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Required ElementsInformation Presented
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BehaviorismCognitivismConstructivism
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Piaget's believe that humans learn one logical structure after another
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Brief History1Pavlov's Experienments with dogs Derived from the latin term Cogonscere
Dewey believed that school was a place to use real life applications to learn
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2Observations of people's actions to rewards Behaviorsts argued that thinking is a behavior
Vygotsky brought in the social aspects of education as a positive thing
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3Observations of peoples actions to consequencesCognitivist believe thinking impacts behaviorInstructional Technology was introduced
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4Consistent reponses to the same stimuliBecame a dominant force in psychologyBeginning of 21st Century Skills concept in education
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5Concept of people being materialistic and intrinsicEmerged in education in 70's, 80's, 90's
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DescriptionLooks at how people learn through informationalExplanation of what is occurring in the mind during
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processing involving thought and problem solving.learning - subjective and personal
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Key Principles1
Classical Conditioning - consistent reponse to stimuli
Focus on internal responses/thoughtMODEL
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2Operant Conditioning- positive rewards
Create environment with lots of tools to develop understanding
Engage/Explore
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3Operant Conditioning - negative consequencesCognitive Apprenticeship ModelConcept Definition - Concept Application
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4People's behaviors affects learningUnderstand the info-processing is different with each stageRelate to one's life experiences
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5Change teaching strategies to affect behaviorFailure can be used to be a good thing (to learn from it)Posing problems and questions - Discover answers
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Theorists/1John B. WatsonEricksonPiaget
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Contributors2Ivav PavlovGagneVygotsky
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3B.F. SkinnerBloomDewey
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etcLewin, Anderson & Mayer, and many othersSocrates, Bruner, Ausubel, Glaserfeld, and others
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Goals for 1Computer-Based Instruction (Instructional Tech.)Bloom's TaxonomyZPD - modeling
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Instruction2Direct InstructionGagne's Learning Taxonomies to classify learnersProblem Based Learing
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3Positive support - rewards for good thingsMerrill's Component Display ModelCollaboration among peers
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4Negative support - consequences for bad thingsInferences due to communications and emphasisBuild personal interpretations
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5World Based Experiences
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6Interactive
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Keywords to 1Direct Instructionshort term memoryMultiple Intelligences
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describe 2Classical Conditioninglong term memoryCollaborative Learning
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learning process3Operant Conditioningworking memory loadVygotsky's Zone of Proximal Development (ZPD)
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4Positvie Behavior Supportmultia media instructional designProblem based learning
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5Rewards - Consequencesbrain-based learningAnchored Instruction
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How learning1Background KnowledgeSocial-learning theoryLinguistic
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takes place2Connections btwn old ideas and new onesIntrinsic vs. Extrinsic valuesLogical-mathematical
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Progession of behaviors from early childhood to adult
Sensory memory - short term memory - long term memorySpatial
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4ConsistancyAsking lots of questionsBodily-Kinesthetic
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5Expectations affect behaviorHands on activitiesMusical
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6Rewards and ConsquencesIntrapersonal
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7Interpersonal
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Naturalist
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Real Life applications
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Instructional 1Give specific examples to compare/contrastHands on tools to touch - to compare and contrastVisual venn diagrams/t-charts (visual learner)
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StrategiesVenn DiagramsDiscussion/Collaboration (auditory learner)
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(Marzano's Nine)Compare/Contrast paragraphs/essayPhysically move object to fit in categories (Spatial and Kinesthetic)
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Allow students to explore 2 topics to compare/contrast
Create songs comparing reptiles/amphibians (natualist, musical)
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T Charts
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2Note takeing from teacher's lectureKWL chartsCooperative learning activity - Have students broken into groups. Give
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Note takeing from textbookeach student a particular role/assignment, then they share their
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2 - 3 column notes for vocabdiscoveries with the rest of their groups
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IVF statements
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Summary of chapters
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Positive Behavior Support - provide lots of recognition
BlogsBlogs
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for good behaviors/completing assignments on time
End of the quarter awardsend of the quarter awards
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Stickers/stamps on graded workProvide a safe classroom environment
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Blogs - allow students' peers to comment on each other's
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work
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End of the quarter awards
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4Provide direct instruction to homeworkHands on activities for practice/homeworkProviding applications/connections to real life experiences
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WebquestsLimit number of rules to classroomMake homework current and relevant
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Routines/Procedures - Warm Up question everydayMath/Vocab drills for retainment
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Provide time limits to homework
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Make homework current and relevant
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Math drills for practice
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5Pictures for vocabulary termsSkits to represent vocabularySame as behaviorism
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Pictures for reading passages
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Pictures/symbols for to show an entire reading
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assignment
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Signals to students to warn/reward behavior choices
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6Essential Question provided for every lessonStudents create personal goals for learningSame as behaviorism and cognitivism
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Essential Question provided for every unitOwnership opportunities
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Providing objectives for lessons to proved a purpose
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for the assignment
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7RubricsPersonal reflection or behavioral issuessame as behaviorism and cognitivism
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Written explanations to graded assignments
Construction of personal rubrics (great way to differientiate)
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Blogs
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Managing Behavior problems with some type of rubric
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Direct emails for communication
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8Science Labs -cookbook styleHands on labs - as much as possibleScience Inquiry based labs
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Coming up with a problem and testing it with the Self reflection of discovery through scientific inquiryActive learning experiences
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scientific methodSimulations labsCooperative Grouping
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Stimulate predictions/hypotheses through guidance of
Ability to interpret graphs
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teachers probing
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Taking data and generating questions
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