1. week 13, april 15, thursday  Inquiry 2 videos  Behaviorism & Cognitivism, continued the one five o

2. assignments Reading: Gardner, H. Multiple Intelligences  Gardner, H. (1993). Frames of Mind. Tenth anniversary edition. Introduction, pp ix-xxv. Other pages are optional.  Theory of multiple intelligences. Wikipedia entry  Blog post: Some educators think of intelligence as one "thing" that students have to a varying degree. Other educators agree with Gardner's notion that there are multiple kinds of intelligence. And, still other educators think that the whole idea of intelligence has little practical value. What are your thoughts on this? Give examples to illustrate the points you're making. the one five o

3. assignments Inquiry 3: Video and sound check  Upload a 30 second video that has indoor and outdoor scenes with speaking. Check for video and sound quality. the one five o

4. inquiry 2 videos  One more…Drexton, Mykeia, Lesley the one five o

5. behaviorists & cognitivists Behaviorists  Behavior  Environment Cognitivists  Behavior  MIND  Environment the one five o

6. seeing from each perspective The psychological perspective relates to…  the kinds of questions asked  where to look for evidence, and what counts as evidence  how evidence is interpreted  the implications for teaching based on the findings  the terminology used the one five o

7. ideas and terminology - behaviorism  To learn subject matter learning is to acquire new responses to subject-matter related cues in the environment  Learning is the process of trial and error, or imitation. Rewarded behaviors tend to continue.  Learning is motivated by seeking reward, avoiding punishment. the one five o

8. ideas and terminology - behaviorism  The schedule of reinforcement affects the behavior  Complex tasks can be analyzed into simpler parts  Reinforcement can take many forms  Laws of effect and exercise  To teach is to shape the students’ environment the one five o

9. ideas and terminology - cognitivism  To learn subject-matter is to make sense of the relationship between pieces of information.  Learning is the process of making sense. New understanding is constructed from prior knowledge and new information.  Learning is motivated by curiosity, the need to make sense of something, or to reduce confusion or cognitive dissonance. the one five o

10. ideas and terminology - cognitivism  Knowledge is constructed  Conceptual (that), procedural (how), & strategic (when) knowledge  Mental representations, maps, structures, & models  One’s learning process can be controlled through strategies, metacognition, executive functioning the one five o

11. seeing subject-matter learning Begin with any example related to learning subject matter  What questions arise from a behaviorist perspective? (focus on behavior and environment)  What questions arise from a cognitivist perspective? (focus on behavior, what goes on in the mind, and behavior) the one five o

12. time permitting…  Continue lecture from last Tue on Watson, social learning, etc. the one five o

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