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______________________________________________________________________ Unit 4 – Theory-based Instructional Strategies ______________________________________________________________________ Module 7: Introduction to Learning Theory After engaging with this module, you should be able to do the following:      

Explain intelligence theories, concepts, and strategies. Explain behaviorist theories, concepts, and strategies. Explain cognitivist theories (e.g., information processing and social cognitive), concepts, and strategies. Explain humanistic and motivation theories, concepts, and strategies. Explain cooperative and collaborative learning, concepts, and strategies. Explain constructivist theories, concepts, and strategies.

Use the chart below to take notes on the indicated Essential Readings and Videos: Video: Intelligence

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Video: Theories of Intelligence Multiple Intelligences: What Does the Research Say?

Pg. 47 A one size fits all approach to education will invariably leave some students behind. There are multiple types of human intelligence, each representing different ways of processing info: Verbal-linguistic intelligence refers to an individual's ability to analyze information and produce work that involves oral and written language, such as speeches, books, and emails. Logical-mathematical intelligence describes the ability to develop equations and proofs, make calculations, and solve abstract problems. Visual-spatial intelligence allows people to comprehend maps and other types of graphical information. Musical intelligence enables individuals to produce and make meaning of different types of sound. Naturalistic intelligence refers to the ability to identify and distinguish among different types of plants, animals, and weather formations found in the natural world. Bodily-kinesthetic intelligence entails using one's own body to create products or solve problems. Interpersonal intelligence reflects an ability to recognize and understand other people's moods, desires, motivations, and intentions. Intrapersonal intelligence refers to people's ability to recognize and assess those same characteristics within themselves.

Multiple intelligences represents different intellectual abilities, not learning styles. Use the chart below to take notes on the indicated Essential Readings and Videos: Classical and Operant Conditioning Article Video: Classical Conditioning: Neutral, Conditioned and Unconditioned Stimuli and Responses Video: Operant Conditioning: Positive-andNegative Reinforcement and Punishment Direct Instruction

Conditioning is a type of learning that links some sort of trigger or stimulus to a human behavior or response.

Pg. 48

Pg. 48

Idk bro

Use the chart below to take notes on the indicated Essential Readings and Videos: Video: Information Processing Model: Sensory, Working and Long-Term Memory

Pg. 49

Motivation as SelfEfficacy

Self-efficacy is the belief that you are capable of carrying out a specific task or of reaching a specific goal. The action or goal is specific. They are personally developed perceptions which means they may not actually work out because someone can believe they can do something well without actually being able to do it and vice versa. It is possible to have too much or too little. It has 3 main effects: Choice of tasks, Persistence of tasks, and Response to failure. Learned helplessness is a perception of complete lack of control in mastering a task. There are 4 main sources of self-efficacy: Prior experiences of mastery, watching others’ experiences of mastery, social messages and persuasion, and emotions related to success stress or discomfort. Pg. 49

Video: What’s Metacognition—and

Why Does It Matter? How Metacognition Boosts Learning

Metacognition is the ability to think about thinking. The key to metacognition is to encourage students to manage their own learning in stead of passively absorbing material.

Use the chart below to take notes on the indicated Essential Readings and Videos: Humanism

Maslow’s Hierarchy of Needs Motivation Article

Humanism is a term related to an approach which studies the whole person, and the uniqueness of each individual. It offers; a new set of values for approaching an understanding of human nature and the human condition, an expanded horizon of methods of inquiry in the study of human behavior, and a broader range of more effective methods in the professional practice of psychotherapy. Humans have free will; not all behavior is determined. All individuals are unique and are motivated to achieve their potential. A proper understanding of human behavior can only be achieved by studying humans. Psychology should study the individual case rather than the average performance of groups. Strengths: shifted the focus of behavior to the individual/whole person rather than the unconscious mind genes observable behavior, real life applications like therapy, humanistic psychology satisfies most people’s idea of what being human means because it values personal ideals and self-fulfillment, qualitative data gives genuine insight and more holistic info into behavior, and highlights the value of more individualistic and idiographic methods of study. Limitations: ignores biology, unscientific, behaviorism, ethnocentric, humanism, and their belief in free will is in opposition to the deterministic laws of science. Issues and debates: free will vs determinism, nature vs nurture, holism vs reductionism, idiographic vs nomothetic, and are the research methods used scientific? X Motivation is what makes us do things that can sometimes be challenges or boring. Your motivation to act comes from your needs. Needs come in many different forms and can change throughout a lifespan. If your needs are not me, 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. There are physiological, psychological, and learned needs. Intrinsic motivation is motivation that is based on internal factors like what you like to do and things that make you happy. Extrinsic motivation is motivation that is based on external factors like money, rewards, obligations, or approval.

