SPE 509 Week 2: T-L process & theories of learning

The questions that p___________ face as they raise ch__________ from in________ to adult life are not easy to an__________. Both fa________ and m________ can become concerned when health problems such as co________ arise any time after the e________ stage to later in life. Experts recommend that young ch________ should have plenty of s________ and nutritious food for healthy growth. B________ and g________ should not share the same b________ or even sleep in the same r________. They may be afraid of the d________.

Poultrymen chickens incubation answer

The questions that p___________ face as they raise ch__________ from in________ to adult life are not easy to an__________. Both fa________ and m________ can become concerned when health problems such as co________ arise any time after the e________ stage to later in life. Experts recommend that young ch________ should have plenty of s________ and nutritious food for healthy growth. B________ and g________ should not share the same b________ or even sleep in the same r________. They may be afraid of the d________.

farmers merchants coccidiosis egg chicks sunshine banties geese barnyard roost dark

Approaches to Learning and Teaching Operant Learning Theory (Behavioral Theory) Cognitive Strategy Instruction Information Processing and Schema Theories Sociocultural Theory of Cognitive Development

Behavioral Theory of Learning Behavior can be learned and unlearned. Teachers use reinforcement to increase desirable behavior. Learners go through stages of learning from the simple to the more difficult. Learning has occurred when the learner evidences the appropriate response to the particular stimulus. Student correctly reads a list of words.

Cognitive Learning Theory & Cognitive Strategy Instruction Cognitive learning theories attempt to explain learning in terms of cognitive processes and structures that are hypothesized to operate within the learner The goal of instruction is to change the cognitive process in an individual’s mind Making the cognitive ‘steps’ explicit Systematic teaching of strategies for thinking Learning is evidenced by a change in knowledge which makes a change in behavior possible. Learning itself is not directly observable. “Memory”, “perception”, “metacognition”

Cognitive Strategy Instruction Strategy Steps Modeling Self-Regulation Verbalization Reflective Thinking

Teaching Implications of Cognitive Strategy Instruction Analyze the target behavior Determine the strategies Select strategy steps Teach prerequisite skills Teach strategy steps using modeling, self-instruction and self- regulation Give explicit feedback Teach strategy generalization

Information Processing and Schema Theories Learning means changes in the learner’s cognitive structure. Instruction should support the various internal processes by activating mental sets Affect attention and selective perception Provide an organization of the new data Properly sequence instructional materials/lessons

Information-Processing and Schema Theories Sensing Attention Perception Short-Term or Working Memory Long-Term Memory and Schemas Executive Functioning or Metacognition Background knowledge

Sage, N. A. (2000)

Teaching Implications of Information- Processing and Schema Theories Provide cues Have students study the critical feature differences between stimuli Have the students use the context to aid in perception Facilitate the activation of schemas, and provide labeled experiences Teach students to use specific memory strategies Use organization techniques to assist students in organizing their long-term memories Teach students how to be flexible thinkers

Cognitive Processes Required For Reading Perception Auditory Visual Tactile-Kinesthetic Visual motor integration Memory Immediate Long term Retrieval Attention Executive Function

Sociocultural Theory of Cognitive Development Learning occurs in social interaction Students’ previous social and cultural experiences count Interdependence of personal, interpersonal, and community planes Use interactive dialogues or instructional conversations to provide language models Foster cooperative knowledge sharing Create meaningful and socially embedded activities. Thematic unit, literature response, sharing chair, author’s center, partner reading and writing, etc.

Scaffolded instruction Use of scaffolds Systematic sequencing of prompts Contents Materials Tasks Teacher support Peer support until… Gradual removal of support

Examples of scaffolding Help students to sound out Provision of graphic organizer Engage students in a discussion about text Provide starters for writing Provide word choices Read aloud with students as they are reading Word walls …

Provision of scaffolding Text: “Zoom” Author: Istvan Banyai Task: How do you apply knowledge about teaching and learning process and learning theories in chapter 1 and 2 to plan and implement a reading lesson? What would be the goals of instruction and learning? How do you plan for instruction? Steps? How do you provide instruction, evaluate, and modify instruction? What are teacher and learner roles in the lesson?

Systematic instruction Carefully planned sequence for instruction, similar to a builder’s blueprint for a house. Clearly linked within, as well as across the five major areas of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Lessons build on previously taught information, from simple to complex, with clear, concise student objectives that are driven by ongoing assessment.

Direct instruction Direct instruction utilizes explicit and structured teaching routines. Teacher models, explains, and guides the students through extended practice of a skill or concept until mastery is achieved. The lessons are fast paced. Direct instruction is appropriate instruction for all learners, all five components of reading, and in all settings (whole group, small group, and one-on-one).

Children who are motivated to read spend more time reading (Guthrie et al., 1999; Morrow, 1992; Wigfield & Guthrie, 1997). There are consistent associations between reading achievement and the availability of books in the child’s environment (Chambliss & McKillop, 2000). Reading motivation has also been linked to the development of lifelong readers (Morrow,1992; Wang & Guthrie, 2004).

A teacher’s account of learning theories What primary learning theory does each example remind you of? Why? Are there any key words in the descriptions that remind you of any particular learning theory? Do you like this teacher’s ideas? Why or why not? What other ideas do you have for each of the scenarios? In general, how did the teacher’s knowledge of learning theories influence the way she planned for her lessons?

Picture –Question-Answer Relationship (P-QAR) Types Right there Artist and you Students make inferences about what they think is happening Use both picture and background knowledge On my own Make inferences based solely on their own knowledge Putting it together Make connections Draw conclusions

Lesson objectives Categorize questions according to the four P-QAR relationships. Answer basic and inferential questions using the pictures in a text Explain reasoning when answering comprehension questions CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text. CCSS.ELA-Literacy.RI.1.1 CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas. CCSS.ELA-Literacy.RI.1.7 CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCSS.ELA-Literacy.RL.2.1 CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. CCSS.ELA-Literacy.RL.2.7

Video questions What learning theories guide the planning of the lesson? What components of literacy instruction are observed? What are strengths and weaknesses of the lesson? How would you have done it differently? How is instruction provided, evaluated, and modified?

Balanced Reading Instruction Reading Fluency “feeling” fluent choral reading partner reading big books book-in-a-bag repeated reading Vocabulary Development sight word vocabulary -patterned words -most used words (Dolch) receptive vocabulary -wide reading -theme/unit words Increasing Opportunities to Read reading lists (brainstormed) home/school literacy accelerated reader sponge reading Hearing Good Readers Read teacher read aloud partner reading books on tape Reading Comprehension and Cognitive Strategy Instruction predicting, questioning, searching, summarizing, clarifying, main idea, details Responding to Literature personal response literary elements: sequencing story character mapping description theme Alphabetic Principle letters represent sounds upper and lower case putting letters together makes words Concepts About Print how books work parts of a book concept of word left-to-right written words are spoken words written down Word Identification Strategies (Word Attack) “sounding out” is critical picture cues skip and read on what makes sense are there any chunks? Phonological Awareness and Phonemic Awareness ability to hear sounds in words knowledge of phonemes segmentation and blending