Theories, Strategies, TechnologyOh My

Required Elements Behaviorism

Brief History
(minimum 5 required)

Betty
Cognitivism Constructivism
1. Piaget and Dewey developed theories of childhood development one thing builds on another 2. Progressive education leads to the evolution of constructivism 3. Socrates has dialogues with his followers about weaknesses in their thinking 4. Dewey Child Development Theories, inquiry is key 5. Piaget was the first to prove childs play was not aimless, but an important part of learning

Information Presented

1. Logical Positivism (Verificationism) 2. Associative learning (late 1600 early 1700) 3. The acquisition of knowledge about relations between events 4. Skinners book, 1938, The Behavior or Organisms, described his concept of operant response (rats lever-press) vs. physiological or reflex response 5. Early 20th century, Watson was known as a stimulus-response psychologist due to he animal studies

1. Emerged in late 1950 - early 1960 2. Grew out of PC movement 3. Grew out of behaviorism no more environment, but problem solving, memory, and thinking 4. Replaced behaviorism in 1960s as the dominant paradigm 5. In 1879, Wundts self-observation method of observing the mind was termed cognitive.

Brief Description
(for easy recall)

The source of behavior is external (environmental) or in the mind. It is learned by sequenced knowledge and skills presented in logical steps.
1. Methodological 2. Analytical 3. Psychological 4. Emphasis is on observable and measurable behaviors 5. learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus

Analyze/document information processing by connecting auditory and visual symbols memorably.

1. Language understanding, processing, and speaking 2. Three stage processing model: - sensory - short term memory - long term memory 3. Conditioning operant, classical 4. Limited capacity 5. Filtering, selecting, organizing, and integrating information

Humans learn from interactions between experiences and ideas.

1. Role of activity in learning is linked to participation and culturally organized practices 2. Knowledge is not dumped in, but actively constructed within learning environment 3. Scientific concepts originate in the activity of classroom instruction and bring the child to abstract thinking 4. To learn, teach. To retain knowledge, practice. 5. Flexible use of knowledge 1. Piaget Child Development Theories Theorized that knowledge was gained through the process of accommodation and assimilation 2. Dewey Child Development Theories, inquiry is key 3. Vgotsky the relationship between language and thinking was important 4. Fosnot the role of the educator is not to dispense knowledge, but to provide experiences 1. The learner is able to converse, question, explain, and negotiate meaning 2. Create own meanings by being challenged into processes of accommodation in order to construct understandings of new ideas 3. The process of assimilation and accommodation become self organizing behaviors on the part of the learner

Key Principles
(minimum 5 required)

Theorists & Contributions

(minimum 3 required)

1. B. F. Skinner, 1950, Radical behaviorism (operant conditioning) and verbal behavior 2.Thorndike, 1910, Puzzle Boxes working with animals 3. Ivan Pavlov, 1897, Neuroscience, investigational research and conditioned reflexes (Classical conditioning) 4. Sellars, 1950, Philosophy of the mind 5. Watson, 1913, Operant conditioning and environmental influences in human development

1. Gene Piaget explained development through either environmental or biological factors 2. Aristotle the rigor required is specific to the social situation in which the argumentation is developed 3. William Wundt development of introspection as a means for studying the mind.

Goals for Instruction

(5-7 required)

1. Learner acquires skills of discrimination 2. Learner acquires skills of generalization 3. Learner acquires skills of association 4. Learner acquires skill of chaining 5. Language acquisition was the interaction between language and overt behavior 6. Communicate or transfer behaviors representing knowledge and skills to the learner

1. More sophisticated thinkers 2. Encode information 3. Construct cognitive strategy to address content/problem 4. Demonstrate knowledge in diverse contexts 5. Make connections between new

7. Instruction utilizes consequences and reinforcement of learned behaviors. 8. Practice small steps, break down into smaller steps.

knowledge and prior knowledge 6. Transfer of information through sensory input to long term memory 7. Incorporate teacher feedback to improve performance

Keywords to describe the learning process

(minimum of 5)

1. 2. 3. 4. 5.

