Module 7: Theory-based Instructional Strategies

Humanistic Learning Approach Summary

Feelings Emotions Self-perception Motivation • Deficiency needs physical, safety, physiological, give breaks • Safe, welcoming environment • Clear expectations, respect, courtesy • Growth needs • Self-esteem, Self-concept • Student choice • Promote interest and Engagement • Fun, exciting, creative learning Focuses on the whole child. Cares more about how the child "feels" than academics.

fixed/variable intervals (operant conditioning)

Fixed Interval the first response is rewarded only after a specified amount of time has elapsed. Variable Interval where a response is rewarded after an unpredictable amount of time has passed

fixed/ variable ratios (operant conditioning)

Fixed Ratio reinforces behavior after a specified number of correct responses. Variable Ratio where a response is reinforced after an unpredictable number of responses.

flex model

Flex model is basically online learning. Students work at their own level. Teacher is monitoring and pulls breakout groups to help students who are struggling with the same concepts.

Inquiry based learning (constructivism)

"Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." Inquiry approach focuses on using and learning content to develop information-processing and problem-solving skills. Inquiry based learning uses open-ended questions lead to deeper inquiry and more rigorous classroom discussion than closed-ended questions. essential elements of effective inquiry learning: • see patterns and meanings not apparent to novices • have in-depth knowledge of their fields, structured so that it is most useful • knowledge is not just a set of facts -- it is structured to be accessible, transferable, and applicable to a variety of situations • easily retrieve their knowledge and learn new information in their fields with little effort.

Constructivist approach to teaching

- regarded students as learners in their own right that learned through their experiences - children have their own way of thinking. - Students should be treated as individuals - should have the opportunity to work with others and learn through observation, talking and group work. - students should be engaged in active learning - should be given the opportunity to explore a problem, try out solutions, build on this new knowledge to make adjustments and evolve new solutions - Students must be encouraged to draw, discuss and write about what they are learning. should also talk to others while actively working and not just sitting in groups.

teachers role in Constructivist approach to teaching

- teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. - assist her students in what they are doing. - Scaffolding can an be done through the use of word banks, writing frames, concrete materials and questioning techniques. - Ideas should be reintroduced at different stages and levels in the "spiral curriculum." - Reintroducing concepts already learned in a "spiral" format helps students to reach a deeper level of understanding. - must be facilitators of their students' learning by encouraging and stimulating ideas instead of just transmitting knowledge.

Problem based learning

-a close cousin of project learning, in which students use complex problems and cases to actively build their knowledge. (origins in medical school) -this approach has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.

Steps of Direct Instruction

1. Lecture - explain the concepts 2. Practice - Allow the students to practice the concept 3. Feedback- Let the student know if their practice was correct or not. 4. Provide more practice if needed.

How do we influence behavior?

1. Reinforcement or punishment -Reinforcement is a response or consequence that causes a behavior to occur with greater frequency. -Punishment is a response or consequence that causes a behavior to occur with less frequency. 2. Positive or negative -Positive means adding a new stimulus. -Negative means removing an old stimulus

Maslow's Hierarchy of Needs

5 needs: physiological, safety, love/belonging, esteem, self-actualization. Needs lower down in the hierarchy must be satisfied before individuals can attend to needs higher up.

Theory of General Intelligence (Spearman)

A general intelligence factor is the basis of all cognitive processes and performance. Spearman thought that people have one general ability that is used in a wide variety of situations. • General (g factor) overall intellectual ability • Specific (s factor) specific intellectual ability • Scores tend to vary together • Controversial. Can 1 factor explain human intelligence? • Book smarts

Social Cognitive Learning Theory

All about the self... • Self Control -You know how to sit quietly in a classroom and do your work • Self Regulation - You can apply self control to different environments or similar situations • Self Efficacy - my beliefs about what I can do • Modeling - watch how others do it and learn from them • Autonomous learning - learn on my own/ self directed learning ♥ Theorist- Bandura

Howard Gardner

American developmental psychologist who devised theory of multiple intelligences: logical-mathematic, spatial, bodily-kinesthetic, intrapersonal, linguistic, musical, interpersonal, naturalistic. The theory of multiple intelligences challenges the idea of a single IQ, where human beings have one central "computer" where intelligence is housed.

