Synthesis Web Research Assignmenton Four Theories

Complete the Web Research assignment below by doing the following:

1. Download 3-5 articles on the WWW that provide information for each of the four theories.

2. Complete your part of the Presentation for the one theory you have been assigned to present (see the assignment below for this Presentation).

3. For the other three theories (besides your power point theory) read the articles you have downloaded and highlight (w/highlighter pen) the main points that provide the information of this chart.

4. Add your notes to the appropriate chart for each theory below as you read. These charts are in a table format so they will expand according to your input.

5. Submit only your highlighted articles and the corresponding chart for each theory at the appropriate time according to the syllabus. Group responses in the charts are acceptable. However, each student needs to submit their own articles.

***********************************************************************************************************

1

NOTE: This first yellow chart is the master chart for all four theories to provide an overview. Do not write in this chart. Use the individual charts following this chart for each theory to provide more writing space.

Add to this chart as you study the theories and hear the presentations. This is your study guide for the final and part of the Comprehensive Exam.

Make your notes succinct but full of information.

Comparative Chart of all Four Views of Learning (FYI) Behavioral, Information Processing, Constructivist, and Social Learning

(Chart adapted by R. Timmons from H. Marshall, 1992 as cited in Woolfolk, 2004)

Theory/Family of Models

Behavioral Information Processing

Constructivist/Individual Constructivist/Social Situated

Social Cognitive

Theoretical Basis

Behavioral

Cognitive/Psychological(Thinking/Self-Talk, Metacognition)

Information Processing

Cognitive(Metacognition, Process and Product Orientation)

Psychological Individual

Cognitive/Psychological Constructivist(Concerned with Individual Cognitive Development)

Social Situated

Social/Constructivist(Includes: Beliefs, Self Perceptions, Expectations of Society)

Social Cognitive

Cognitive/intellectual development linked with skill in social process

Theorists Skinner, Watson, Pavlov, Anderson, Bruner, Ausubel, Gagne, Taba, Gordon, Craik & Lockhart

Piaget, DeweySuchman, Bruner, Sternberg, SlavinJohnson – Cooperative Lerning

Vygotsky, DeweySuchman, Bruner, Sternberg, SlavinJohnson – Cooperative Lerning

Bandura, Dewey

Johnson and Johnson, Slavin, Shlomo Sharan , Thelen

2

Knowledge New behaviors are learned,

Fixed body of knowledge to acquire,

Stimulated from outside

Fixed body of knowledge to acquire,

Stimulated from outside,

Prior knowledge influences how information is processed

Changing body of knowledge,

Individually constructed in social world,

Built on what learnerbrings

Socially constructed knowledge

Built on what participants contribute, construct together

Knowledge constructed and continuously reconstructed by individuals/ groups

Students operate on experience to produce knowledge

Knowledge has a personal quality and is unique for each individual

Learning Acquisition of facts, skills, concepts

Occurs through drill and guided practice

Acquisition of facts, skills, concepts, and strategies

Occurs through the effective application of strategies

Active construction, Restructuring prior knowledge

Occurs through multiple opportunities and diverse processes to connect to what is already known

Collaborative construction of socially defined knowledge and valuesOccurs through socially constructed opportunities

Cooperative vs competitive, Synergistic,

Cognition as well as social complexity key to increased learningLearning is active construction kwl. Based on observation of others in a more advanced stage of development or skill level,Experienced based learning

Teaching Transmission,

Presentation (Telling), Demonstration

Transmission,

Guide students toward more “accurate” and complete knowledge

Challenge,

Guide thinking toward more complete understanding

Participant

Co-construct knowledge with students

Modeling, Observation is important Model democratic processes, Experience-based learning, Inquiry and knowledge are central

Assessment Type

Explain the type of assessment that is most appropriate for each theoretical view of learning

Role of Teacher

Manager, supervisor

Correct wrong answers

Teach and model effective strategies

Correct misconceptions

Facilitator, guide

Listen for student’s current conceptions, ideas, thinking

Facilitator, Guide, Co-participant

Co-construct different interpretation of knowledge; Listen to socially constructed conceptions

Facilitator, Encouraging , flexible supervisor, Co-participant,Requires high level of interpersonal and instructional skillResponsive to student needs/Student centered

Role of Peers

Not usually considered Not necessary but can influence information processing

Not necessary but can stimulate thinking, raise questions

Ordinary part of process of knowledge construction

Peers /role models are primary part of process of knowledge construction.