Stimulus response Reinforced behavior Classical conditioning Sequenced knowledge Operant conditioning (external)

How Learning Takes Place

at least 5 examples

How Marzanos 9 Instructional Strategies are best be applied for each theory Give a minimum of 1 examples for each theory.

Similariti es & Differenc es Summari zing & Notetaking

Instructional strategies

1. Positive reinforcement 2. Instructional cues to elicit correct response 3. Practice paired with target stimuli 4. Building fluency 5. Multiple opportunities/trials 6. Discrimination 7. Generalization 8. Chaining 9. Associations 10. Identify similarities and differences using organizers, similes, metaphors, analogies, and classifications Graphic Organizers (sequence created from information to train student on new procedure) Similes, Metaphors, Analogies (relate information by association to teach unfamiliar terms with familiar terms) Outlines (being able to condense material to demonstrate comprehension) KUD (showing understanding by practicing listening, reasoning, and deduction)

1. Information processing 2. Sensory 3. Organization and categorization 4. Limited capacity 5. symbol manipulation 6. mental models 7. Long-term memory 8. Relevance 1. Visual imagery 2. Rote and repetition 3. Enable recall of prior information 4. Practice in diverse contexts 5. Information retrieval 6. Facilitate encoding through making connections 7. Direct attention to aspects of learning

4. Children have opportunities to verify and sustain their current cognitive understandings through activities which allow them to use their existing knowledge in useful and beneficial ways 5. Create opportunities for social interaction in learning contexts, to benefit from common cultural knowledge as they construct their own meanings 6. Importance of understanding is paramount 7. Student interpretations influence what comes to be taken as shared by the group for the betterment of all 1. Cognitive apprenticeship (scaffolding) 2. Inquiry and discovery learning 3. Problem-based Learning 4. Learning as experience 5. Anchored Instruction

Research different views of a topic, compare and contrast (organization and categorization) Venn Diagrams (sensory learning) Model note-taking skills (teacher model, allows student to visually remember and use the techniques) 3 column notes Timelines organize facts Grade charts (focus attention on progress) Progress charts (helps student focus on task) Certificates (Direct attention is given to the effort) Blogs (students demonstrate research skills and critical thinking) Note cards and Drill and practice (allows for long term retention)

1. Knowledge is the appropriate assimilation of an experiential reality 2. Knowledge refers to individual experience rather than to the world 3. Knowledge is created by individuals in a historical and cultural context 4. Knowledge acquisition is a constructive process of cognitive reorganization 5. Learning moves a childs understanding from individual spontaneous concepts to culturally shared scientific concepts Analogy Graphic organizers (uses prior knowledge to connect with new) Blogs Graffiti wall Journals (knowledge is obtained through sharing with many different people, experientially and culturally) Celebration of learning Closing circle (sharing with others verifies the students accuracy of knowledge and a feeling of belonging to a community) Games and projects (problem - based learning) Research reports (inquiry and discovery)

Reinforci ng effort & Providing recogniti on

Verbal praise Intrinsic Rewards Certificate rewards Honor wall (Reinforcing effort as well as work creates a more willing student) Note cards Drill and practice (logical steps and conditioning aid in learning)

Homewor k& Practice

Nonlingui stic represent ations

Illustrating concepts Draw cartoon to portray topic Sensory story and then write (using association)

Powerpoint pictures to identify parts, visual recall Picture time line information coding by pictures

Cooperat ive Learning

Labs Jigsaw (trial and error, discovery of new information)

Group projects Games Jigsaw (more sophisticated thinkers are created through active learning) Goal writing Rubrics Checklists Effort/academic rubrics (teacher feedback increases performance) Labs Experiments (Demonstrate knowledge by using cognitive strategies to address content problems) Prepare a paragraph with missing words to get the students thinking and enable prior knowledge. Wuzzle Rhymes Riddles