Robert J. Sternberg

American psychologist and psychometrician felt that we no longer can afford to define intelligence merely as g or IQ. Tirarchic

L. L. Thurstone

American psychologist that found that intelligent behavior does not arise from a general factor, but rather emerges from seven independent factors that he called primary abilities: word fluency, verbal comprehension, spatial visualization, number facility, associative memory, reasoning, and perceptual speed. Opposed Spearman's general intelligence theory.

homogeneous grouping

An educational practice in which students of similar abilities are placed within the same instructional groups. (collaborative learning)

Reciprocal Teaching

Approach to teaching reading and listening comprehension in which students take turns asking teacher-like questions of classmates.

Design-based learning

Based on the premise that children learn deeply when they create products that require understanding and application of knowledge. Design activity involves stages of revisions as students create, assess, and redesign their products. The work often requires collaboration and specific roles for individual students, enabling them to become experts in a particular area. (used in steam subjects) Teachers working on design projects must pay particular attention to finding a balance between students' work on design activities and reflection on what they are learning.

Theory of Primary Mental Abilities (Thurstone)

Breaking intelligence into primary factors. Seems more intuitive. Still book smarts. People who do well on one factor still did well on others. 7 factors of intelligence: 1) Word fluency 2) Verbal comprehension 3) Spatial reasoning 4) Perceptual speed 5) Numerical ability 6) Inductive reasoning 7) Memory

Classical conditioning

Classical conditioning is a type of learning where one learns to link two or more stimuli together. 1. Before Conditioning Unconditioned stimuli produces natural/unconditioned response example: food makes dog droll Neutral stimulus produces natural/unconditioned response example: dog doesn't respond to bell 2. During Conditioning Unconditioned stimuli and neutral stimulus produce natural/unconditioned response example: food paired with bell makes dog droll 3. Acquisition 4.After Conditioning Conditioned stimulus produces conditioned response example: bell makes dog droll

Conditioning

Conditioning is a type of learning that links some sort of trigger or stimulus to a human behavior or response. In classical conditioning, a neutral stimulus is associated with a natural response. Stimulus comes before behavior. In operant conditioning, .a response is increased or decreased due to reinforcement or punishment. Consequences come after a behavior.

Charles Spearman

English psychologist. Spearman noticed that children's grades across their school subject seemed to correlate. These subjects may be completely different, but there was an overall trend. A child that did well in one subject was more likely to do well in another. His theory that disparate cognitive test scores reflect a single General intelligence factor and coining the term g factor.

Constructivist Learning Theory

Goal is• Builder - Constantly build on previous knowledge • Like a Lego builder, add bricks of knowledge • Activities that foster multiple viewpoints • Take in what others say and add in to my knowledge through discussion and cooperative learning. • Problem- based learning or projects that are like real world problems or tasks • Bruner's discovery learning - work at stations to figure out different concepts through explorations on own • Scaffolding - walk around classroom and ask students leading questions. Provide hints and clues to help them come to answers on their own. • Zone of Proximal Development ○ what they are learning is not too easy that they are bored or too hard and they are frustrated and/or crying ○ Can do it with teachers help • Use Collaborative and Cooperative instructional strategies • Goal is to make autonomous learners who know how to learn on their own. ♥ Theorists - Vygotsky and Piaget

heterogenous grouping

Grouping students who are diverse in their interests and ability to learn. (cooperative learning)

Theory of Multiple Intelligences (Gardner)

Howard Gardner, the Harvard professor who originally proposed the theory, says that there are multiple types of human intelligence, each representing different ways of processing information: Logical-Mathematical numerical patterns, critical thinking Verbal-Linguistic spoken and written word smart Musical rhythm, pitch, tones Spatial Good with maps, charts, graphs, puzzles, 3-D rotations Bodily-Kinesthetic body control, movement, athletic, using one's own body to create products or solve problems. Interpersonal People smart, communication skills Intrapersonal Self-smart, self-aware Naturalist nature and environment smart Intelligent in one is not intelligent in all. Not just book smarts. Are these intelligences or talents/abilities? No evidence to support theory.