Role of student

Passive reception of information

Active processor of information ,

Active construction (within mind)

Active co-construction with others and self,

Participation is of primary importance,

3

Active listener, direction-follower

Strategy user

Organizer and reorganizer of information

Rememberer

Active thinker, explainer, interpreter, questioner

Active thinker, explainer,

Interpreter,

Questioner,Active social participator

Cooperation with peers in a democratic learning environment is necessary

Woolfolk, A. (Ed.). (2005). Educational Psychology. (9th ed.). New York: Pearson Education Inc.

Complete the Following Chart for Each Theory

Theory Traits

Behavioral Theory Facts/Ideas Personal EvaluationProvide your personal evaluation and experience for each category applicable. Discuss Pros/Cons. Explain what works and what does not. Include how this theory looks in school setting (etc.) .

Theoretical Basis

Behavioral

Theory of learning based on the belief that behaviors are acquired through conditioning (Behaviors can be measured, trained, and changed).

Conditioning occurs through interaction with the environment (our responses to environmental stimuli shape our behaviors). The two types are classical and operant.

Classical= naturally occurring stimulus is paired with a response.

Operant=learning that occurs through rewards and punishments for behavior.

Main assumption: the only things that are real (or at least worth studying) are things we can see and observe.

Animal trainers, teachers, and parents make use of basic

Weaknesses

One-dimensional approach Neglects the individuals perspectives Does not account for other types of learning People adapt their behavior when new information is taught even if

a previous pattern has been established through reinforcement.

While I completed my student teaching, I relied heavily on operant conditioning.

Clip chart (for misbehavior) Stickers Candy Table points

4

behavioral principles to help teach new behaviors and discourage wanted ones.

Cognitive/Psychological(Thinking/Self-Talk, Metacognition)

Cognitive theories of psychology are focused on internal states, such as motivation, problem solving, decision-making, thinking, and attention.

Studies how people perceive, remember, and learn. Unlike behaviorism, which focuses only on observable

behaviors, cognitive psychology is concerned with internal mental states.

Pizza Parties/ Lunch with teacher Lego Time Extra Recess/ Early dismissal

The rewards and punishments worked, but I had to make sure I did not over use them. If the students expected to receive these on a daily basis, there would be no satisfaction or learning (all they did is learn what to do to get your attention).

Theorists and relevant dates of contributions

Skinner

He was inspired by the works of Watson and Pavlov. Believed that the best way to understand behavior is to

look at the causes of an action and its consequences (operant conditioning).

He invented the “Skinner Box,” in which a rat learns to obtain food by pressing a lever.

Teachers frequently use operant conditioning (reinforcement and punishment) to shape behavior in the classroom.

Watson

According to Watson, psychology should be the science of observable behavior.

His most famous and controversial experiment was “Little Albert”- where he conditioned a small child to fear a white rat using frightening noises.

Watson set the stage for behaviorism (Modern Behaviorist Theory launched during the lecture in 1913).

Pavlov

Primary interests were the study of physiology and natural sciences.

All of these theorists and contributions have been taught in my education and psychology classes.

Pavlov’s response to stimuli (conditional reflex) is used in schools everyday:

Morning bell- freeze Class timer- time is up/stop whatever you are doing Class Class- give teacher attention/ stop talking

5

In a series of well-known experiments, he presented a variety of stimuli before the presentation of food, eventually finding that, after repeated association, a dog would salivate to the presence of a stimulus other than

His research also demonstrated techniques of studying food (conditional reflex) reactions to the environment in an objective, scientific method.

Edward Thorndike

Best known for the law of effect, animal research, and trial-and-error theory of learning.

Often called the father of modern educational psychology. Just like the others, he published several books. Learning is the result of associations forming between

stimuli and responses

Clark Hull

According to Hull’s drive reduction theory, biological deprivation creates needs. These needs activate drives which then motivate behavior. The resulting behavior is goal-directed, since achieving these goals aids in survival of the organism.

Influenced by Darwin. Researched hypnosis.

Law of Effect One day one of my troubled students really impressed me with his

participation. To encourage him to continue that behavior, I sent a good note home. The rest of the week he made an effort to participate in class work/discussion. This is an example of Law of Effect because responses followed by satisfaction are more than likely to reoccur in the future.

View of Knowledge

New behaviors are learned Based on the thought processes behind the behavior

(cognitivists). Errors= not enough conditioning

Fixed body of knowledge to acquire, Attention Reception Perception Short-term memory Rehearsing Encoding Long-term memory Prior knowledge and experience

Stimulated from outside

How does this look in school setting?

In a classroom, I will act as a guide for my students. In mathematics, being proficient requires being able to use prior knowledge from one situation and to apply it in another. In open-ended story problems, students must have the ability to know which math function (addition, subtraction, etc.) to use and how to apply a strategy to solve the problem. I often facilitate and support the internal processes of the various learners in my classroom.

