Learning in Learning in ContextContext

EDC 312 Chapter 3EDC 312 Chapter 3

Dr. Diane KernDr. Diane Kern

Admit ActivityAdmit Activity

• How does context (both How does context (both immediate and broader contexts) immediate and broader contexts) impact students’ learning? As impact students’ learning? As a teacher, what are 2 things a teacher, what are 2 things that can you do to create that can you do to create supportive learning contexts supportive learning contexts for your students? for your students?

What and whyWhat and why

• Learning takes place in particular Learning takes place in particular contexts—a social group, culture, contexts—a social group, culture, society or other environmentsociety or other environment

• Immediate environment as Immediate environment as context=behaviorism and social context=behaviorism and social learning theorylearning theory

• Social interaction as Social interaction as context=constructivism and context=constructivism and sociocultural theory of learningsociocultural theory of learning

The Immediate Environment The Immediate Environment as Context for Learningas Context for Learning

Antecedent BehaviorAntecedent BehaviorConsequence Consequence

ResponseResponse

StimulusStimulus

Functional analysis and cueingFunctional analysis and cueing

Positive reinforcement—extrinsic & Positive reinforcement—extrinsic & instrinsicinstrinsic

Negative reinforcementNegative reinforcement

Effective ReinforcersEffective Reinforcers

K-2 characteristicsK-2 characteristics• Small, immediate Small, immediate rewardsrewards

• Teacher approvalTeacher approval• PrivilegesPrivileges

K-2 strategiesK-2 strategies• Immediate praise for Immediate praise for appropriate behaviorappropriate behavior

• Stickers for job Stickers for job well done, base on well done, base on interestsinterests

• Line up for recess, Line up for recess, lunch, etc. based on lunch, etc. based on desired behaviorsdesired behaviors

• Class jobs, duties Class jobs, duties contingent on contingent on appropriate behaviorappropriate behavior

Reinforcement vs. Reinforcement vs. PunishmentPunishment

Positive Negative

Reinforcement + sticker -less homework

+ desired behavior

Punishment + homework -no recess - undesired behavior

Presentation Removal

Effective ReinforcersEffective Reinforcers

3-5 characteristics3-5 characteristics• Increased ability Increased ability to delay to delay gratificationgratification

• Concrete Concrete reinforcers, such reinforcers, such as pencils, small as pencils, small toystoys

• Teacher approvalTeacher approval• CertificatesCertificates• Free timeFree time

3-5 strategies3-5 strategies• Use concrete Use concrete reinforcers only reinforcers only occasionallyoccasionally

• ““Citizen of the Citizen of the week” week” certificatescertificates

• Awards for Awards for students with students with good attendancegood attendance

Effective ReinforcersEffective Reinforcers

6-8 characteristics6-8 characteristics• Increased desire to Increased desire to have social time with have social time with peerspeers

• Free time with friendsFree time with friends• Acceptance, approval Acceptance, approval from peersfrom peers

• Teachers approval and Teachers approval and supportsupport

• Specific positive Specific positive feedback about academic feedback about academic performance (preferably performance (preferably in private) in private)

6-8 strategies6-8 strategies• Contingent short Contingent short times with peerstimes with peers

• Spend time 1-1 with Spend time 1-1 with studentsstudents

• Provide explicit Provide explicit feedback to feedback to students, students, especially about a especially about a job well donejob well done

Effective ReinforcersEffective Reinforcers9-12 characteristics9-12 characteristics• Increased ability to Increased ability to postpone immediate postpone immediate pleasure in order to pleasure in order to gain long-term rewardsgain long-term rewards

• Concern about getting Concern about getting good gradesgood grades

• Opportunities to Opportunities to interact with friendsinteract with friends

• Specific positive Specific positive feedback about feedback about academicsacademics

• Public recognition for Public recognition for group performancegroup performance

• Positions of Positions of responsibilityresponsibility

9-12 strategies9-12 strategies• Acknowledge goal to Acknowledge goal to earn high grades as earn high grades as well as value of well as value of learning for learning for learning's sakelearning's sake

• Grades contingent on Grades contingent on students’ own workstudents’ own work

• Group and team Group and team accomplishments accomplishments publicized in school publicized in school or local mediaor local media

• Opportunities for Opportunities for independent decision independent decision making and making and responsibility responsibility

Social Interaction as Social Interaction as ContextContext

• ““Talk is the sea upon which all else floats.”Talk is the sea upon which all else floats.”• Adults (and more experienced others) can help Adults (and more experienced others) can help children make sense of the world through children make sense of the world through discussiondiscussion……mediated learning experiencemediated learning experience

• Cognitive tools are concepts, symbols, are concepts, symbols, strategies and procedures that helps people strategies and procedures that helps people think about and respond to situations more think about and respond to situations more effectivelyeffectively

• Distributed cognitionDistributed cognition occurs when two or more occurs when two or more learner each contribute knowledge and ideas learner each contribute knowledge and ideas as they work collaboratively on a problem or as they work collaboratively on a problem or issue. issue.

Culture and Society as Culture and Society as ContextContext

• Behaviors that others encourage and Behaviors that others encourage and model are usually products of the model are usually products of the culture in which they liveculture in which they live

• Concepts and other cognitive tools are Concepts and other cognitive tools are products of cultureproducts of culture

• Cultural considerationsCultural considerations• Inconsistencies between cultures at home Inconsistencies between cultures at home and at school can interfere with and at school can interfere with learning and school performancelearning and school performance

• Access to resources at home and in the Access to resources at home and in the community affects learningcommunity affects learning

How Learners Affect their How Learners Affect their EnvironmentEnvironment

• Learners’ characteristics and Learners’ characteristics and behaviors alter their behaviors alter their environmentenvironment

• Learners actively seek out Learners actively seek out environments that are a good environments that are a good fit with their existing fit with their existing characteristics and behaviorscharacteristics and behaviors

You’re the teacher…You’re the teacher…suggestions for providing suggestions for providing supportive contexts for supportive contexts for

your learnersyour learners• Reinforce productive behaviors; shape Reinforce productive behaviors; shape complex behaviors over timecomplex behaviors over time

• Model desired behaviors; provide variety Model desired behaviors; provide variety of role models; practice in a variety of of role models; practice in a variety of contextscontexts

• Provide physical and cognitive toolsProvide physical and cognitive tools• Encourage student talk and collaborationEncourage student talk and collaboration• Create a community of learnersCreate a community of learners• Understand your own cultural lens; strive Understand your own cultural lens; strive to understand your students’ culturesto understand your students’ cultures

• Identify and try to provide missing Identify and try to provide missing resources and experiences for successful resources and experiences for successful learninglearning

Exit ActivityExit Activity

• Stop and think…Stop and think…How will what you’ve learned How will what you’ve learned about the important of about the important of “contexts” impact your “contexts” impact your teaching? Give two examples teaching? Give two examples and be sure to use at least two and be sure to use at least two vocabulary words from Chapter vocabulary words from Chapter 3!3!

• Next up…Next up…