Social or Observational learning theory

He found that children learn by observing

others.

In a classroom setting, this may occur through

modeling or learning vicariously through

others’ experiences.

Discovery learning theory

He suggests that learning is an active process

in which learners construct new ideas or

concepts based upon knowledge or past

experience.

His constructivist theory emphasizes a students

ability to solve real-life problems and make

new meaning through reflection.

Discovery learning enables students to

discover information for themselves.

Learning through experience-theory

He is considered the father of progressive education practice that promotes individuality.

free activity

learning through experience

such as project –-based learning,

cooperative learning,

and arts integration activities.

He believed that schools should teach children to be problem solvers by helping them learn to think as opposed to helping them learn only the content of a lesson.

Eight stages of human development

1. Infancy – trust versus mistrust

2. Toddler- autonomy versus doubt

3. Early childhood- initiative versus guilt

4. Elementary and middle school- competence versus inferiority.

5. Adolescents – identity versus role confusion

6. Young adulthood – intimacy versus isolation

7. Middle adulthood- generatively versus stagnation.

8. Late adulthood- integrity versus despair

Stages of the ethic of care

Pre-conventional – individual survivor

Conventional – self-sacrifice is goodness

Post-conventional – principle of nonviolence

Gilligan’s work question the male centered

personality psychology of Freud and Erickson,

male centered stages of moral development.

She proposed the above stage theories of the

moral development of women

Theory of moral development Elementary school – age children are generally

at the First level of moral development known as pre-conventional. At this level some authority figures threaten or application of permission inspires obedience.

The second level conventional is found in society.

Stage 3 is characterized by seeking to do what will gain the approval of peers or others.

Stage 4 is characterized by abiding the law and responding to obligations

The third level of moral development, post-conventional, is rarely achieved by the majority of adults, according to Kohlberg.

Stage 5 shows an understanding of social mutuality and genuine interest in the welfare of others.

Stage 6 is based upon respect for the universal principles and requirements of individual consequences.

Preconventional Stage 1-obedience and punishment

Stage 2 – individualism,instrumentalism and exchange

Conventional Stage 3-good boy/good girl

Stage 4 – law and order

Postconventional Stage 5 – social contract

Stage 6 – principled conscience

Hierarchy of needs 1. Philological needs: basic needs; air, water,

food….

2. Safety needs: helps us establish stability and consistency; home and family

3. Love and belonging needs: the need to belong to groups; churches, schools, clubs, families…

4. Esteem needs: self esteem results from competence or the mastery of the task.

5. Self actualization: people who have achieved the first four levels to maximize their potential. They seek knowledge, peace, oneness with a higher power, self-fulfillment…

Theory: Follow the child

Stage I – introduce a concept by lecture, lesson, experience, book read aloud etc.

Stage II – process the information and develop an understanding of the concept three work, experimentation, and creativity.

Stage III – knowing which Montessori describes as a process of understanding something that is demonstrated by the ability to pass test with confidence comment teaching the concept to another, or express understanding with ease

Funds of knowledge

Most research into the lives of the working class Mexican American students and their families revealed that many families had abandoned knowledge that the school did not know about. His views about multicultural families have funds of knowledge contends that these families can be social and intellectual resources for a school. He urges teachers to seek out these funds of knowledge and gain more positive view of these capable that Ms. Judge students and families.

8 Multiple Intelligences

1. verbal intelligence

2. logical/math intelligence

3. visual intelligence

4. bodily/kinesthetic intelligence

5. musical intelligence

6. Interpersonal intelligence-ability to interact socially with people to make sense of their world through relationships

7. Intrapersonal intelligence-ability to make sense of their own emotional life as a way to interact with others.

8. Naturalist intelligence

3 levels of Culture

Concrete: this is the most visible and tangible level of culture. Example; clothes, music, games and food.

Behavioral: This level of culture roles, language and approaches to nonverbal communication that help us situate ourselves organizationally in society. Examples; gender roles, family structure and political affiliation.

Symbolic: involves our values and beliefs is often abstract. An example customs and religion.

Stages of cognitive development Piaget, a cognitivists theorists, suggest four

stages of cognitive development.