6

Attracting student attention Setting expectation Assisting learners to acquire prior knowledge Identifying learning outcomes Facilitating and supporting cognitive processes Help learners perform self-assessment Metacognition

In science, it is my job to acknowledge the misconceptions and design tasks that reformulate knowledge. They should include:

Hands on activities Sharing of outcomes

Belief about Learning

Acquisition of facts, skills, concepts

Learning takes place when knowledge is separated into smaller bits.

Learning involves repetition and association and is highly mechanical.

Students are rewarded for successful answers.

Occurs through drill and guided practice

Without repetition and proper conditioning, students will make mistakes.

When deciding which strategies to utilize, it is crucial to consider the level of knowledge of the learners and the cognitive processing demands. The nature of the learning task and proficiency level of the learners should both be considered when incorporating strategies.

Teaching: How is teaching done?

Transmission,

Presentation (Telling), Demonstration

Direct instruction (focuses on conditioning the learner's behavior.)

Reinforcing efforts Homework and Practice

Positive reinforcement can be effective for both the teacher and student.

Role of Teacher Manager, supervisor Guide students through each process (prompting the

correct response) Provide stimulus material Provide reinforcement/feedback Teach skills needed Teach group norms/provide roles Maintain classroom management and discipline

Correct wrong answers

The teacher’s role in the classroom is to provide management and discipline in an effective way that enables/supports academic success. Not only is it their job to teach students new information, it is important that the children feel safe. Teaching is not an easy job.

7

Role of Peers Not usually considered.

Depending on the lesson type or model, the role of peers is not really a factor. The only time peers have importance is during group work.

Peers are not always considered in theories or lessons, but their behavior can affect learning- Distractions can prevent others from learning the material.

Role of student Passive reception of information Willing to learn new information Be open minded- consider and respect all

values/opinions/beliefs

Active listener, direction-follower Follow teachers cues Follow group norms Use the tools provided Do what is told- assignment or task

Students always have a role in the classroom. Whether it is participating in the discussion/lesson, following classroom rules/procedures, or fulfilling a job title (pencil sharpener, line leader, duster, passing out paper, etc.), they are all expected procedures.

3-5 Big ideas in theory concerning teaching and learning that you will apply in your professional practice.

List several Big Ideas that inform your instructional planning you have developed based on this theory.

The close contiguity of events increases the likelihood that learners with associate experiences with one another.

Students’ future learning and performance are influenced by the consequences that follow.

Hints about how to think or behave often facilitate performance.

Explain Big Ideas and how you applied them.

When students make connections and associate experiences with other topics, they increase understanding and build on prior knowledge. If transitions are not smooth throughout the day (or close in contiguity), all meaning/learning is lost.

The behavior of students effects learning and performance. The more effort students put into academics, the more they will learn and succeed. Distractions and misbehavior will prevent growth.

Subtle hints and reminders like, I like the way Josh is working, will facilitate performance of the entire class. All students will follow josh’s lead so they get noticed.

Lesson Plan you developed/used rooted in this theoretical view of learning.

Describe the focus/use/intent of this lesson model and how it met the learning objective of your students

I used the direct instruction model to teach vocabulary words to third graders. Not only did I pronounce the word, I gave the students its definition, and then used them in a sentence. It met the learning objective of the students because they were able to list

The direct instruction model is included in the behavioral theory because it is used to teach behaviors and procedures (basically providing the students with new information or details).

8

and define (orally and in writing) the terms of the textbook.

List and briefly describe 2-5 other lesson models that fit this theory.

Direct Instruction

Often used for teaching behaviors and classroom procedures.

Role of teacher- guide students through each process, provide reinforcement, and eventually uses extinction to wean students off reinforcement.

Role of the students- follow the teachers cues. Fast and efficient.

Cooperative Learning Model

Students participate in activities during the learning process.

Role of teacher- teach skills needed, provide specific roles, and teach group norms.

Role of a student- follow group norms.

Inquiry Model

Process oriented model that uses the steps to research a question.

Role of teacher- teach the students to follow the steps order and guide students for using research tools.

Role of the student- use the tools provided.

Direct Instruction is primarily used to teach student’s new material (more of a lecture) .I have used this method several times in the classroom.

The Cooperative Learning Model allows more student participation. In other words, it lets them be hands on with the material. Younger students can benefit from this the most.

The Inquiry model allows students to research deeper meanings and understandings. There is little to know instruction.

Assessment Type

Explain the type of assessment that is most appropriate for each theoretical view of learning

Behavior Charts Scoreboard/Team points Whiteboards, hand signals (for direct instruction)

Assessment measures the impact and effectiveness of instruction. Teachers need to constantly assess to ensure student academic success. All of the assessment tools mentioned support the behavioral theory.

