become 4. Use “teachable moments” and let the students become motivated by manipulating the content to meet their motivated by manipulating the content to meet their interestsinterests

5. Ask students what they know before giving you 5. Ask students what they know before giving you understandingunderstanding

6. Practice shared communication, peer to peer and 6. Practice shared communication, peer to peer and teacher to studentteacher to student

7. Move beyond facts to encourage open-ended 7. Move beyond facts to encourage open-ended inquiriesinquiries

8. Encourage students to expand and build on 8. Encourage students to expand and build on their first conceptions.their first conceptions.

9. Create opportunities for discord in students’ 9. Create opportunities for discord in students’ knowledge to further their understanding of and knowledge to further their understanding of and discussion of beliefsdiscussion of beliefs

10. Give time before expecting responses--give 10. Give time before expecting responses--give thinking timethinking time

11. Encourage comparisons and metaphors to 11. Encourage comparisons and metaphors to create connections between what they know and create connections between what they know and what they are learningwhat they are learning

12. Use the learning cycle model to stimulate 12. Use the learning cycle model to stimulate curiosity, question, discover, introduce and learn curiosity, question, discover, introduce and learn and then test.and then test.

. . Callison, D. & Preddy, L. (2006). Callison, D. & Preddy, L. (2006). The blue book on information age inquiry, instructionThe blue book on information age inquiry, instruction and literacyand literacy. Westport, CT: Libraries Unlimited.. Westport, CT: Libraries Unlimited.

Constructivism requires hard work on both Constructivism requires hard work on both the part of the teacher and the student, the part of the teacher and the student, but the rewards far exceed the time and but the rewards far exceed the time and energy as teachers watch their students energy as teachers watch their students getting “it” and actually enjoy learning. getting “it” and actually enjoy learning.

Students learn the skills and then “enter Students learn the skills and then “enter the game and play” thus they remember the game and play” thus they remember and retain what they have learned.and retain what they have learned.

. . Callison, D. & Preddy, L. (2006). Callison, D. & Preddy, L. (2006). The blue book on information age inquiry, The blue book on information age inquiry,

instructioninstruction and literacyand literacy. Westport, CT: Libraries Unlimited.. Westport, CT: Libraries Unlimited.