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Avoid
BEHAVIORISM
THEORISTS
PAVLOV
Classical Conditioning
UnconditionedStimulus
Conditioned Stimulus
Stimulus generalization
Extinction
SKINNER
Operant Conditioning
Consequencesof behaviour
Behaviourmodification
Punishment
Positive
Negative
Reinforcement
Positive
Negative
LEARNING
INSTRUCTION
ROLE OF THETEACHER
Teachers gives studentsstimuli & feedback
Modelling
Practice
Cueing
Reinforcement
Drill & practiceapproach
Chaining
Associations
Punishment
INSTRUCTIONALDESIGN
Memory
No focus oncognitive
processes
Memory not addressed
Repeatedbehaviourpatterns
Practicemaintainsreadiness
TRANSFER OFLEARNING
Applicationsin new
situations
Generalization
ENVIRONMENT
LEARNER
learns fromstimuli &
responses
changes inobservable
performance
is reactive to theenvironment
COGNITIVISM
THEORISTS
PIAGET
Children in naturalenvironment
Learning is aconstructive process
Developmental Stages
LEARNING
INSTRUCTION
INSTRUCTIONALDESIGN
simplification&
standardization
influenced byenvironmental
conditions
Influenced byinternal
conditionsand abilities
Changesbetweenstates of
knowledge
Reviewing
ROLE OF THE TEACHER
Corrective Feedback
Arrangeenvironmental
conditions
Students respond to stimuly
Making Knowledge meaningdul
Helping learners to relate to the information
Cognitive Strategies
Textbooks
Framing
Outlining
Mnemonics
Concept Mapping
Bring Various Learning experiences
ENVIRONMENT
Natural
Active Learning
Environmental Cues
LEARNER
Active Participants
What They Know
How they know
CONSTRUCTIVISM
THEORISTS
PIAGET
Limited role fromthe teacher
Knowledge constructedthrough prior experiences
Language reflects thinking
VYGOTSKY
LEARNERS
Learn throughsocial setting
Construct theirknowledge
Language
Speech patterns
Written language
enhance thinking
LEARNING
ENVIRONMENT
Interactions
Exposure
Situatiions
LEARNERS
Active
Practice
Knowledge
Assimilation andaccomodation of knowledge
Manipulate information
Problem solving skills
ROLE OF THE TEACHERS
Create authenticexperiences + construct meaning
Project-based learning
Metacognition
Monitor and evaluate meaning
Helps students gain understanding
Helps studentslearn how to learn
Facilitator
Fosters collaboration
Share ideas
Find soiutions
Buildinginnovations
Social interactions
MEMORY
Interprets information
Recall of prepackagedschemas
Recurring features ofthe environment
FORMS
Psychological
Social Constructivism
Sociological Construcivism
SOCIETY
Culture
Supports thinking
Tools
Computers
rulers
Symbols
Numbers
Language
Speech
Private
Inner
Interactions with people
zone of proximaldevelopment
Building communities
Construct identities
Social learning
Academic
Non-Academic
INDIVIDUALS
Social Class
GenderMan
Woman
Other
Abilities&
Disabilities
RaceEthnic GroupNationality
SexualOrientation
Heterosexual
Homosexual
Bisexual
Other
Religion
Geographic Region
INFLUENCED BYLEARNING THEORIES
Memory
Types
Long Term
Short Term
Working
Processes
Habituation
Dishabituation
Automaticity
Attention
Selective Attention
Rationalism Newinformation
that isstored for
recall
Complexcognitivecontext
Changes in behaviour The effects ofexternal events
The stimulus &Response
Theory
Meaningful experiences Their owninterpretation of
reality
The fact that the world can change Personal discoveries
SOCIETY
ECONOMICAND SOCIAL
CLASSDIFFERENCES
ETHNICAND
RACIALDIFFERENCES
GENDERDIFFERENCES
LANGUAGEDIFFERENCES
CULTURE
CULTURAL GROUPS
CULTURAL IDENTITY
SOCIAL INTERACTIONS SOCIAL CONTEXT
EMOTIONS
Educational Well-being Relationships withfamily and peers
Behaviours and risks Material well-being Health and safety Subjective well-being
ENVIRONMENT
Impacted byrelationships
Responds toenvironment
demands
PERSONAL GOALS
Control thoughts Control actions Long-term goals
DIVERSITY LEARNING
SES
MEANING
Relativestanding in
society
Level of wealth,power and prestige
4 levels: Upper,middle, working, lower
ACHIEVEMENT IN SCHOOL
Health
Environment
Stress
Low expectations
Limited Resources
SEX
Learn differently?