Personal Application

(Provide 3 or more examples)

How do/could you apply this theory for teaching learning?

To apply this theory, I could: Focus on reinforcement schedules Focus on desired behaviors Utilize computer assisted instruction

9

Provide constant feedback Incorporate new technology (spread sheets, word processing software, and interactive web-based programs)

Add web links for articles.

http://psychology.about.com/od/psychology101/u/psychology-theories.htmhttp://www.simplypsychology.org/operant-conditioning.htmlhttps://www.msu.edu/user/spicerru/CEP801%20Web%20pages/techsummary2.htmlhttps://www.khanacademy.org/test-prep/mcat/behavior/theories-personality/v/behavioral-theoryhttp://education-portal.com/academy/lesson/behavioral-theory-thorndike-and-the-law-of-effect.html#lessonhttp://psychology.about.com/od/cognitivepsychology/f/cogpsych.htmhttp://psychology.about.com/od/classicalconditioning/a/pavlovs-dogs.htm

TheoryTraits

Information ProcessingPersonal EvaluationProvide your personal evaluation and experience for each category. Pros/Cons Explain what works and what does not. Include how this theory looks in school setting.

Theoretical Basis

Information Processing

Uses a computer model to describe human learning- Information comes in, it gets processed, and then gets stored and retrieved.

Consists of three main components: sensory memory, working memory, and long term memory.

Sensory= processes incoming sensory information for very brief periods of time (1-3 seconds). Its main purpose is to screen incoming stimuli and process only those that are most relevant at the present time.

Working= refers to multi-component temporary memory system in which information is assigned meaning, linked to other information, and essential mental operations are performed (inferences).

Long term= not constrained by capacity or duration of time limits. The role is to provide an unlimited repository for all facts and knowledge in memory.

Throughout= Executive functioning is at work. It is responsible for maintaining attention, planning ahead,

Implications for instruction: Memory stores are extremely limited in both sensory and working

memory. Relevant prior knowledge facilitates encoding and retrieval processes Automated information processing increases cognitive efficiency by

reducing information processing demands. Learning strategies improve information processing because learners

are more efficient and process information at a deeper level.

10

organization of thoughts, task completion, adaption to unexpected changes or obstacles, and emotion regulation..

Theorists Bruner 3 Modes of representation- when faced with new material, it

is important to follow symbolic representation (enactive, iconic, and symbolic)

Spiral curriculum- teaches subjects to understand how they mold together

Children can learn any material as long as instruction is organized appropriately

Ausubel Comparative organizers- designed to activate existing

schemas. They also act as reminders to bring into the working memory of what you may not realize are relevant.

Expository Organizers- provide new knowledge that students will need to understand upcoming information.

Craik and Lockhart Levels-of-Processing- describes memory recall of stimuli as

a function of the depth of mental processing Deeper levels of analysis produce more elaborate, longer

lasting, and stronger memory traces than shallow levels of analysis.

Ways we process(Shallow)- involves repetition and leads to fairly short-term retention of information.

Ways we process (Deep)- involves elaborate rehearsal which involves a more meaningful analysis

Taba 3 levels of knowledge- facts (Memorized), basic ideas and

principles (selected based on what information children are able to learn), and concepts (involves students using knowledge)

After Taba's death, her students used her ideas to create four thinking strategies known as the Taba approach.- concept development, interpretation of data, application of generalizations, interpretations of feelings, attitudes, and values.

Goal is to facilitate students in thinking more efficientlyGagne

Ausubels organizers are used in schools every day- to outline concepts and essays. They are also known as concept maps.

I have used Craik and Lockharts’ levels -of-processing theory in the classroom before. With every language arts story, I give meaning to its vocabulary words through images and personal examples. I also link them to previous knowledge and content (math, science, history, etc.)

11

Well known for his synthesis of research on learning and the identification of internal and external conditions of learning.

Sensory Memory- If we attend to the information in our sensory registers while it is there we can transfer some of that information into our short-term memory thus preventing it from being loss or forgotten.

View of Knowledge

Fixed body of knowledge to acquire, Knowledge is processed and stored in three stages

Stimulated from outside, Sensory- the environment makes available a variety of

sources of information, but the brain only understands electrical energy. The stimulus has to be interesting and somehow activates a known pattern.

Prior knowledge influences how information is processed Declarative Memory- refers to the information we can talk

about Semantic memory- facts and generalized information

(concepts, principles, rules, problem solving strategies, learning strategies, etc.)

Procedural Memory- how to (ride a bike, drive a car, etc.)

