Summing up the learning theories

Now that we have covered the 4 learning theories in class, here is a great image to sum them all up. It takes each theory and compares the same beliefs across all 4 theories.

http://suifaijohnmak.files.wordpress.com/2011/11/1st-facilitators-session-learning-theories.jpg

Chapter 10

Chapter 10

Which of the learning activities/skills can you think of that lend themselves to learning through modeling?

For modeling to be effective there are specific conditions. Attention, retention, motor reproductive, and motivation must be present. 

How might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?
 In my case study, Lisa was disruptive and became angry when she didn't get her way. To understand the problem further we would need to know what the reason for the behavior is. If it is because Lisa wants to avoid something, it may be because she feels like she is unable to do the task. Self- efficacy for Lisa would help her feel like she was able to work cooperatively with her peers. Self- regulation wold help Lisa reach her behavior goals that she can set with the teacher and her parents.

Behaviorism

Chapter 9

How would you define successful mastery of your lesson objectives from a behavioral view of learning?

When I think of behaviorism I immediately think of Pavolov's dog experiment. So if we use this case as an example, a successful mastery would be that the dog demonstrated the desired response. To define successful mastery in regards to behaviorism I would say that the subject has done what you intended the outcome to be. It is very observable behavior so it is easier to measure.

Consider your CSEL intervention case study.  Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case?  What are they?

This is the case I have choosen to focus on:

Elementary Education Case Study

You engage your third grade students in cooperative learning activities at least twice a day, changing heterogeneous group members once every four weeks. You have agreed upon routine procedures that your classroom community uses within their small groups, including the roles and responsibilities of group members. Lately you have noticed that one small group always seems to have difficulty grasping material and completing their project in an acceptable manner.  You observe this group carefully and find that Lisa seems to be the catalyst for their problems.  She gets angry with others if she does not get the job she wants and refuses to do her part in contributing to the group’s learning.  She constantly interrupts others in her group.  She does not pay attention when her group prepares for class presentations.

Behaviorism is a learning theory that explains learning in terms of observable behaviors and how they're influenced by stimulus from the environment. The undesired behavior is that Lisa is causing problems. As the teacher you have already observed that Lisa gets angry when she doesn't get what she wants. The behaviorist teacher would then condition Lisa's responses. The teacher could then explain the rewards of behaving correctly or the consequences for bad behavior. Once those consequences were given, Lisa would be conditioned to act correctly.

Metacognitive skills

Chapter 8

Consider a lesson plan you might use.  Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?

Think of an activity or lesson component that explicitly teaches one or more metacognitive and one or more problem solving skills.

I am going to consider a lesson that is one of my favorites. In this lesson we would be learning how to tell time. To make the students aware and familiar with clocks I would refer to the clocks in the classroom often. I would say things like " San, please let me know when it is 10:35 and time to line up at the door." This would clue the students into identifying that reading a clock is important information to learn. After teaching the lesson I would then make each student a paper watch to wear. We would walk around the classroom and practice telling time by reading each others watches. This is a type of learning strategy. My approach to using metacognition skill is to use a variety or learning strategies and help to students to recognize how important telling time is so that they will be motivated to further their understanding.