week 11, april 1, thursday  Introduction to Module 3  Psychological perspectives on subject-matter learning  Two perspectives: Behaviorism & Cognitivism the one five o

assignments Readings  Soltis, J. F., & Philips, D. C. (2009). Perspectives on Learning. Chapter 3, Behaviorism.  Ullucci, K. (2005). Picking battles, finding joy: Creating community in the "uncontrolled" classroom. Other assignments: Check with your instructor the one five o

psychological perspectives on subject-matter learning  What is a psychological perspective?  What is subject-matter?  Why does subject matter? the one five o

why does subject matter?  When examining issues of learning or teaching, why is it critical to consider the subject matter?  It is not enough “to love kids” or “to want to help.”  Good teachers understand – really understand - their subject-matter.  So, whenever you’re examining learning or teaching, it is important to ask, “What is the subject matter?” the one five o

psychological perspectives on learning Behaviorism and Cognitivism  The dominant theoretical perspectives in educational psychology  What are the distinctive characteristics of each perspective on learning? the one five o

psychological perspectives on learning Behaviorism and Cognitivism: Each perspective offers a unique perspective on:  What it means to have learned something  How learning takes place  What motivates students to learn  How learning can be assessed the one five o

paradigms Behaviorism and cognitivism more than just different points of view.  Its not like walking around a person and seeing different side of that person. Much deeper than that. the one five o

paradigms Behaviorism and cognitivism more than just different points of view.  From each perspective, one sees different things, asks different questions, uses different methods to explore questions, offers different explanations, holds different views of human nature, has different values, etc.  Perspectives that are part of a network of thoughts and values are called Paradigms the one five o

contrasting paradigms Examples  Heliocentric vs. Geocentric views of the cosmos the one five o

geocentric & heliocentric the one five o

16 th century diagram of the cosmos

the one five o 16 th century diagram of the cosmos

contrasting paradigms Examples  Behaviorism & Cognitivism views of learning  Shifting from one view to another is so dramatic, it has been called a “revolution” the one five o

contrasting paradigms  Shifting from one view to another is so dramatic, it has been called a “revolution”  The Copernican revolution: the shift from heliocentric to geocentric views of the cosmos  The Cognitive revolution: the shift from a behaviorist & cognitivist view of learning the one five o

contrasting paradigms  Typically, paradigms are scientific perspectives  But, other contrasting views might be similarly deep rooted. Example, different views of compassion. the one five o

paradigms: contrasting views Compassion: Sympathetic concern for another’s suffering the one five o

paradigms: contrasting views Compassion: Sympathetic concern for another’s suffering the one five o

How might some people explain these people’s suffering? What might some people recommend as a response to this situation? the one five o

contrasting views of compassion …lead to different responses to these questions  Are they passive victims of racism or vast economic forces?  Do they need to realize that they can't blame "the system" for their own wrongdoing?  Do we help them by communicating the message of personal responsibility and self-reliance?  Do we give optimistic assurance that they must try and that they will make it? the one five o

back to views of learning Summary Different paradigms of learning will direct your attention to different aspects of the students’ experience and lead you to make different responses as a teacher. the one five o

behaviorist & cognitive paradigms  B. F. Skinner – behaviorist  Jean Piaget - cognitivist the one five o

behaviorism  What it means to have learned something  How learning takes place  What motivates students to learn  How learning can be assessed the one five o

cognitivism  What it means to have learned something  How learning takes place  What motivates students to learn  How learning can be assessed the one five o

exercising your vision Consider this….  A student in your preschool class has just dumped a box of blocks on the floor and then moved on to do something else. You’ve asked him several times to pick up the blocks, but he doesn’t.  What would you do? the one five o

exercising your vision PTC – responding to a student who did not clean up (48:45)  Take the view of the behaviorist or cognitivist perspectives. Describe and analyze the situation. Make recommendations.  Possible Q: Are things going well? Why or why not? the one five o

exercising your vision PTC – teaching students the idea of simile (42:30) simile: a figure of speech comparing one thing to a different thing to make a description more vivid  Take the view of the behaviorist or cognitivist perspectives. Describe and analyze the situation. Make recommendations.  Possible Q: Are things going well? Why or why not? the one five o

exercising your vision Consider this…  You a student in xx class at MSU. You are doing well in this class.  Take a behaviorist or cognitive perspective on your learning. What might you see? the one five o

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