How does this look in school setting?

Sensory- incorporated into the anticipatory set. Not only does it get the students attention through senses, it provides little prior knowledge.

Short-term memory- involves organizing and repeating concepts learned.

Long- term memory- where analysis and assessment takes place in the lesson

Learning Acquisition of facts, skills, concepts, and strategies occurs through the effective application of strategies

Retaining information is done through organization: component, sequential, relevance, and transitional.

Chunking- grouping pieces if data into units Repetition or rote rehearsal- content should not be repeated

immediately (wait a few minutes) Elaboration- imaging, method of loci, peg word, rhyming,

and initial letter

When deciding which strategies to utilize, it is crucial to consider the level of knowledge of the learners and the cognitive processing demands. The nature of the learning task and proficiency level of the learners should both be considered when incorporating strategies.

Teaching Transmission,

Focusing skills Involve the determination of a situation and the

establishment of the appropriate ways to address itInformation gathering skills

Collect information around the situation and the formulation of questions that will clarify it

Remembering skills

While I was student teaching, I used several methods to guide students towards more “accurate” and complete knowledge. They include: KWL charts (attaching new information to prior knowledge to facilitate its commitment to long-term memory) and mnemonic devices (PEMDAS- Please Excuse My Dear Aunt Sally).

12

Encoding and recalling (directly related to mnemonics)Organizing skills

Comparisons, categorization, sequencing and visual, verbal or symbolic representations

Guide students toward more “accurate” and complete knowledge

Role of Teacher

Teach and model effective strategies

Gain the students attention Use cues to signal when you are ready to begin Move around the room and use voice inflections

Bring to mind relevant prior learning Review previous days lesson Have a discussion about previously covered content

Point out important information Provide handouts Write on the board

Present information in an organized manner Show a logical sequence to concept and skills Go from simple to complex when presenting new material

Show students how to categorize (chunk) related information Present information in categories Teach inductive reasoning

Provide opportunities for students to elaborate on new information Connect new information with old Look for similarities and differences among concepts

Show students how to use coding when memorizing lists Make up a silly song Use mental imagery techniques

Provide for repetition of learning State principles several times in different ways Schedule periodic reviews

The role of the teacher is to provide students with new information, but it is also their job to get them to remember. When I interact with kids, I bring concepts to life through sensory and creativity. For example, when my cousin was younger I helped her remember her phone number by turning it into a song. Students need ideas like this to spark interest.

13

Provide opportunities for overlearning of fundamental concepts and skills

Use daily drills for arithmetic facts Play form of trivial pursuit with content related to class

Correct misconceptionsRole of Peers Not necessary but can influence information processing

Peers can be involved in the way a student learns or stores information

They can also affect what is kept in each memory- distractions, misbehavior, etc.

Students can present information differently that the teacher. For example, one child might remember a concept through hand motions or a song that they created. Sharing these ideas with the class might increase memory and learning.

Role of student

Active processor of information , Strategy user,Organizer and reorganizer of information , Rememberer

Organize the information presented Participate in class discussions Monitor their own thinking processes Focus on only a few things at a time When you learn something new that resembles something

you already know, focus your attention briefly on both the aspects that are similar and the aspects that are different. Be sure you can tell them apart.

Try to make sure you understand the information clearly and correctly before you practice it

In the classroom, students need to find out what skills will be important to help you understand later information. They need to practice these skills until they become second nature.

Students also need to become active in the learning process. This means: underline, draw diagrams, and outline important ideas when they study.

3-5 Big ideas in theory concerning teaching and learning that you will apply in your professional practice.

List several Big Ideas that inform your instructional planning you have developed based on this theory.

The information provided by our environment is constantly processed by a complex series of systems.

The processing systems modify the information we gather in “systematic” ways.

The primary goal of research tasks that delve into information processing is to determine which processes and brain structures are behind cognitive performance.

Explain Big Ideas and how you applied them.

Our environment takes a major role in what we see, hear, and do. Through a series of systems, we can establish what information is important and what can be forgotten.

With the information received, it will either be placed into short-term, long-term, or working memory.

Assessment Type

Explain the type of assessment that is most appropriate for each theoretical view of learning

Memory quizzes Woodcock Johnson Tests Children’s memory scale

Assessment enables teachers to know what methods are working and what methods aren’t. Instruction can differentiated.

14

KWL chartsPersonal Application

(Provide 3 or more examples)

How do/could you apply this theory for teaching learning?

Know your students strengths and weaknesses Repeat lessons and have students mentally rehearse

information Chunk or break information constantly Teach relevant lessons so that the students can better relate

with prior knowledge Use visual aids to support learning Use auditory aids to support learning

This theory is based on sensory and prior knowledge. Students will remember information on the way it was presented. As a teacher, I will have to support memory through repetition, visuals, and audio.