growth mindset

Intelligence is not fixed. Everyone is capable of learning. Teachers should have a growth mindset about each one of theirs students. - Be there to support students - Focus on the process of learning. ( don't focus on grades but progress) - Review work students are doing and point out good strategies. - Create an environment that welcomes mistakes. (make mistakes on purpose so students can catch and model how mistakes should be handled.)

project learning

Involves completing complex tasks that result in a realistic product or presentation to an audience. 5 key components of effective project learning: -Centrality to the curriculum -Driving questions that lead students to encounter central concepts -Investigations that involve inquiry and knowledge building -Processes that are student driven, rather than teacher driven -Authentic problems that people care about in the real world Research on project learning found that student gains in factual learning are equivalent or superior to those of students in more traditional forms of classroom instruction.

Cooperative Collaborative Instructional Strategies Summary

Learning together Social butterflies • Cooperative learning, working together, interacting • Heterogeneous groups, Mixed groups • Positive interdependence, Group goals • Promotive interaction, encourage each other • Individual accountability • Equal opportunity for Success • Competition between groups or teams • Model social behaviors not a learning theory. is an instructional strategy.

Information Processing Learning Approach (Cognitivism) Summary

Memory Metacognitive knowledge Meaningful Learning • Sensory register, STM (working memory) LTM • Maintenance Rehearsal Rote rehearsal, Repetition [STM] Elaborative Rehearsal, • Encoding paraphrase, summarize, work with material a ton • Attention getting devices costumes, underline, highlight, color code, visuals, Mnemonic devices like ROYGBIV = colors of the Rainbow • Chunking • Concept mapping • Distributed practice * Cognitivism is information progressing and social cognitive combined.

3 types of needs that led to motivation

Motivation theories focus on the relative importance of different kinds of needs, which can be put into three basic categories: • Physiological needs are innate, biological, and must be met in order for you to survive. Body tells you something is wrong so you fix it. • Psychological needs are based on your thoughts, feelings, beliefs, expectations, and self-image. Important for your mental health and happiness, and to create balance and harmony in your mind. • Learned needs are needs that come from your experiences and are heavily influenced by things that happen to you throughout your life. Things you learn to want.

Basic Model of Motivation

Needs > behavior action > goals and achievement Your motivation to act comes from your needs. Needs can come in many different forms. If your needs are not met, you might feel like you've lost your purpose or like something is missing from your life. When you feel that way, you may try to fill the gap in your life and fulfill your needs.

operant conditioning

Operant conditioning states that learning is a learned association between a behavior and a consequence. People learn to associate consequences (both positive and negative) with behavior, and those consequences modify behavior. Two main consequences in operant conditioning are reinforcement and punishment.

What are some instructional strategies used by behaviorists?

Operant conditioning states that learning is a learned association between a behavior and a consequence. Will use rewards and punishments, immediate verbal feedback, and praise. Won't reward unwanted behavior. WIll shape behaviors. Direct Instruction.

project based learning (constructivism)

PBL allows students to engage in critical thinking and examine difficult problems. Students need hands on activity to supplement traditional learning. Gets student excited about learning.

4 Intelligence Theories

SPEARMAN General Intelligence Thurstone 7 factor Intelligence / Primary Mental Abilities GARDNER Multiple Intelligences STERNBERG Successful Intelligence / Triarchic

3 concepts of social cognitive theory

Self control Ability to control one's actions in the absence of external reinforcement or punishment Self-regulation The consistent and appropriate application of self control skills to new situations Using your self control and bringing it to other places ie: from school to home Self-efficacy How capable or prepared we believe we are for handling particular kind of tasks