No IQ difference
Strenghts
Girls
Reading
Writing
Boys
Mathematics
Gifted boys performbetter than girls
Mechanical and visualinformation processing
INCLUSIVECLASSROOMS
TEACHER ELIMINATES GENDER BIAS
Check booksand textbooks
Unintended biasin teaching
Equal opportunities
Gender-free language
Role-Modes forall genders
STUDENTS
Experiencesacademic success
Learns tochallengestatus-quo
Experience resilience
Behaviour
Academic Self-Efficiacy
AcademicSelf-Determinism
CaringTeacher-Student
relationships
Effective peer andhome relationships
PEDAGOGY
Queered
Anti-Racist
Multicultural
TEACHERARCHETYPES
Avoiders
Confronters
Integrators
Hesitators
THEORIST
Loutzenheiser
Intersectionality
The primacyof race
both
SOCIAL EMOTIONAL LEARNING
CURRICULUM
BC CURRICULUM
Core Competencies
Communication
Thinking
Personal and Social
PROGRAMS
Mind Up
Edutopia
Casel
GOALS
SOCIAL AWARENESS
Recognizing Emotions
Recognizing Values
Recognizing Stenghts
Recognizing limitations
SELF-MANAGEMENT
Managing emotions
Managing behaviours
Achieve goals
RESPONSIBLE DECISION-MAKING
Making Ethical,Constructive choices
Personal Behaviour
Social Behaviour
RELATIONSHIP SKILLS
Forming positive relationships
Working in teams
Dealing with conflict
SOCIAL AWARENESS
Understanding of others
Empathy for others
SELF-REGULATION
WHAT?
RESISTINGDISTRACTIONS
PERSISTING WHENTASKS ARE DIFFICULT
COMPONENTS
METACOGNITION
Awareness of strengthsand weakenesses
Analysis of demands of a task
Effective Thinking
Problem-Solvingstrategies
MOTIVATION
Genuine interest in learning
Ability is incremental
Focus on personal progress
Willing to try challenging tasks
Errors are an opportunity to learn
Effort leads to success
Effective strategieslead to success
STRATEGIC ACTION
Chooses appropriate strateges
Applies strategies
PEDAGOGY
SCAFFOLD STRATEGIES IN
Routines
Modeling
Guiding
Feedback
Corrective
Informative
Encouraging
Engaging conversations
CONTEXTS
Design complex tasks
Promotion ofstudent autonomy
Meaningfuul choices
Control over challenge
Student self-evaluation
Opportunities forpeer support
TASKS
Complex by design
Extends overperiods of time
Multiple goals
Chunking of meaning
Variety of processes
Wide range of products
CHOICES
Criteria
What to work on
Where to work
Who to work with
What to work with
Promote SRL
Motivating
Have constraints
Get feedback
CHALLENGE
Moderately challenging
Not to easy = Boring
Not too difficult =Frustrating
SELF-EVALUATION
Promotes metacognition
Embedded in activities
Celebrates progress
Helps interpret errors
Reduces anxiety
SRSRLearners give and receive targeted
instrumental help
Peer basedregulated-learning
Contributes to positiveinteractions
Contributes to accomplishment ofcollaborative goals
MOTIVATION
WHAT?
Arouses behaviour
Directs behaviour
Maintains behaviour
TYPES
INTRINSIC
WHAT
desire to becompetent
do somethingfor its own sake
IN SCHOOL
Teachers increase intrinsicmotivation by;
Explain WHY what they are learning is important
Creating curiosity
Using variety
Providing games and simulations
Setting goals for learning
Relating learning to student needs
Con'ts
Help student develop plan ofaction
Help students learn to rewardthemselves and each other
EXTRINSIC
WHAT
influenced byexternal rewardsand punishments
AMOTIVATION
WHAT?
Pessimistic domain-specific ability beliefs
Lack of desire
Low value of activities
Learning activities are unappealing
Classroom disengagement
Superficial learning strategies
Low learning
THEORISTS
Duncker
ACHIEVEMENT MOTIVATION
DESIRE
to accomplish something
to reach a standard of excellence
to expend effort to excel
ORIENTED INDIVIDUALS
Stronger hope for success
Moderate risk Takers
persist for appropriate lengths oftime in solving difficult problems
INFLUENCES
What we attempt to do
How long we will persist
How successful we will be
INTELLIGENCE THEORY
BENEFITS IN THE CLASSROOM
Intelligence is malleable = more risk taking
learning new material :
Increases intelligence
Increases motivation
Increases academic mastery
PROBLEMATIC WITH FIXEDINTELLIGENCE
PRAISE
EFFECTIVE
Specific
Provides information about competence
Provides the value of accomplishments
Recognition of noteworthy effort
Better appreciation of student's effort
INEFFECTIVE
SOCIAL CONTEXTS OF LEARNING
WHAT
Learning occurs beyondgroup and learning
Learning occurs throughsocial interactions
BROFENBRENNER'STHEORY
Spiral System incldues
Microsystem
Interactions with close peers
Mesosystem
Interactions in th community
Exosystem
Influential environmental elements
Macrosystem
Values and attitudes
Chronosystem
Influence of currenttime and space
FUEL STATION
REST AREA