Web links for articles

http://www.education.com/reference/article/information-processing-theory/http://www.edpsycinteractive.org/topics/cognition/infoproc.htmlhttp://www.etsu.edu/fsi/learning/infoprocessing.aspxhttp://www.instructionaldesign.org/theories/information-processing.htmlhttp://elearningindustry.com/information-processing-theory

http://www.youtube.com/watch?v=zCWC6UblEpghttp://www.youtube.com/watch?v=-o8pcWC81Xchttp://www.youtube.com/watch?v=pMMRE4Q2FGk

TheoryTraits

Constructivist/Individual

Constructivist/Social Situated Personal EvaluationProvide your personal evaluation and experience for each category. Pros/Cons Explain what works and what does not. Include how this theory looks in school setting.

Theoretical Basis

Psychological Individual

Cognitive/Psychological Constructivist(Concerned with Individual Cognitive Development)

Social Situated

Social/Constructivist(Includes: Beliefs, Self Perceptions,Expectations of Society)

Theorists Piaget, DeweySuchman, Bruner, Sternberg, SlavinJohnson – Cooperative Lerning

Vygotsky, DeweySuchman, Bruner, Sternberg, SlavinJohnson – Cooperative Lerning

Knowledge Changing body of knowledge,

Socially constructed knowledge

Built on what participants contribute,

15

Individually constructed in social world,

Built on what learnerbrings

construct together

Learning Active construction, Restructuring prior knowledge

Occurs through multiple opportunities and diverse processes to connect to what is already known

Collaborative construction of socially defined knowledge and valuesOccurs through socially constructed opportunities

Teaching Challenge,

Guide thinking toward more complete understanding

Participant

Co-construct knowledge with students

Role of Teacher

Facilitator, guide

Listen for student’s current conceptions, ideas, thinking

Facilitator, Guide, Co-participant

Co-construct different interpretation of knowledge; Listen to socially constructed conceptions

Role of Peers Not necessary but can stimulate thinking, raise questions

Ordinary part of process of knowledge construction

Role of student Active construction (within mind)

Active thinker, explainer, interpreter, questioner

Active co-construction with others and self,

Active thinker, explainer,

Interpreter,

Questioner,Active social participator

3-5 Big ideas in theory concerning teaching and learning that you will apply in your

List several Big Ideas that inform your instructional planning you have developed based on this theory.

Explain Big Ideas and how you applied them.

16

professional practice.Assessment Type

Explain the type of assessment that is most appropriate for each theoretical view of learning

Personal Application

(Provide 3 or more examples)

How do/could you apply this theory for teaching learning?

Add web links for your articles.

Theory Social Learning Personal EvaluationProvide your personal evaluation and experience for each category. Pros/Cons Explain what works and what does not. Include how this theory looks in school setting.

Theoretical Basis

Social Learning

Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences.

People learn from one another, via observation, imitation, and modeling

The component processes underlying observational learning are: attention, retention, motor reproduction, and motivation.

Often called the bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation.

Cognitive/intellectual development linked with skill in social process

Pros: Students can learn from their peers (just not their teacher) Allows students to work together Gives learning a visual representation

Cons: Students can model or imitate inappropriate behavior Social aspects of collaboration enable students to get off task easily What’s happening in the environment can have a negative effect on

learning

Theorists Bandura

17

Believes that humans are active information processors and think about the relationship between their behavior and its consequences. Observational learning could not occur unless cognitive processes were at work.

Bobo doll experiment- study that investigated if social behaviors can be acquired by observation and imitation.

Believes in “reciprocal determinism.”

Dewey Active learners use teachers as a guide Studied groups of students who were organized to solve problems

using the scientific method of inquiry No more rote/memorization learning- knowledge emerges when

learners draw it out from meaningful experiences

Johnson and Johnson Cooperative learning- encourages students to work in groups and

teams Elements of cooperative learning include: individual accountability,

positive interdependence, face-to-face promotive interaction, group processing, and interpersonal/small group skills

Slavin

Cooperative learning is a great tool for handicapped and disabled students

When these students work in mainstream and heterogeneous environments, they learn in a more productive and skillful manner

Success for All foundation

Shlomo Sharan

Author who addresses advances in cooperative learning The central concern of the book is how a set of particular instruction

methods affects people in classrooms

Instances like the Bobo Doll Experiment happen all the time. The other day my niece picked up a toy phone and imitated her mom’s conversation/hand gestures.

As far as collaboration is concerned, I have participated in several group projects this semester (all relying on the social aspect of learning).