Video: Learn Storm Pg. 50 Growth Mindset Explain Cooperative collaborative concepts and strategies in the chart below: Cooperative concepts and strategies

Collaborative concepts and strategies

The focus is on the product more than the The focus is on the process more than process. the product. Students of mixes abilities are grouped together. Students work in groups on a structured activity.

Students of similar abilities are grouped together. Students work in groups to explore a significant question.

Instruction in teacher-led. Instruction is student-led. Use the chart below to take notes on Essential Reading “Powerful Learning: Studies Show Deep Understanding Derives from Collaborative Methods”: Collaborative learning concepts and strategies Project based pathways Project learning

Students as problem solvers Problem based learning

Learning through design Design based instruction Talented teams Inquiry based learning

Description

Involves completing complex tasks that result in a realistic product or presentation to an audience. 5 key components: 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, authentic problems that people care about in the real world. Students use complex problems and cases to actively build their knowledge. Has been found to be better in supporting flexible problem solving, reasoning skills, and generating accurate hypotheses and coherent explanations.

Based on the premise that kids learn deeply when they create products that require understanding and application of knowledge. Involves stages of revision as students create, assess, and redesign their products. The work often requires collaboration and specific roles for individual students. Involves students working in pairs or groups. Cooperative small group learning: students working together in a group small enough that everyone can participate on a collective task. Benefits students in social and behavioral areas as well as improvement in student selfconcept, social interaction, time on task, and positive feelings towards peers. Can be difficult to implement. 3 major challenges:

developing group structures to help individuals work together, creating tasks that support useful cooperative work, and introducing discussion strategies that support rich learning. Shifting ideas, shifting roles Problem based learning

Teachers struggle with this one because they may view it as unstructured and may fail to provide students with proper support and assessment as projects unfold. Teachers have to learn how to juggle a host of new responsibilities; from carving out the time needed for extended inquiry to developing new classroom-management techniques. They must also be able to illuminate key concepts, balance direct instruction with inquiry teaching, facilitate learning among groups, and develop assessments to guide the learning process.

Productive collaboration

5 important elements of cooperation across multiple classroom models: positive interdependence, individual accountability, structures that promote face-to-face interaction, social skills, and Cooperative learning group processing. Cooperative-learning approaches range from simply asking students to help one another complete individually assigned problem sets to having students collectively define projects and generate a product that reflects the work of the entire group. Use the chart below to take notes on the indicated Essential Videos: Video: 60 Second Pg. 51 Strategy Video: The Station Pg. 51 Rotation Model Video: The Lab Pg. 51 Rotation Model Video: The Flex Pg. 51 Model Use the chart below to make notes on the indicated Essential Readings and Videos: What is a Constructivist Approach to Teaching?

Constructivist theory approaches to learning assert children have their own way of thinking, should be treated as individuals, and have the opportunity to work with others and learn through observation, talking, and group work. Social and cultural influences on intellectual development is very important. Each student brings different knowledge, opinions, and experiences from their backgrounds. Students should be engaged in active learning and the teacher’s job is to assist them with what they are doing. Students 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 should be given support such as word banks, writing frames, concrete materials, and questioning techniques but as their learning develops the support should be

What is Constructivism? What Does Constructivism Have to Do with My Classroom?

gradually removed. Students’ prior knowledge needs to be developed and built on by repeated being brought back up so they remember and reach a deeper level of understanding. People construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. We are active creators of our own knowledge. Teachers pose questions and problems, then guide students to help them find their own answers. In a constructive classroom learning is constructive, active, reflective, collaborative, inquirybased, and evolving. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions. Pg. 52

Video: Khan Academy’s Discovery Lab— Summer 2019 Use the chart below to make notes on the indicated Essential Readings and Videos: What is InquiryBased Learning?

Involvement leads to understanding. Involvement implies possessing skills and attitudes that permit you to seek resolutions to questions and issues while you construct new knowledge. What does it Have Our modern society is faster paced, globally networked, to Do with My technologically oriented, and requires workers who can Classroom? problem solve and think critically. Today, much learning, if not most, occurs after formal schooling. Our schools must change their approach to education to produce students who can thrive in the modern world. 4 major types of questions: Inference (ask students to go beyond immediately available info), Interpretation (understand the consequences of info or ideas), Transfer (provoke a kind of breadth of thinking, asking students to take their knowledge to new places), and questions about hypotheses. Student doing inquiry learning view themselves as learners in the process of learning, accept an invitation to learn and willingly engage in an exploration process, raise questions propose explanations and use observations, plan and carry out learning activities, communicate using a variety of methods, and critique their learning practices. Teachers in an inquiry classroom reflect on the purpose and makes plans for inquiry learning and facilitate classroom learning. STUDENTS LEARN HOW TO CONTINUE LEARNING. Module 8: Introduction to the Relationship between Objectives, Taxonomies, and Assessment After engaging with this module, you should be able to do the following:

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Explain the purpose of learning objectives. Differentiate between Bloom's revised taxonomy levels. Differentiate between classroom and standardized assessments. Explain the relationships between behaviorist, cognitive, constructivist, and social approaches to assessment.

