Personal Beliefs About Learning an Development

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An Integrated Perspective.?

Kendra L. Minor, MA University of Central Florida- EDF7232/Analysis of Learning Theories in Instruction- Fall 2010

Personal Beliefs About Learning anDevelopment


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Presentation Objectives


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Debrief

http://www.youtube.com/watch?v=a91eiu_eer4&feature=pl

What does this video say about how we view theworld?

What are our perceptions based on?

Do they effect how we view learning and design
http://www.youtube.com/watch?v=a91eiu_eer4&feature=player_embeddedhttp://www.youtube.com/watch?v=a91eiu_eer4&feature=player_embeddedhttp://www.youtube.com/watch?v=a91eiu_eer4&feature=player_embeddedhttp://www.youtube.com/watch?v=a91eiu_eer4&feature=player_embedded


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Activity

Activity 1: Telephone Charades

Directions: A person acts out an action or tellssomeone a sentence, the next person in line, who inturn acts out for the next person.
http://www.group-games.com/stationary-games/telephone-charades.htmlhttp://www.group-games.com/stationary-games/telephone-charades.html


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Debrief

What is the lesson to be learned from this activity?

During the acting actions or words typically become

distorted over time, as the last person in line tries toguess what the original clue was.

How do you interpretations relate to how you view theworld?

How do they relate to how you view learning anddesi n instruction?


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Activity

You are a second your undergraduatestudent at TfU. You are taking a class on

multicultural education. The goal of thecourse is to is allow students to exercise

their skills of examination andevaluation to critically analyze various

issues associated with diversity andmulticultural education and to determine

ersonal beliefs about those issues.


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Activity

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Which of the following activities would you whether participate in?

Based on the assigned readings on multicultural education, students are to select one issue of interestfor clarification and discussion. Students will write a short paper (4-6 pages). The paper should definethe key issue, identify in clear terms the moral problem at issue, completely delineate the competingarguments represented in the text on the issue, and explain which argument makes the most sense andwhy. There are multiple topics for discussion in each chapter. NOTE: Being explicit and clear as tohow you reach your conclusion is a central aim of this task.

Volunteer at a local school for a couple of hours a day; negotiate learning goals with your instructor,read assigned readings and chapter review issues, & submit a weekly self-reflection on yourexperiences.

Students may present a multicultural project using various forms of multimedia that examines

Diversity Issues and then how this should and can be communicated to teachers and/or students. Youmay choose to focus on a specific issue, such as bullying or prejudice, and/or write a survival guide forteachers. Options include: a newsletter, a website, a WIKI, a powerpoint. Two students may choose to


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Activity

.

Which of the following activities would you whether participate in?

Choice a book from the recommended reading list or other text related to Ethics in Schools. Complete a

study of the text about Ethics in Schools. Write a review (4-6 pages) of the text and analyze the ethicalstance concerning the concept of Ethics in Schools. Include a set of recommendations.

Develop a multicultural unit that would be appropriate for any specific diverse group of students. Thisis a general theme relevant to the course issues and at least three lessons within this theme. You mayuse any lesson plan format, but should include objectives, materials, types of activities, evaluation. This

should include activities that would overcome stereotyping or prejudice and promote a positiveunderstanding of different ethnic, racial or cultural groups or diverse microcultures.

Based on the assigned readings on multicultural education, students are to select one issue of interestfor clarification and discussion. Students will write a short paper (4-6 pages). The paper should definethe key issue, identify in clear terms the moral problem at issue, completely delineate the competing

arguments represented in the text on the issue, and explain which argument makes the most sense andwhy. There are multiple topics for discussion in each chapter. NOTE: Being explicit and clear as to


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Debrief

Which lesson would you choose?

Why would you choose it?

How do you feel about being about being able tochoose the path?


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Epistemology

My personal beliefs are based on my position of how wecome to know; a pragmatic perspective

Reality is:

Interpreted Negotiated from our experiences and reasoning

Socially constructed

Truth Not completely known

Working hypothesis (may result in a theory)

Focuses on similarities and differences


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Personal Beliefs of Learning

How do we come to know what we know?

Through teacher and student motivation

Through experience through engagement/action

Through interaction with the school and the community-teachers, parents, peers, neighbors, technology (i.e.simulations, internet)

By engaging in reflection and empathy and provides the

foundation for appreciation of others and different things By sharing and reciprocal- each one teach one

By choice, through variety- Is different for each learner andshould be customized as such

By demonstrating through performances of understanding,


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Learning Theory Framework


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Grounded Theories

Grounded in constructivist theories of cognition anddevelopment

Social-Cultural Development(Vygotsky)

Situated Cognition (Weiner) Multiple Intelligence (Gardner)

Teaching for Understanding (Perkins)

Grounded theories linked to learning & motivation Social Cognitive Learning Theory

Teacher & Student Self-efficacy

Self-regulation (Zimmerman)

Based on their own interests & motives


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Personal Beliefs & Associated Theories


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Grounded Instruction Strategies

Learner-Centered Approaches

AdaptiveInstructional Design

(Schwartz, Lin, Brophy & Bransford, 1992)

1. Look Ahead & Reflect Back 2. Present Initial Challenge3. Generate Ideas4. Present Multiple Perspectives5. Research and Revise6. Test Your Mettle7. Go Public

8. Progressive Deepening9. General Reflection and Decisions10. Assessment

Eight Events ofStudent-Centered Learning(Hirumi, 2002, 1998, 1996)

1. Set Learning Challenge2. Negotiate Goals and Objectives3. Negotiate Learning Strategy 4. Construct Knowledge5. Negotiate Performance Criteria6. Assess Learning7. Provide Feedback (Steps 1-6)

8. Communicate Results

ConstructivistLearning

(Jonassen, 1992)1. Select Problem2. Provide Related Cases3. Provide Information4. Provide Cognitive Tools5. Provide Conversation Tools6. Provide Social Support

BSCS 5E Model(BSCS, 2005; Bybee, 2002)

1. Engage2. Explore3. Explain4. Elaborate5. Evaluate

WebQuest(Dodge, 1998)

1. Introduction2. Task 3. Process4. Resources

5. Evaluation6. Conclusion

Inductive Thinking(Taba, 1967)

1. Concept Formation2. Interpretation of Data3. Application of Principles

Jurisprudential Inquiry(Oliver & Shaver, 1971)

1. Orientation to the Case2. Identifying the Issues3. Taking Positions4. Exploring the Stance(s)5. Refining and Qualifying the Positions

6. Testing Factual Assumptions BehindQualified Positions

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Personal Beliefs About Learning an Development