Knowledge Knowledge constructed and continuously reconstructed by individuals/ groups

Gained through observation and imitation

Students operate on experience to produce knowledge

Knowledge has a personal quality and is unique for each individual

The teacher or elements of a lesson can make learning memorable. For instance, I learned about the water cycle through a song/video that my teacher showed the class. Now every time I have a question related to this topic, I sing the words and act out the specific parts. You could say that I can effectively imitate the process. I essentially learned through observation (watching the video).

18

Learning Cooperative vs competitive, Synergistic,

Attention-factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, and functional value. Characteristics that affect attention include: sensory capabilities, perceptual set, and past reinforcement.

Retention- remembering what you paid attention to. Uses symbolic coding (mental images, cognitive organization, symbolic rehearsal, and motor rehearsal)

Reproduction- reproducing the image (physical capabilities and self-observation)

Motivation- having a good reason to imitate

Cognition as well as social complexity key to increased learningLearning from observation of others in a more advanced stage of development or skill level,Experienced based learning

Student learning will vary depending on home life. Some parents value school and work ethics, discipline, and structure more than others.

Teaching Modeling, Observation is important Model democratic processes, Experience-based learning, Inquiry and knowledge are central

Assist learning through scaffolding and adaption Regulate difficulty (Zone of Proximal development- ZPD) Utilize reciprocal teaching Incorporate collaboration

What works: Constant feedback Appropriate modeling Differentiation of instruction Grouping

What doesn’t: Lack of monitoring Direct instruction

Role of Teacher Facilitator, Encouraging , flexible supervisor, Co-participant,Requires high level of interpersonal and instructional skillResponsive to student needs/Student centered

Be appropriate role models Equip students to self-regulate, self-monitor, self-correct, and properly

self-monitor. Give verbal instruction Monitor and provide constant feedback

Since teachers spend most of the day with these children, they need to be positive/professional role models. That means:

Showing respect Being patient Not raising your voice Dressing appropriately

Role of Peers Peers /role models are primary part of process of knowledge construction.

Portray appropriate behavior in the classroomWhen I was student teaching, I had a student that would bang his head against his desk when things did not go his way. Of course, he got a reaction out of my master teacher and I so he would constantly do it. Eventually, other boys of the class started doing the same thing. This was unacceptable behavior, but the boys learned how to do this through observation

19

As a teacher, it is our job to monitor all students to prevent instances like this from happening.

Role of student Participation is of primary importance,

Witness and buy into appropriate/ desired behavior and/or desired reinforcements

Seek the reduction of tension, the gain of financial rewards, or the gain of the praise of others, or build self-esteem.

Active co-construction of knowledge with self and others Co-generator and co-constructor Active thinker, explainer, interpreter, and social participator

Cooperation with peers in a democratic learning environment is necessary

Students need to be a team player. When they do, they will learn so much more.

3-5 Big ideas in theory concerning teaching and learning that you will apply in your professional practice.

List several Big Ideas that inform your instructional planning you have developed based on this theory.

1. Learning is not purely behavioral; rather, it is a cognitive process that takes place in a social context.

2. Learning can occur by observing a behavior and by observing the consequences of the behavior (vicarious reinforcement).

3. Learning involves observation, extraction of information from those observations, and making decisions about the performance of the behavior (observational learning or modeling). Thus, learning can occur without an observable change in behavior.

4. Reinforcement plays a role in learning but is not entirely responsible for learning.

5. The learner is not a passive recipient of information. Cognition, environment, and behavior all mutually influence each other (reciprocal determinism).

Explain Big Ideas and how you applied them.

Learning is a visual process. Students see the behavior or information needed to be absorbed and imitate the learning. This is the same process as tying a shoe. I will use this theory in my classroom on a regular basis. It will get the students involved and excited to learn.

Assessment Type

Explain the type of assessment that is most appropriate for each theoretical view of learning

Reflective journals/portfolios Group-based projects Presentations Debates Role playing Mind maps Group Tests

Students should be involved in the entire process: criteria, method, marking, and feedback

Personal How do/could you apply this theory for teaching learning?

20

Application

(Provide 3 or more examples)

Know your students strengths and weaknesses Use grouping where students can collaborate Use visual aids to support learning Use auditory aids to support learning Model what is expected of the students

With the new common core standards, social learning and collaboration will be more prevalent in the classroom.