3 effects of self efficacy

Self-efficacy has three main effects: 1 choice in tasks- students more willing to choose tasks where they already feel confident of succeeding. or won't try at all. 2 persistence in tasks- increased persistence at tasks where have high self efficacy. give up easily if have low self efficacy 3 responses to tasks- improves their ability to cope with stressful conditions and to recover their motivation following outright failures. if over confident (high efficacy not matching actual skills) may lead to failure

Constructivist Learning Approach Summary

Student-centered Building knowledge Lego Builders • Student constructs own knowledge and meaning from experiences build schema • Student active learner, Takes charge of own Learning • Real world, Authentic learning • Multiple viewpoints, Learn from others • Scaffolding/ZPD leading questions • Discovery learning • Situated learning • Project-based learning • Virtual learning, Simulations The constructivist theory of education was developed by Lev Vygotsky. Jerome Bruner later combined Vygotsky's theories with those of Jean Piaget, a cognitivist who regarded students as learners in their own right that learned through their experiences.

Advantages of collaborative learning

Students learn more deeply if they have engaged in activities that require applying classroom-gathered knowledge to real-world problems. Like the old adage states, "Tell me and I forget, show me and I remember, involve me and I understand." Inquiry-based teaching is not so much about seeking the right answer but about developing inquiring minds. Involvement leads to understanding. Often involves students working in pairs or groups. Cooperative small-group learning -- that is, students working together in a group small enough that everyone can participate on a collective task.

Lab Rotation Model

Students rotate, on a fixed schedule, between a classroom and a computer lab, in which students learn predominantly online. The classroom is generally reserved for other learning activities. (Rotate out of classroom to go to a learning lab.)

Station rotation model

Students rotate, on a fixed schedule, between different learning stations. • Teacher-led instruction • Collaborative activities and stations • stations can include small group or whole class instruction, individual tutoring, pen-and-paper assignments, and projects with other students. • Online Instruction/ working on computer (one of the stations) • either whole class rotates or small groups rotates • students rotate through all stations (rotate within classroom)

Behavioral Learning Approach Summary

Teacher directed Basic skills/mastery Behavior modification • Direct Instruction Overview, present info, structured, guided, individual practice • Immediate feedback & correction • Reinforcement positive, negative, • Fixed/Variable, Interval/Ratio • Punishment Time-out • Shaping • Contingency contracting, Premack Principle • Token economy • Computer-based Tutorials

Social Cognitive Learning Approach (Cognitivism) Summary

Teaching/developing Self Metacognition skills Meaningful Learning • Self-regulation, Self-control, Self-efficacy • Modeling • Emulate imitate • Reciprocal teaching • Autonomous learning * Cognitivism is information progressing and social cognitive combined.

sensory memory

Temporary register of all the information your senses are taking in. also called sensory register. Visual memory, iconic memory, lasts only about a half second. Auditory memory, echoic memory, lasts up to three or four seconds.

Components of classical conditioning

The components of classical conditioning are a neutral stimulus, a unconditioned response, a unconditioned stimulus, a conditioned response, and a conditioned stimulus. Neutral stimulus is a stimulus that has no response before conditioning. Unconditioned response is a naturally occurring response. Unconditioned stimulus is a stimulus that naturally triggers a response. Conditioned response is a learned response to a previously neutral stimulus. Conditioned stimulus is at first a irrelevant stimulus but after association with a unconditioned stimulus triggers a conditioned response.

collaborative learning concepts and strategies

The focus is on the process more than the product. Students of similar abilities are grouped together. Students work in groups to explore a significant question. Instruction is student-led.

cooperative learning concepts and strategies

The focus is on the product more than the process. Students of mixed abilities are grouped together. Students work in groups on a structured activity. Instruction is teacher-led.

