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 schoolcompetence 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 nondisabled 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