Web links for articles

http://www.instructionaldesign.org/theories/social-learning.htmlhttp://www.simplypsychology.org/bandura.htmlhttp://www.learning-theories.com/social-learning-theory-bandura.htmlhttp://psychology.about.com/od/developmentalpsychology/a/sociallearning.htmhttps://sites.google.com/a/nau.edu/educationallearningtheories/home/social-learning-thoeryhttp://www.slideshare.net/idafehr/learning-theories-bandura-18556084

http://www.youtube.com/watch?v=NIlwGYY0_AAhttp://www.youtube.com/watch?v=qLp2Aqvk3XUhttp://www.youtube.com/watch?v=PsTlJyox0Kghttp://www.youtube.com/watch?v=i28IW_Odp_ghttp://www.primary-education-oasis.com/social-learning-theory.html

EDU 542-Research Synthesis Theory Presentation Rubric (Behavioral, Information Processing, Constructivist, and Social Family)

Presenter Name (s)_____________________________________________________

Technology: You are assigned to one of the 4 theories studied in this class to present as a group member. Complete your part of the presentation as noted below. Your presentation should demonstrate your ability to use latest types of technology. It will likely include Video, web links, shared www space such as Voice Thread, WIKI, Google docs, or Live Text which has shared space capability. Feel free to go beyond the ideas I have supplied below. Deep learning is the key. Let technology support our presentation in a very engaging manner.

Purpose: This presentation, using technological recourses, will be the main source of information shared in class concerning this theory. Therefore it is very important that it is complete and that the information is correct. This saves all of you doing the assignment for yourselves. The presentation will be shared on Blackboard so that all students will have access to it for study purposes. I have divided the assignment into major parts to accommodate group participation. Feel free to go beyond this assignment for adding information and for deeper learning.

Presentation Skills: DO not just read the presentation notes…rather talk to your colleagues using your e-format/tools to enhance the presentation and deepen the learning. Always face the audience.

21

This presentation should be appropriate for your faculty in-service meetings or team meetings. It should be informative and practical providing useful information and samples for the participants. Keep in mind that the participants will include K-12 teachers as well as administrators. Speaking skills will be noted. Appropriate understanding and use of vocabulary related to presentation topic is important.

NOTES: Prepare a presentation of about 35-45 minutes using current technological tools. If there are interactive demonstrations it is acceptable to use a

longer time period.

This will be a group project so divide the tasks in an appropriate manner so that all members participate equally.

Each group member will submit the whole presentation (or their part) with clear indications of their exact contribution to the presentation.

Note other resources used that would indicate your participation.

Part 1- Knowledge/Comprehension of Theory (Theorists, Key Points, and Vocabulary)

1. Use the chart above and provide an overview of the theoretical basis for the theory and address each chart category in your presentation. Divide the task fairly among our group members. Use notes below as well as the charts for guidance.

2. Explain the major ideas of the theory in more depth than in chart.3. List key vocabulary (approx. 7 -10 words) associated with the theory with complete definitions (Do not read words as these power points will be

posted for review purposes so others can read for themselves as needed)

Part 2: Analysis of Theory Include the most important information in a succinct manner. Include the best web resources on thetopic and pertinent links to additional resources.

Present the following information:a. Big Ideas / What makes this theory unique/different from the others?b. Implications/ applications to the school curriculum. Note curriculum uses of the theory/family (e.g., content areas, age groups, or specific kinds of

knowledge this theory supports) c. Describe curriculum currently in use in your schools that makes use of each theoretical family.d. Describe possible abuses/weaknesses of the theory.e. Describe possible strengths of the theory. f. Describe types of students (learners) who might benefit (a) most and (b) least from this family of models.g. Motivation source: Intrinsic or extrinsic? Describe implications for motivation involved with this theory. Why is this theory more or less motivating when

applied to learning?

Part 3: Application/Evaluation of Lesson Models from the text chapters assigned with the theory. (Keep in mind you are the experts on this theory and application of lesson models)

22

Provide examples, models of lessons in that theoretical family. Go beyond the text and include information for a variety of ages, content, and types of lessons. Feel free to include parts of your own lesson plans (creative uses, differentiation strategies, and web resources - other). Focus on the Big Idea Theme and P21 Standards in your applications,

Identify, describe, and quickly model one/more lesson models found within this theoretical framework that are in the text book. Include how these models help students get to Deeper Learning.

Provide brief /key points form text chapters assigned with this theoryo Take class through book walk of ideas to highlighto Explain how these lessons could be applied to your current curriculum/standards.o Explain when/why you would likely use this model of teaching? Mention how this theory works for all types of learners (gifted – learning disabled) Include behavior management issues that may or may not be best served with this theory. Note how lesson models help meet CCSS/P21 Standards? Provide useful examples.

All Group Members: Be prepared to share a lesson model used to support your presentation. Explain what worked well and what you would change to make improvements. This will be a small group activity. You are accountable for the information in the text chapters of your lesson models.

23