Theory of Triarchic Intelligence (Sternberg)

Triarchic view. Three independent types of intelligence. Also call successful intelligence because limited intelligences to what gives real world success. Creative come up with new ideas and adapt to new situations Analytical critical thinking and problem solving Practical apply knowledge and skills appropriately, everyday tasks Theory can be tested. Score high in one tend to score high in all.

working memory

What you're working on. Various cognitive processes. Can think about approx. 7 pieces of info at a time. Part short-term memory that focuses on conscious, active processing of incoming auditory and visual-spatial information, and of information retrieved from long-term memory.

cognitive constructivism

a branch of constructivism that emphasizes the importance of individual learners constructing their own representation of reality. knowledge is something that is actively constructed by learners based on their existing cognitive structures. Learn through hands on experience. Real world/ authentic learning. (Piaget)

general intelligence

a general intelligence factor that, according to Spearman and others, underlies specific mental abilities and is therefore measured by every task on an intelligence test.

learned helplessness

a perception of complete lack of control in mastering a task. The attitude is similar to depression, a pervasive feeling of apathy and a belief that effort makes no difference and does not lead to success.

social constructivism

a variant of constructivism that emphasizes the role of social discourse in the development of ideas and identities. emphasizes the collaborative nature of much learning. Learn through interaction with more knowledgeable other. Multiple view points - class discussion or multiple pov. Zone of proximal development. Scaffolding. (Vygotsky)

Crystalized intelligence

accumulated knowledge and verbal skills. tends to increase over the life span

short-term memory

activated memory that holds a few items briefly before the information is stored or forgotten. What you are currently thing about. The duration of STM seems to be between 15 and 30 seconds, and the capacity about 7 items.

punishment (operant conditioning)

applying an aversive stimulus after the behavior occurs. - positive punishment is adding something unpleasant - negative punishment is removing something valued/desired..

metacognition and its components

awareness and understanding of one's own thought processes. 2 components: · Metacognitive knowledge - we what know about what we think. · Metacognitive skills - how those operations are used to achieve a learning goal. knowing how we learn.

extrinsic motivation

based on external factors like money, rewards, obligations, or approval

intrinsic motivation

based on internal factors like what you like to do and things that make you happy. For example, curiosity is an intrinsic (internal) motivation.

self efficacy theory

beliefs become primary, explicit explanation for motivation

components of information processing

brains are similar to computers. types of memory: sensory memory, short term memory, working memory, long term memory

explicit memory

facts or events you can clearly describe (such as vocab tests or remembering state capitals )

Reinforcement (operant conditioning)

in operant conditioning, any event that strengthens the behavior it follows. Can be positive or negative. -Positive means adding something valuable. -Negative means removing/avoiding something unpleasant.

mnemonics

memory aids, especially those techniques that use vivid imagery and organizational devices

Intelligence

mental quality to: • learn from experience • solve problems • adapt to new situations

motivation

motivation is what makes us do things that can sometimes be challenging or boring. Needs>Behavior Action>Goals/Achievement

implicit memory

procedure and experience - may not be able to articulate

fluid intelligence

quick and abstract reasoning. tends to decrease during late adulthood

Roles in cooperative/collaborative learning

student roles: scribe- writes down the group's ideas as group members come up with them. speaker- presents the group's findings to the teacher and class. inquirer- asks the teacher for clarification of the assignment as needed. manager- tracks material and tasks. also keeps group on task. teacher: mix up students in groups (4 to 5 students) that vary each time use a randomizer to assign roles observes group interactions and facilitates then asks group's speaker to share

discrimination (operant conditioning)

the ability to tell different stimuli apart and react only to certain ones.

self efficacy and its 4 sources

the belief that you are capable of carrying out a specific task or of reaching a specific goal. Is your personal belief and may not match your actual ability level. 4 sources of self-efficacy are: (1) prior experiences of mastering tasks (past successes increase belief that will succeed again in the future) (2) vicarious experience. watching others' mastering tasks (effect is stronger when the observer lacks experience with the task and therefore may be unsure of his or her own ability.) (3) messages or "persuasion" from others (4) emotions related to stress and discomfort.

extinction (operant conditioning)

the gradual decrease in the response rate of a behavior learned via reinforcement. your conditioned response disappeared. refusing to reward unwanted behavior until the behavior stops. Ignore.

long-term memory

the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences. Ways to get info into long term memory: • Mnemonics • Making things meaningful by relating info to things we already know • Repetition • Attention getting devices (underline, highlight, color code, picture)

shaping (operant conditioning)

to train a subject to learn a behavior by reinforcing proper behaviors and discouraging unwanted behaviors. This process of shaping involves intermediate behaviors that start moving you towards the goal behavior.

generalization (operant conditioning)

when a previously unassociated or new stimulus that has similar characteristics to the previously associated stimulus elicits a conditioned response.

