social or observational learning theory - dr. lepley's … theorist.pdf · young adulthood –...
TRANSCRIPT
Social or Observational learning theory
He found that children learn by observing
others.
In a classroom setting, this may occur through
modeling or learning vicariously through
others’ experiences.
Discovery learning theory
He suggests that learning is an active process
in which learners construct new ideas or
concepts based upon knowledge or past
experience.
His constructivist theory emphasizes a students
ability to solve real-life problems and make
new meaning through reflection.
Discovery learning enables students to
discover information for themselves.
Learning through experience-theory
He is considered the father of progressive education practice that promotes individuality.
free activity
learning through experience
such as project –-based learning,
cooperative learning,
and arts integration activities.
He believed that schools should teach children to be problem solvers by helping them learn to think as opposed to helping them learn only the content of a lesson.
Eight stages of human development
1. Infancy – trust versus mistrust
2. Toddler- autonomy versus doubt
3. Early childhood- initiative versus guilt
4. Elementary and middle school- competence versus inferiority.
5. Adolescents – identity versus role confusion
6. Young adulthood – intimacy versus isolation
7. Middle adulthood- generatively versus stagnation.
8. Late adulthood- integrity versus despair
Stages of the ethic of care
Pre-conventional – individual survivor
Conventional – self-sacrifice is goodness
Post-conventional – principle of nonviolence
Gilligan’s work question the male centered
personality psychology of Freud and Erickson,
male centered stages of moral development.
She proposed the above stage theories of the
moral development of women
Theory of moral development Elementary school – age children are generally
at the First level of moral development known as pre-conventional. At this level some authority figures threaten or application of permission inspires obedience.
The second level conventional is found in society.
Stage 3 is characterized by seeking to do what will gain the approval of peers or others.
Stage 4 is characterized by abiding the law and responding to obligations
The third level of moral development, post-conventional, is rarely achieved by the majority of adults, according to Kohlberg.
Stage 5 shows an understanding of social mutuality and genuine interest in the welfare of others.
Stage 6 is based upon respect for the universal principles and requirements of individual consequences.
Preconventional Stage 1-obedience and punishment
Stage 2 – individualism,instrumentalism and exchange
Conventional Stage 3-good boy/good girl
Stage 4 – law and order
Postconventional Stage 5 – social contract
Stage 6 – principled conscience
Hierarchy of needs 1. Philological needs: basic needs; air, water,
food….
2. Safety needs: helps us establish stability and consistency; home and family
3. Love and belonging needs: the need to belong to groups; churches, schools, clubs, families…
4. Esteem needs: self esteem results from competence or the mastery of the task.
5. Self actualization: people who have achieved the first four levels to maximize their potential. They seek knowledge, peace, oneness with a higher power, self-fulfillment…
Theory: Follow the child
Stage I – introduce a concept by lecture, lesson, experience, book read aloud etc.
Stage II – process the information and develop an understanding of the concept three work, experimentation, and creativity.
Stage III – knowing which Montessori describes as a process of understanding something that is demonstrated by the ability to pass test with confidence comment teaching the concept to another, or express understanding with ease
Funds of knowledge
Most research into the lives of the working class Mexican American students and their families revealed that many families had abandoned knowledge that the school did not know about. His views about multicultural families have funds of knowledge contends that these families can be social and intellectual resources for a school. He urges teachers to seek out these funds of knowledge and gain more positive view of these capable that Ms. Judge students and families.
8 Multiple Intelligences
1. verbal intelligence
2. logical/math intelligence
3. visual intelligence
4. bodily/kinesthetic intelligence
5. musical intelligence
6. Interpersonal intelligence-ability to interact socially with people to make sense of their world through relationships
7. Intrapersonal intelligence-ability to make sense of their own emotional life as a way to interact with others.
8. Naturalist intelligence
3 levels of Culture
Concrete: this is the most visible and tangible level of culture. Example; clothes, music, games and food.
Behavioral: This level of culture roles, language and approaches to nonverbal communication that help us situate ourselves organizationally in society. Examples; gender roles, family structure and political affiliation.
Symbolic: involves our values and beliefs is often abstract. An example customs and religion.