Sensorimotor : explore the world through senses and motor skills. (birth to two)

Pre-operational: believe that others view the world as they do. Can use symbols to represent objects. (2-7)

Concrete operational: reason logically in familiar situations. Can conserve and reverse operations. (7-11)

Formal operational : can reason and hypothetical situations and use abstract thought. (11 and up)

Operant conditioning

Skinner is thought of as the “grandfather” of behaviorism as he conducted much of his experimental research that is the basis of behavioral learning theory.

His theory of operant conditioning is based on the idea that learning is a function of change and observable behavior.

Changes in behavior or the result of the person’s response to event ( stimuli).

When a stimulus – response is reinforced (rewarded),the individual becomes conditioned to respond. This is known as operant conditioning.

Zone of Proximal Development

He is credited as a social developmental theory of learning.

He suggests that social interaction influences cognitive development.

He suggests that students learn best in a social context in which a more able adult or peer teaches the students something he or she could not learn on his or her own.

A philosophy of learning basic one the

premise that people construct their own

understanding of the world they live in

through reflection one experiences.

Teaching methods that enable students

to discover information for themselves or

in groups.

Motivation that comes from “within” or

from inside a person.

Providing students time to reflect on

goals and achievements or helping

students see what they have learned.

Or how it is important of what they are

learning.

A tendency for a person to be a passive

learner who is dependent on others for

guidance in decision-making.

A person’s ability to think about his or her

own thinking.

Metacognition-requires self-awareness

and self regulation of thinking.

A student who demonstrates a high level

of metacognition is able to explain his or

her own thinking and describe which

strategies he or she uses to read or to

solve a problem.

a context within which a students more

basic needs( such as sleep, safety, and

love) are met and the student is

cognitively ready for developmentally

appropriate problem solving and

learning.

Instructional supports provided by a student by an adult or more capable peer in a learning situation.

The more capable the student becomes with a certain skill or concept.

The lesson structural scaffolding the adult work here needs to provide.

Example: a teacher reading aloud a portion of the tax and then asking the student to repeat the same sentence.

A concept in the mind about events,

scenarios, action, or objects that have

been acquired from past experience.

The mind loves organization and must

find previous events or experience with

which to associate the information, or

the information may not be learned.

The ability to apply a lesson learned in

one situation to a new situation.

For example student has learned to read

the word the in his book about Cal’s and

then goes home and reads the word the

successfully in a night that a parent draft

on the counter.

Students learn best in a social context in

which a more able adult or peer

teaches the students something he or

she could not learn on his or her own.

Motivations that come from “without” or

from outside a person. Stickers, behavior

charts, and incentives for learning are

examples to motivate students.

Attention deficit disorder may be found

to impact student learning. Students with

ADD may have difficulty focusing,

following directions, organizing, making

transitions completing task and so one.

It is a set of procedures or safeguards

they give students with disabilities and

their parents extensive rights. These rights

include notice of meetings, opportunities

to examine relevant records, impartial

hearings and review procedures

The individual with disabilities act is a

federal statue made up of several grant

programs to states in educating students

with disabilities. This act specifically this

types of disabilities and conditions that

renders a child entitled to special

education.

An individual educational plan is a written plan for students with disabilities develop by team of professionals.

An IEP is based upon multidisciplinary teams evaluation of the child and describes how the child is doing presently, what the child’s learning needs are, and what services the child will need.

IEP’s are reviewed and updated yearly

Is a civil rights law prohibiting

discrimination against individuals with

disabilities by federal assessed programs

or activities.

Eligibility for protection under section 504

is not restricted to school-age children; it

covers individuals from birth to death.

the least restrictive environment is the

educational setting that, to the

maximum extent appropriate, students

with disabilities are educated with non-

disabled peers.

Alternative or authentic assessment

includes anecdotal notes and of

students behaviors, portfolios, checklist of

students progress, and student/teacher

conferences.

It involves a flexible approach to

teaching. A teacher plans and

implements variety approaches to

teaching content, process and product

in an effort to respond to student

differences and readiness, interests, and

learning needs.