Use the chart below to take notes on the indicated Essential Readings and Videos: Video: Goals, Pg. 54 Objectives, and Learning Outcomes Meaningful Use the standards as a foundation for what you teach so that Connections: your students are learning the material they should be learning. Objectives and Take the standards and create objectives for your students. Standards Use the chart below to take notes on the indicated Essential Readings and Video: Bloom’s Revised Taxonom y

A Revision of Bloom’s Taxonom y: An Overview Video: Use Bloom’s to Think Critically

1. 2. 3. 4.

Remember: retrieve, recall, or recognize relevant knowledge from long-term memory Understand: demonstrate comprehension through one or more forms of explanation Apply: use info or a skill in a new situation Analyze: break material into its constituent parts and determine how the parts relate to one another and/or to an overall structure or purpose 5. Evaluate: make judgements based on criteria and standards 6. Create: put elements together to form a new coherent or functional whole; reorganize elements into a new pattern or structure https://eds.b.ebscohost.com/eds/detail/detail?vid=1&sid=3248d4f6-d26c-4083-98f219fc55a4ec42%40pdc-v-sessmgr03&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ %3d%3d#AN=8550701&db=buh

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Use the chart below to take notes on the indicated Essential Readings and Videos: What Are Some Types of Assessments?

Standard: state mandated tests. Every student in a particular grade level takes the same test with the same amount of allotted time during the same time of year. Usually multiple choice or essay. Performance on these tests have become the basis on if the student can move to the next grade or not. Not aligned with state and district content standards so there is a disconnect between what is being taught and tested,

Why Formative Assessments Matters

Video: Competency-Based Learning: Developing Mastery of Skills and Content What is a Diagnostic Assessment Writing Selected Response Assessment Items What’s the Difference? CriterionReferenced Tests vs. NormReferenced Tests

Alternative: also called authentic, comprehensive, or performance. Designed by the teacher. Designed so the content of the assessment matches the content of the instruction. Can be open-ended questions, written compositions, oral presentations, projects, experiments, or portfolios. Helps show where improvement is needed. used during instructions to check for understanding. Helps keep kids engaged because it makes them check their understanding and allowed more time to better understand things they do not get. Use frequently but not as a surprise (pop quiz = no!) what to do instead: Exit slips, student checklist, 3 minute paper, one sentence summary, misconception check. Pg. 56

Pretests. Used to see what students already know about a topic before the teacher starts teaching it. very effective. Can assess and score a great deal of content quickly. Ex: multiple choice, matching, and true false. The difference is not in the test itself but in the scores. Criterion-referenced tests compare a person’s knowledge or skills against a predetermined standard, learning goal, performance level, or other criterion. With criterion-referenced tests, each person’s performance is compared directly to the standard, without considering how other students perform on the test. Normreferenced measures compare a person’s knowledge or skills to the knowledge or skills of the norm group. The composition of the norm group depends on the assessment. For student assessments, the norm group is often a nationally representative sample of several thousand students in the same grade. Pg. 56

Video: Five Keys to Comprehensive Assessment Use the chart below to take notes on the indicated Essential Readings and Videos: Overview of Learning Theories

3 basic types (behaviorism, cognitive constructivism, and social constructivism) and 4 parts (view of knowledge, view of learning, view of motivation, and implications for teaching).

Overview: Implications for Teaching: Behaviorism

Overview: Implications for Teaching: Cognitive Constructivism

Behaviorism: Knowledge is a repertoire of behavioral responses to environmental stimuli. Passive absorption of a predefined body of knowledge by the learner, promoted by repetition and positive reinforcement. Extrinsic, involving positive and negative reinforcement. Correct behavioral responses are transmitted by the teacher and absorbed by the students. Cognitive Constructivism: Knowledge systems of cognitive structures are actively constructed by learners based on preexisting cognitive structures. Active assimilation and accommodation of new info to existing cognitive structures, discovery by learners is emphasized. Intrinsic; learners set their own goals and motivate themselves to learn. The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. Social Constructivism: Knowledge is constructed within social contexts through interactions with a knowledge community. Integration of students into a knowledge community, collaborative assimilation and accommodation of new info. Intrinsic and extrinsic; learning goals and motives are determined both by learners and extrinsic rewards provided by the knowledge community. Collaborative learning is facilitated and guided by the teacher, good work is encouraged. Methods include skill and drill, question and answer, guided practice, and reviews. Rely heavily on the use of positive reinforcements like verbal praise, good grades, and prizes. Assess the degree of learning using methods that measure observable behavior such as exam performance. Proven most successful in areas where there is a correct response or easily memorized material such as facts and formulae, scientific concepts, and languages. Questionable in teaching comprehension, composition, and analytical abilities. assist students in assimilating new information to existing knowledge and enabling them to make the...