Humanist Learning Theory

• Consider the whole child when it comes to learning • Give clear objectives and let the students know how lessons relate to them • Clear expectations • Respectful and courteous with students. Never embarrass. • Give students choices in the classroom • Care that physiological and safety needs of students are me so they they can learn

Behavioral Learning Theory

• Positive reinforcement - praise & rewards • Token economy - class coins for good behavior that students can use on Friday to buy treats out of class treasure box • Contingency contracting - strike a deal with students. if you ____, then you'll _____. • Direct Teaching - stand up and lecture ○ presentation- explain or demo ○ practice --structured: on board in front of whole class with whole class participating --guided: few problems & walk around helping as needed --independent: worksheets with lots of problems for students to do and turn in ○ check for understanding and reteach if needed • Drill and practice - question and answer with immediate feedback. like flashcards. ♥ Theorist - B F Skinner/ Operant conditioning

ways to improve self-efficacy in students

• Set goals with students, and get a commitment from them to reach the goals. • Encourage students to compare their performance with their own previous performance, not with other students. • Point out links between effort and improvement. • In giving feedback about performance, focus on information, not evaluative judgments • Point out that increases in knowledge or skill happen gradually by sustained effort, not because of inborn ability.

inquiry-based learning in the classroom

• Students view themselves as learners in the process of learning. • Students accept an "invitation to learn" and willingly engage in an exploration process. • Students raise questions, propose explanations, and use observations. • Students plan and carry out learning activities. • Students communicate using a variety of methods. • Students critique their learning practices. The teacher reflects on the purpose and makes plans for inquiry learning. The teacher facilitates classroom learning.

Information Processing Learning Theory

• You pay attention to stimuli • The stimuli is moved into Short Term Memory (STM) and then into Long Term Memory (LTM) • If don't pay attention, information is "trashed", not remembered • Maintenance Rehearsal - repeating things until memorized • Elaborate Rehearsal - relating info to other things already known • Attention Getting Devices - costumes, props, highlight, emphasize keywords with tone of voice, mnemonic devices • Explain in small chunks - learnable amounts of information over a realistic time period • Concept mapping - bubble maps ♥ Goal is getting information into long-term memory so it can be retrieved for an exam

characteristics of direct teaching program

• an academic focus • a teacher-directed curriculum • clarity to goals • review of past learning • presentation of new material in small steps • the monitoring of student progress through questioning • provision for feedback with corrections • provision for independent exercise • the revision of the lesson's goals based on review

what are some instructional strategies used by humanistic educators?

• breaks- snack break, water break, brain break • choices- pick book to read or center to go to • explaining the "why"- explain real word application of the learning • checking in with students- how are they doing? • clear expectations • safe, welcoming environment

what are some instructional strategies social cognitive learning theory

• modeling/ emulation • reciprocal teaching- the teacher teaches the student and then the student teaches a buddy • reciprocal questioning - the student asks the teachers questions and then the teacher asks the student questions

what are some instructional strategies used by constructivists?

• multiple viewpoints (group discussion or taking multi pov into consideration) • zone of proximal development (not to hard and not too easy) • scaffolding (teacher asks leading questions) • real world/authentic/interactive learning • project-based learning (several subjects involved to work on a real world project. example: build a vacation plan and present) • inquiry-based learning (give a question to solve) • spiral curriculum (touch on topic, go to something else, touch on topic again.) • cooperative/collaborative learning

Constructivism

• people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. • encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. • teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.

what are some instructional strategies used by information processing learning theory

• trivia/ jeopardy style games • attention getting devices (dressing up, telling a funny story, suing a visual/picture, underlining, color coding, highlighting) • mnemonic devices • concept maps