WHAT?
The light finally turned on. The last four class periods I didn't understand that we were learning about 4 different concepts and that each week was a different theory. In my mind I was just mixing all the information learned together and not comprehending the differences from each theory from one week to the next. I wish that it were explained at the beginning of these units that each week we would be learning a different concept so that I could CHUNK the information together into the theories that it belonged to and gain a better understanding of each of them as a unit. It wasn't until the test was being explained to us and I was able to view the study guide that I finally grasped this idea and the light turned on.
Social Cognitivism - In Social Cognitivism, the definition of learning is that people learn by observing others and how they eventually assume control over their own behavior. By observing others, we begin to assume control over our own behavior. One of the main concepts is Reciprocal Causation - which is defined as the interdependence of person, environment and behavior in order for learning and behavior. It's a constant interplay between each of these.
It's important for teachers to provide models and outline the expectations for their students so that they can have the self-efficacy to be able to succeed.
SO WHAT?
It's important for teachers to understand that their students learn from each other, their environment, and their own behavior as well as the behavior of others. We need to provide appropriate models for our students so that they can have a better understanding of what is expected of them. Students are watching everything that happens in the classroom. As they see one student get away with things that aren't appropriate, they soon learn that they can behave the same way and that it will be accepted as well. They will also see when we praise other students for satisfactory work and will want to perform the same way so that they can have the same reinforcement (vicarious punishment & vicarious reinforcement).
NOW WHAT?
As a teacher, I need to set the environment of my classroom so that the students will be able to succeed and have the self-efficacy to know that they are capable and have the desire to succeed. I need to model appropriate behavior and reinforce those behaviors that I want to continue in my class. As the students learn from each other and we all work together, we will all benefit from the experience.
AS A SIDE NOTE:
I realize that there have been problems with getting the test online for us to complete. However, I've been anxiously looking for this test multiple times each day and have built up anxiety about not being available to find it and receiving no information as to why and when it will be available. I've e-mailed you to find out what the situation is and have visited your office a few different times (none of which are your posted office times, so I didn't expect to find you - but hoped I would). It would have been greatly appreciated to have a group e-mail sent out to all the students so that we could know when and where to find the test and help ease our minds about it. I've had a lot of other students calling and e-mailing me to find out where to find the test. We've all been frustrated about the lack of communication or information we've received about it. If the option of taking the test during class is the solution, a quick e-mail would have eased all of our minds and helped us have a better weekend. Thanks.
Sunday, March 15, 2009
Tuesday, March 3, 2009
Chapter 9 – Behaviorist Views of Learning
WHAT?
This week in class, we learned about behaviorist views of learning. I found this chapter to be very interesting and contained a lot of important, practical, and useful information that every teacher should learn about to be able to meet their students needs. One of the main things that I want to remember from this chapter is Classical Conditioning v.s. Operant Conditioning.
Classical Conditioning is a form of learning in which a new, INVOLUNTARY response is acquired as a result of two stimuli being presented at the same time. One of the main studies of Classical Conditioning is Pavlov's dog. Pavlov discovered that if flashed a light just before he fed his dogs, that the dog would eventually salivate when just the light was flashed (involuntarily) because it would associate the light with food coming.
This week in class, we learned about behaviorist views of learning. I found this chapter to be very interesting and contained a lot of important, practical, and useful information that every teacher should learn about to be able to meet their students needs. One of the main things that I want to remember from this chapter is Classical Conditioning v.s. Operant Conditioning.
Classical Conditioning is a form of learning in which a new, INVOLUNTARY response is acquired as a result of two stimuli being presented at the same time. One of the main studies of Classical Conditioning is Pavlov's dog. Pavlov discovered that if flashed a light just before he fed his dogs, that the dog would eventually salivate when just the light was flashed (involuntarily) because it would associate the light with food coming.
Operant Conditioning is a form of learning in which a response INCREASES in frequency as a result of being followed by reinforcement. Operant Conditioning is a voluntary action by the learner because of the reinforcement. B.F. Skinner stated that "A response is strengthened - and thus is more likely to occur again - when it is followed by a reinforcing stimulus (a reinforcer)". Operant Conditioning can occur only under two conditions. First, the learner must make a response (do something). Second, the reinforcer should be contingent on the learner’s response - should only occur when the desired response has occurred. The different types of reinforcers are discussed with Operant Conditioning.
SO WHAT?
Classical Conditioning and Operant Conditioning are very important for a teacher to understand so that they will be able to help their students learn and conduct their behavior in a manner that will provide the best opportunities for them and the rest of the students in their classroom. It is also very important for a teacher to understand what kinds of reinforcements they can use to be able to help the learners have the best experiences possible and have the desire to achieve all that is asked of them in the classroom.