Setting Objective s& Providing feedback Generati ng & testing hypothes es

Goal writing Rubrics (breaking process into smaller portions) Student evaluations Teacher evaluations (Positive reinforcement creates learned behavior) Experiments Labs (sequenced learning step by step research)

Question s, Cues, & Advance organizer s

Questions of the Day Journal entry Questions to elicit memories and responses Preview topic with a reading, fill-in the blank study sheet, vocabulary scramble Pictures (Communicate or transfer behaviors representing knowledge and skills to the learner) 1. Smart Board attendance 2. Homework assignments and turned in through Google docs 3. Class calendar for due dates and lecture schedule 4. Projector on at start of class means sit down for instructions first 5. Assignments turned in to a drop box or shared network folder 6. Weekly blog posts in response to teacher questions, opinions, or ideas that result from class to encourage independent thinking

Collages Slide Shows (Show current cognitive understanding through activities which allow them to use their existing knowledge in useful and beneficial ways) Wallwisher Turn and talk Google Docs (Sharing with others verifies the students accuracy of knowledge and a feeling of belonging to a community) Importance of learning is essential. Focus is achieved with the following: Goal writing Rubrics Checklists Self Evaluation Polls Surveys Experiments (Learning moves a childs understanding from individual spontaneous concepts to culturally shared scientific concepts) Yesterday we _______ so today we will _________ because _____. Article discuss Talk about previous knowledge that will relate to the new topic and start their brain (Create challenges to construct understanding of new ideas)

Technology Integration
(minimum of 5)

1. Cell phone surveys 2. Create Prezi, video, PowerPoint or other presentation 3. Learn a new program by creating a project with it (garage band) 4. Use Skype to practice language with or learn history of a sister city 5. Create a Blog in the form of a journal to record research, encourage creative writing, or increase critical thinking 6. Create digital flashcards to use for review on class topics

Key Resources (links) for each theory.

Minimum of 3

1. http://www.learning_theories.com/hehviorism.html 2. http://www.innovativelerning.com/teaching/behaviorism.html 3. http://users.accesscomm.ca/vendra/EDU%20533/Behaviorism%20,%

1. http://www.learningtheories.com/cognitiv ism.html 2.

1. CPS clickers for review/tests 2. Record lecture and listen later to complete assignment or review 3. Interactive Smart Board games to connect physical movement with cognitive learning (tenses in language) 4. Use a webspiration to brainstorm a topic, then after research, create an outline or diagram of information. Continue bringing this up as the project progresses to reinforce previous knowledge. 5. Create a Wiki page to explain or teach a class concept 6. Use ProProfs Quizmaker to create questions to demonstrate their understanding of the material. Some of the questions would then be used on the teachers test 1. http://ehit.flinders.edu.au/education/idj/article s/v6n3/liu/paper.pdf 2.

resources

20Cognitive%20Psychology%20and%20Constructivism.html 4. http://www.elizabethstps.vic.edu.au/learningtheoriesmatrix.html 5. http://plato.stanford.edu/entries/behaviorism/

Other information deemed to be important

Made popular in the 1920s 1950s

http://www.suite101.com/content/thecognitive-approach-to lesson-planninga116006 3. http://en.wikipedia.org/wiki/Information_p rocessing_theory 4. http://psychology.jrank.org/pages/334/Info rmation-Processing-Theory.html 5. http://en.wikipedia.org/wiki/Cognitivism 3 Main influences (Anderson, 1985): Information processing approach (perception nd attention) Artificial Intelligence (concepts from computer science in the development of psychological theories Linguistics must include internal constructs

http://www.communityindependentschool.org/ pdfs/Constructivism.pdf 3. http://wwwcsi.unian.it/educa/inglese/matthew s.html 4. http://www.saskschools.ca/curr_content/const ructivism/how/strategies.html 5. http://alfiekohn.org/teaching/progressive.htm