2. Chapter Two The Technical Core Teaching & Learning

3.  Industry  Board of Directors  Management  Factory/Production  School  School Board  Administration  Classroom

5. Behavioral Theories Skinner & Followers Stress changes in behaviors, skill & habits Cognitive Theories Roots in ancient Greek philosophers Stress internal mental activities Constructivist Theories From Piaget, Vygotsky & others Stress how individuals make meaning & construct knowledge

6. Change in Behavior AntecedentsBehavior Consequences

7. AntecedentsCueing Example: Presence Prompting Example: Checklist

8. Consequences Reinforcement = Strengthening Behavior Examples- high grade, sticker chart Punishment = Suppressing Behavior Examples- detention, extra homework

9.  Positive Behavior Supports  Learning Objectives  Direct Instruction

10.  Required by Individuals with Disabilities Act (IDEA)  Must identify what purpose a behavior is serving for a student & replace it with a positive  Can be used for all students  5% cause 50% of discipline referrals  PBS can reduce referrals 80%

11.  Clear and unambiguous description of educational aim for students  Robert Mager developed most influential system for writing objectives (IEPs)  Most useful with loosely structured activities  Can be specific or broad  Also used by management and administrators

12.  Best suited to the teaching of basic skills  Average performance tends to increase, but not necessarily every for student  Roeshine’s Six Teaching Functions (3 Phase model plus review and feedback)  Can limit systematic deficits in learning  Criticized for being limited to lower level objectives

13.  If the frequency or intensity of a behavior is maintaining or increasing, something is reinforcing the behavior.  If an action allows you to escape or avoid a bad situation, you will repeat that action if you are faced with the situation again.

14.  It is better to have a few important, broad but measureable objectives for teaching that to have very specific or very general objectives.  Direct instruction is effective when the material to be learned is explicit, factual and hierarchical.

15.  Traces its roots to the ancient Greeks  Went dormant during the era of Behaviorism  Cognitive researched emerged after WWII and the computer age and breakthroughs in language development  What is most important is what the learner brings to the table (experience and knowledge)

16. General Knowledge Domain-Specific Knowledge Declarative Hours the bank is open Highway safety rules Lines from Hamlet Procedural How to use a computer How to drive a car How to solve a quadratic equation Conditional When to skim and when to read carefully When to use the formula for volume When to run to the net in tennis

17. There are three types of memory: 1.Sensory memory Brief holding system, perceptual analysis 2.Working memory Short term, long enough for processing 3.Long-term memory Much information, long periods of time

18. Stimuli Sensory Memory Perception Working Memory Long- Term Memory (Temporary Storage) Learn Retrieve (Permanent Storage)

19.  An individuals awareness of his own cognitive processing  People differ in cognitive knowledge, so they differ in how efficiently they learn  Planning, monitoring and evaluation are three crucial cognitive skills  Cognitive skills can be taught so they are an important basis of teaching

20.  Underlining or Highlighting  Taking Notes  Visual Tools  Mnemonics

21.  Declarative knowledge (knowing what) and procedural knowledge (knowing how) can be used most effectively if you also have conditional knowledge (knowing when and why to apply knowledge)  When working memory is overloaded, information is lost

22.  Information is easier to remember if it is well- organized, elaborated (connected to other things you know), and learned in meaningful contexts  Learning strategies need to be specifically taught and practiced

23. Individual Constructivism  Based on the work of Piaget  Humans develop schemes- how they think about things  Assimilation- fit new things into existing themes  Accommodation- adjust thinking to fit new things  Piaget did not make specific educational recommendations, but others have using his findings (NAEYC)

24. Social Constructivism  Based on the work of Vygotsky  Knowledge is socially constructed, built on what participants contribute and construct together  Cultural tools (including real and symbolic), play important roles in development  Children internalize tools and then use the tools to construct knowledge

25. Most scholars agree that Constructivist approaches dramatically change the focus of teaching by putting the students’ own efforts at the center of the educational enterprise page 75

26. Inquiry Based Learning Similar process to scientific method and guided discovery learning Cognitive Apprenticeships Similar to trade internships but focus on cognitive objectives Cooperative Learning Face to face interaction Positive interdependence Individual accountability Collaborative skillsGroup processing

27.  There are many meanings for the term “constructivism” depending on whether the theorists emphasized social and cultural or individual factors in the construction of knowledge  Inquiry learning is based on Piaget’s theory of cognitive development, which highlights the individual’s discovery and invention of knowledge. These methods may not be helpful for less prepared students

28.  Problem-based learning emphasizes Vygotsky’s concern with authentic activity in cultural contexts. These methods may be better for understanding processes than learning basic content.

29. Hosted by Gina Elisalde

30. 100 200 400 300 400 What is Learning The Role of the Teacher The Role of the Student Instruction Examples 300 200 400 200 100

31. Row 1, Col 1 From this perspective, learning is the acquisition of facts and occurs through explanation, demonstration and practice. What is the Behavioral Perspective?

32. 1,2 From this perspective, the role of the teacher is a guide or facilitator- they listen to the students’ thinking and guide them to construct knowledge. What is the Individual Constructivist Perspective?.

33. 1,3 From this perspective, the role of the student is the receiver of information and is active during practice. What is the Behaviorist Perspective??

34. 1,4 Cognitive apprenticeship, reciprocal teaching What is the Social Constructivist Perspective?

35. 2,1 From this perspective, learning is the acquisition of facts, skills, concepts and strategies. What is the Cognitive Perspective?

36. 2,2 From this perspective, the role of the teacher is guide, facilitator and partner to help co-construct knowledge. What is the Social Constructivist Perspective?

37. 2,3 From this perspective, the role of the student is active social participant and co-constructor of knowledge. What is the Social Constructivist Perspective?

38. 2,4 Conceptual change teaching, pure discovery learning What is the Individual Constructivist Perspective?

39. 3,1 From this perspective, learning is the active construction and reconstruction of knowledge. What is the Individual Constructivist Perspective?

40. 3,2 From this perspective, the role of the teacher is that of a guide- to model effective strategies and correct misconceptions.. What is the Cognitive Perspective?

41. 3,3 From this perspective, the role of the student is processor of information and strategy user. What is the Cognitive Perspective?

42. 3,4 Learning objectives, direct instruction What is the Behaviorist Perspective?

43. 4,1 From this perspective, learning is collaborative construction of socially defined knowledge and values. What is the Social Constructivist Perspective

44. 4,2 From this perspective, the role of the teacher is to act as a supervisor and correct wrong answers. What is the Behaviorist Perspective?

45. 4,3 From this perspective, the role of the student is active constructer of knowledge, thinker and participant. What is the Individual Constructive Perspective?

46. 4,4 Visual tools- graph, charts; mnemonic strategies. What is the Cognitive Perspective?