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Theoretical Basis

Include your slide on the theoretical basis for your Teaching Event

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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Teaching to Multiple Intelligence

  • PRINCIPLES
    • Students learn better through certain modalities than others, teachers should design curriculum to address as many modalities as possible.
  • PRACTICE
    • Integrate as many forms of intelligence in teaching.
    • Allow students to work on projects that are more than written work.
    • Support students’ to discover their

strongest mode of intelligence.

  • THEORIST
    • Howard Gardner

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Active Learning- Bonwell

  • PRINCIPLES
    • Have the students create their own learning and be involved in the learning not just lecturing
  • PRACTICE
    • Jigsaw puzzle groups
    • cooperative learning
    • Think Pair Share
  • THEORIST
    • Active Learning- Bonwell

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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VARK

  • PRINCIPLES
    • Variation in learning
      • Visual (Pictures, diagrams, etc)
      • Auditory (lectures, recordings, etc)
      • Kinesthetic (Touching, doing, moving)
      • Reading / writing
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Neil Fleming

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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Social Learning Theory

  • PRINCIPLES
    • people are able to learn new information and behaviors by observing other people
      • Observational Learning
      • Reinforcement or Punishment
      • Vicarious Reinforcement
  • PRACTICE
    • Students are more likely to model people that are similiar to them. Male students are likely to model after other males
    • Acknowledging a students good deeds or punishing

wrong doings (good job or im going to call mom).

    • Students who see another being rewarded will

mimic that behavior, or avoid if punished.

  • THEORIST
    • Albert Bandura Henry Sanchez

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Conditions of Learning

  • PRINCIPLES
    • different types of learning with each type retaining information distinctively.
    • five categories: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes.
  • PRACTICE
    • The first process is gaining attention (show them a spiral staircase = DNA)
    • next identify objective by asking them a question (how does DNA affect your life?)
    • prior knowledge (where have they seen, or heard about DNA),
    • afterwards present a stimulus (by defining what DNA is and what it is responsible for).
    • model (guided learning), by using visuals, like graphic organizers
    • elicit performance (have them draw out DNA strands), provide feedback (check for understanding).
    • Finally, check and assess
  • THEORIST
    • Robert Mills Gagne
    • Michael Flores

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Charles Bonwell: Active Learning

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  • PRINCIPLES:
  • Have the students create their own learning and be involved in the learning not just lecturing
  • PRACTICE: focus the responsibility of learning on learners
  • Cooperative learning: Small learning groups.
  • Think Pair Share: Students can relate what they know or learn with others who might benefit from a different viewpoint or lead to a constructive argument.

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  • THEORIST :
    • Charles Bonwell
    • Mike Wagner

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Self-Efficacy

  • PRINCIPLES
    • How one’s belief in their abilities affects the ways in which people learn.
  • PRACTICE
    • encourage random students to attempt answers
    • ​
  • THEORIST
    • Albert Bandura

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Learning styles: VARK Model

  • PRINCIPLES
    • People through four different methods; Visual, Auditory, Reading, Kinesthetic.
    • generally speaking people will favor one of these methods over the others as a prefered learning style
    • Some methods of learning will be incompatible with various students.
  • PRACTICE
    • Pictures; visual aids such as overhead slides, diagrams, handouts
    • Lectures, discussions, tapes.
    • Textbooks, articles, essays, reports.
    • Active exploration of the world; science projects; experiments
  • THEORIST
    • Neil Flemming

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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The VARK Modalities

  • PRINCIPLES
    • People learn better through one of the following modalities: Visual, Auditory, Reading, Kinesthetic
    • One modality may be more effective for one student, while a different modality will work better for another.
  • PRACTICE
    • Listening to lecture, Audio/visual aids, Hands On, Reading/Writing
    • Best when multiple modalities can be

used

  • THEORIST
    • Neil Fleming

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Discovery Learning

  • PRINCIPLES
    • Learn by Doing: manipulation of objects, answering questions and performing experiments
  • PRACTICE
    • Relating topics to pre-existing knowledge
    • Asking questions to grow upon one's knowledge base
    • The ability to retain one's knowledge due to an individual’s physiology: ethics, nature,

and/or religion

THEORIST

    • Jean Piaget

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Bloom’s Taxonomy

  • PRINCIPLES
    • Learning objectives are classified into six categories
  • PRACTICE
    • Creating questions out of the 6 categories
    • Students perform tasks that include the 6 different levels of bloom’s taxonomy
    • Learner will build on content knowledge and develop critical thinking skills
  • THEORIST
    • Benjamin Bloom

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Experiential Learning

  • PRINCIPLES
    • Learning by doing (concrete experience)
    • Reflect on experience.
    • Develop new abstract concepts based on observation-reflection of experience.
    • New and unique concepts tested.
  • PRACTICE
    • Perform activities to reinforce scientific concepts.
    • Learn by observing. Seeing concept in real life.
    • Observe and reflect on experience to create new or

better approaches to enhance science.

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  • THEORIST
    • David A. Kolb

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Scaffolding

  • PRINCIPLES
    • Students start out with lots of support and slowly shed the support as they gain skill and confidence

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  • PRACTICE
    • Have students take control of scientific method
    • Model reading & study skills
    • Demand more at-home learning

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  • THEORISTS
    • Piaget
    • Vygotsky

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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Learning Styles

  • PRINCIPLES
    • How different styles of learning help improve student learning.
  • PRACTICE
    • Use visual aids, kinesthetic, reading and auditory activities in class

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  • THEORIST
    • Neil Fleming

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager

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Science / Technology / Society

  • PRINCIPLES
    • How science & technology affect society, politics and culture.
  • PRACTICE
    • Relate science to other curricula
    • Relate science to everyday life
    • Learner must see significance & relevance
  • THEORIST
    • Robert Yager