Stages of cognitive development Piaget, a cognitivists theorists, suggest four
stages of cognitive development.
Sensorimotor : explore the world through senses and motor skills. (birth to two)
Pre-operational: believe that others view the world as they do. Can use symbols to represent objects. (2-7)
Concrete operational: reason logically in familiar situations. Can conserve and reverse operations. (7-11)
Formal operational : can reason and hypothetical situations and use abstract thought. (11 and up)
Operant conditioning
Skinner is thought of as the “grandfather” of behaviorism as he conducted much of his experimental research that is the basis of behavioral learning theory.
His theory of operant conditioning is based on the idea that learning is a function of change and observable behavior.
Changes in behavior or the result of the person’s response to event ( stimuli).
When a stimulus – response is reinforced (rewarded),the individual becomes conditioned to respond. This is known as operant conditioning.
Zone of Proximal Development
He is credited as a social developmental theory of learning.
He suggests that social interaction influences cognitive development.
He suggests that students learn best in a social context in which a more able adult or peer teaches the students something he or she could not learn on his or her own.
A philosophy of learning basic one the
premise that people construct their own
understanding of the world they live in
through reflection one experiences.
Motivation that comes from “within” or
from inside a person.
Providing students time to reflect on
goals and achievements or helping
students see what they have learned.
Or how it is important of what they are
learning.
A tendency for a person to be a passive
learner who is dependent on others for
guidance in decision-making.
A person’s ability to think about his or her
own thinking.
Metacognition-requires self-awareness
and self regulation of thinking.
A student who demonstrates a high level
of metacognition is able to explain his or
her own thinking and describe which
strategies he or she uses to read or to
solve a problem.
a context within which a students more
basic needs( such as sleep, safety, and
love) are met and the student is
cognitively ready for developmentally
appropriate problem solving and
learning.
Instructional supports provided by a student by an adult or more capable peer in a learning situation.
The more capable the student becomes with a certain skill or concept.
The lesson structural scaffolding the adult work here needs to provide.
Example: a teacher reading aloud a portion of the tax and then asking the student to repeat the same sentence.
A concept in the mind about events,
scenarios, action, or objects that have
been acquired from past experience.
The mind loves organization and must
find previous events or experience with
which to associate the information, or
the information may not be learned.
The ability to apply a lesson learned in
one situation to a new situation.
For example student has learned to read
the word the in his book about Cal’s and
then goes home and reads the word the
successfully in a night that a parent draft
on the counter.
Students learn best in a social context in
which a more able adult or peer
teaches the students something he or
she could not learn on his or her own.
Motivations that come from “without” or
from outside a person. Stickers, behavior
charts, and incentives for learning are
examples to motivate students.
Attention deficit disorder may be found
to impact student learning. Students with
ADD may have difficulty focusing,
following directions, organizing, making
transitions completing task and so one.
It is a set of procedures or safeguards
they give students with disabilities and
their parents extensive rights. These rights
include notice of meetings, opportunities
to examine relevant records, impartial
hearings and review procedures
The individual with disabilities act is a
federal statue made up of several grant
programs to states in educating students
with disabilities. This act specifically this
types of disabilities and conditions that
renders a child entitled to special
education.
An individual educational plan is a written plan for students with disabilities develop by team of professionals.
An IEP is based upon multidisciplinary teams evaluation of the child and describes how the child is doing presently, what the child’s learning needs are, and what services the child will need.
IEP’s are reviewed and updated yearly
Is a civil rights law prohibiting
discrimination against individuals with
disabilities by federal assessed programs
or activities.
Eligibility for protection under section 504
is not restricted to school-age children; it
covers individuals from birth to death.
the least restrictive environment is the
educational setting that, to the
maximum extent appropriate, students
with disabilities are educated with non-
disabled peers.
Alternative or authentic assessment
includes anecdotal notes and of
students behaviors, portfolios, checklist of
students progress, and student/teacher
conferences.
It involves a flexible approach to
teaching. A teacher plans and
implements variety approaches to
teaching content, process and product
in an effort to respond to student
differences and readiness, interests, and
learning needs.