Common testing accommodations

provided two students include, but are

not limited to, longer testing times, and

untimed tests, having someone write or

type for the student, braille or large print

font, short breaks during testing, and sign

language interpretation for directions.

Teachers must understand their students

physical, social, emotional and cognitive

development.

Student Process is seen as a

developmental continuum, and gross, or

lack of progress toward age-appropriate

grades, must be recorded and reported

to the parents.

Students make meaning in a variety of

ways. According to Piaget’s theory,

children move from the pre- operational

to the concrete operational and

into the formal operational stage during

their school years.

When student may make sense more

easily through listening, while another

prefers visual information.

Families can provide valuable funds of

knowledge for teachers to tap into and

utilize for successful lessons.

Communications with family, knowing

the school community, and appreciating

the differences and similarities of family

cultures will help teachers offer

instruction that meets the needs of all

children.

Many students first language is not

English; furthermore, students with in the

same school district may speak in various

dialects.

Students whose first language is not

English or to use a dialect that is not

standard American English benefit when

a teacher views these differences as

sources of in Richmond in the classroom.

Students come from a wide variety of

cultures, and successful teachers help

students define and understand their

and cultures to deal with mutual

misconceptions and to inform future

lesson plans.

Refer back to Hidalgo’s the three levels

of cultures

Successful teachers communicate with the school nurse, families, school mental health professionals, teacher assistance and the students to understand how the students physical issues can be supported so that the child can learn at an optimal level.

Examples can include visual, hearing, and mobility problems, asthma, seizures and allergies.

Students who most fundamental needs

are not met may experience social or

emotional issues in school until those

needs are met.

Students are affected by the schools

student culture.

Issues that impact student culture

includes bowling, teasing, clicks, threats

to personal safety, freedom to take risk

or make mistakes, collaborative groups,

gender relationships and the structure of

the classroom environment

Advanced organizers

Advanced organizers is introduced

before learning pecans and is designed

to help students link their prior

knowledge to the current mess in

content.

Example; systematic webs, KWL charts

and concept maps

Modeling

Observational learning or modeling requires

several steps:

1. Attention to the lesson

2.retention: remembering what was learned

3. reproduction: try out this skill or concept

4. motivation: willingness to learn and ability

to self regulate behavior.

Choice theory

Teachers focus on students behavior, not student, when resolving classroom conflicts.

Teachers who subscribe to control theory uses class meetings to change behaviors in the classroom.

This approach emphasizes creating a safe space to learn and is designed to promotes intrinsic motivation to learn and to behave in the classroom.

With- it-ness

Teachers must have an awareness of

what is happening in their classrooms, in

order to manage their classrooms well.

In addition, teachers must pace there

lessons appropriately and create smooth

transitions between activities.

Direct instruction

Hunter’s method of direct instruction into

sizes the following part of an effective

lesson; objectives, standards of

performance, anticipatory set, and

teaching, guided practice, lesson

closure, extended practice

Classical conditioning

Tablet conducted classical conditioning experiments with dogs in the 1920s.

He found the dogs naturally salivates in an and conditions response to the unconditional stimulus of food.

Many people credit have low for the experimental basis of behaviors learning theory.

Objectives

Standards

Open

Develop

Close a lesson

Assessing a lessons objectives

Know your students; age, strengths,

areas to support

Know your role as a teacher

Set up the classroom for learning

Assertive Discipline

The approach includes teacher setting

clear expectations for behavior.

Following through consistently and fairly

with consequences.

Student have a choice to follow the rules

or face the natural consequences.

With-it-ness

Constant monitoring and awareness of

students behavior, grouping decisions,

and lesson planning are hallmarks of

effective classroom management.

Smooth transitions between lessons and

lessons that maximize learning time are

more effective.

Promoted supportive and preventive

discipline by recognizing the importance

of the classroom atmosphere – socially

and emotionally.

He suggested teachers use “sane

messages” in which they simply describe

the issue or event of concern.

He studied time on task and found that 50% of instructional time is lost because students are off task.

He found to common types of Ms. Behavior: talking 80% and goofing off 20%.

Three strategies to improve students time on task.

1. Teacher body language – the look

2. Incentive systems

3. Efficient individual help for students