NOW WHAT?
I find this information very interesting. There was a lot of information to take in with this chapter. I know that as I study and find ways to remember this important information, that I'll be a better teacher as I evaluate my classroom and find methods for my students to gain knowledge and increase their learning. I could relate to each of these methods and times when I've experienced learning in both Classical Conditioning and Operant Conditioning.
Monday, March 2, 2009
Chapter 7 - Knowledge Construction
WHAT?
In class we learned that "Learning is an active process in which learners' construct their own meaning based on prior knowledge and experience." Learners all construct their understanding on their own or through the help of other people and through the experiences that they have. They each have their own unique interpretations and understanding of the events, theories and ideas that they experience both in the class and outside the class. The learners' schema helps them build upon and sometimes correct information they may have about an experience or topic they are learning about. Cultural experiences, family and many other factors help the learner build their schema and increase their knowledge. To help in their understanding, the learners' take the defining and correlating features and form a mental representation of the topic they are learning about by forming a prototype. As teachers, we need to provide opportunities that will help build our students' schema and learning experiences.
SO WHAT?
5 E’s Lesson Plan
Lesson Topics: Magnets
ENGAGE:
Conduct a teacher led experiment with magnets by having the students guess how many paperclips one type of magnets will hold in one continuous chain.
EXPLORE:
Divide the class into groups and give each group one magnet, making sure to give each group a different type of magnet. Have each group predict and then explore how many paperclips their magnet will hold in one continuous chain. After they test their findings with the paperclips, give each group other items to explore with the magnet and make predictions how may of each similar item the magnet will hold (also in one continuous chain).
EXPLAIN:
Each group will present their findings to the class for the paperclips and will demonstrate it for the class. They will then share their findings about the other items that they attracted to the magnet and how many of each item the magnet was able to hold in one continuous chain by the magnet.
ELABORATE:
Discuss as a class all the areas that we use magnets in our lives and their usefulness.
EVALUATE:
Have the students evaluate which group had the strongest magnet and categorize them according to strength from highest to lowest. Give an opportunity for each group to experience all the different types of magnets that each group used for their experience after the groups have presented their individual findings.
NOW WHAT?
As teachers, we need to help our students learn how to interpret the world and build their schema and understanding of the world around them. We need to provide activities and lessons that are engaging and allow for the students to explore and have the opportunity to explain their findings. We will help our students build their schema as we elaborate and help them understand how to apply their learning to their lives. As we evaluate their learning process, we will be able to understand what they have been able to comprehend and apply into their lives and what information we need to spend more time helping them understand.
In class we learned that "Learning is an active process in which learners' construct their own meaning based on prior knowledge and experience." Learners all construct their understanding on their own or through the help of other people and through the experiences that they have. They each have their own unique interpretations and understanding of the events, theories and ideas that they experience both in the class and outside the class. The learners' schema helps them build upon and sometimes correct information they may have about an experience or topic they are learning about. Cultural experiences, family and many other factors help the learner build their schema and increase their knowledge. To help in their understanding, the learners' take the defining and correlating features and form a mental representation of the topic they are learning about by forming a prototype. As teachers, we need to provide opportunities that will help build our students' schema and learning experiences.
SO WHAT?
5 E’s Lesson Plan
Lesson Topics: Magnets
ENGAGE:
Conduct a teacher led experiment with magnets by having the students guess how many paperclips one type of magnets will hold in one continuous chain.
EXPLORE:
Divide the class into groups and give each group one magnet, making sure to give each group a different type of magnet. Have each group predict and then explore how many paperclips their magnet will hold in one continuous chain. After they test their findings with the paperclips, give each group other items to explore with the magnet and make predictions how may of each similar item the magnet will hold (also in one continuous chain).
EXPLAIN:
Each group will present their findings to the class for the paperclips and will demonstrate it for the class. They will then share their findings about the other items that they attracted to the magnet and how many of each item the magnet was able to hold in one continuous chain by the magnet.
ELABORATE:
Discuss as a class all the areas that we use magnets in our lives and their usefulness.
EVALUATE:
Have the students evaluate which group had the strongest magnet and categorize them according to strength from highest to lowest. Give an opportunity for each group to experience all the different types of magnets that each group used for their experience after the groups have presented their individual findings.
NOW WHAT?
As teachers, we need to help our students learn how to interpret the world and build their schema and understanding of the world around them. We need to provide activities and lessons that are engaging and allow for the students to explore and have the opportunity to explain their findings. We will help our students build their schema as we elaborate and help them understand how to apply their learning to their lives. As we evaluate their learning process, we will be able to understand what they have been able to comprehend and apply into their lives and what information we need to spend more time helping them understand.
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