Common testing accommodations
provided two students include, but are
not limited to, longer testing times, and
untimed tests, having someone write or
type for the student, braille or large print
font, short breaks during testing, and sign
language interpretation for directions.
Teachers must understand their students
physical, social, emotional and cognitive
development.
Student Process is seen as a
developmental continuum, and gross, or
lack of progress toward age-appropriate
grades, must be recorded and reported
to the parents.
Students make meaning in a variety of
ways. According to Piaget’s theory,
children move from the pre- operational
to the concrete operational and
into the formal operational stage during
their school years.
When student may make sense more
easily through listening, while another
prefers visual information.
Families can provide valuable funds of
knowledge for teachers to tap into and
utilize for successful lessons.
Communications with family, knowing
the school community, and appreciating
the differences and similarities of family
cultures will help teachers offer
instruction that meets the needs of all
children.
Many students first language is not
English; furthermore, students with in the
same school district may speak in various
dialects.
Students whose first language is not
English or to use a dialect that is not
standard American English benefit when
a teacher views these differences as
sources of in Richmond in the classroom.
Students come from a wide variety of
cultures, and successful teachers help
students define and understand their
and cultures to deal with mutual
misconceptions and to inform future
lesson plans.
Refer back to Hidalgo’s the three levels
of cultures
Successful teachers communicate with the school nurse, families, school mental health professionals, teacher assistance and the students to understand how the students physical issues can be supported so that the child can learn at an optimal level.
Examples can include visual, hearing, and mobility problems, asthma, seizures and allergies.
Students who most fundamental needs
are not met may experience social or
emotional issues in school until those
needs are met.
Students are affected by the schools
student culture.
Issues that impact student culture
includes bowling, teasing, clicks, threats
to personal safety, freedom to take risk
or make mistakes, collaborative groups,
gender relationships and the structure of
the classroom environment
Advanced organizers
Advanced organizers is introduced
before learning pecans and is designed
to help students link their prior
knowledge to the current mess in
content.
Example; systematic webs, KWL charts
and concept maps
Modeling
Observational learning or modeling requires
several steps:
1. Attention to the lesson
2.retention: remembering what was learned
3. reproduction: try out this skill or concept
4. motivation: willingness to learn and ability
to self regulate behavior.
Choice theory
Teachers focus on students behavior, not student, when resolving classroom conflicts.
Teachers who subscribe to control theory uses class meetings to change behaviors in the classroom.
This approach emphasizes creating a safe space to learn and is designed to promotes intrinsic motivation to learn and to behave in the classroom.
With- it-ness
Teachers must have an awareness of
what is happening in their classrooms, in
order to manage their classrooms well.
In addition, teachers must pace there
lessons appropriately and create smooth
transitions between activities.
Direct instruction
Hunter’s method of direct instruction into
sizes the following part of an effective
lesson; objectives, standards of
performance, anticipatory set, and
teaching, guided practice, lesson
closure, extended practice
Classical conditioning
Tablet conducted classical conditioning experiments with dogs in the 1920s.
He found the dogs naturally salivates in an and conditions response to the unconditional stimulus of food.
Many people credit have low for the experimental basis of behaviors learning theory.
Know your students; age, strengths,
areas to support
Know your role as a teacher
Set up the classroom for learning
Assertive Discipline
The approach includes teacher setting
clear expectations for behavior.
Following through consistently and fairly
with consequences.
Student have a choice to follow the rules
or face the natural consequences.
With-it-ness
Constant monitoring and awareness of
students behavior, grouping decisions,
and lesson planning are hallmarks of
effective classroom management.
Smooth transitions between lessons and
lessons that maximize learning time are
more effective.
Promoted supportive and preventive
discipline by recognizing the importance
of the classroom atmosphere – socially
and emotionally.
He suggested teachers use “sane
messages” in which they simply describe
the issue or event of concern.
He studied time on task and found that 50% of instructional time is lost because students are off task.
He found to common types of Ms. Behavior: talking 80% and goofing off 20%.
Three strategies to improve students time on task.
1. Teacher body language – the look
2. Incentive systems
3. Efficient individual help for students