1. week 15, april 27, tuesday  Inquiry 3  Debate the one five o

2. assignments  Read: Gardner, H. Multiple intelligences assignment again.  No blog  Eric Dickens (section 29) created a “how to” video to show how create a voice-over on a still image.  http://www.viddler.com/explore/ericmdickens/v ideos/21/ http://www.viddler.com/explore/ericmdickens/v ideos/21/ the one five o

3. profound ideas in behaviorism and cognitivism  Bruner’s assertion about structure and learning: "Any subject can be taught effectively in some intellectually honest form to any child at any stage of development"  "Perhaps the most incomprehensible thing about the world is that it is comprehensible" Einstein  Look, listen, experience the world around you. It is not a "blooming, buzzing confusion" (William James). It is not like listening to static on the radio that seems like an undifferentiated stream of sounds. We perceive discrete elements and relations between elements.  Perception is reality. the one five o

4. profound ideas in behaviorism and cognitivism  “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. I am going beyond my facts and I admit it, but so have the advocates of the contrary and they have been doing it for many thousands of years.” (Watson, 1930) the one five o

5. inquiry 3 Labeling vs. Revealing  Your inquiry should use ideas or terminology to reveal new insights  Your inquiry should not just label something with the idea or terminology Small group discussion: Think of an idea or terminology from TE250. See if you can come up with an example of labeling and revealing. the one five o

6. ideas as lens A good way to start revealing, rather than labeling...  Ask “If we look at this situation through this lens, what do we see?”  “this lens” is any of the ideas or terminology associated with a particular perspective on learning. the one five o

7. ideas and terminology - behaviorism  To learn is to acquire new responses to cues in the environment  Learning is the process of trial and error, or imitation. Rewarded behaviors tend to continue. Unrewarded or punished behaviors tend to stop.  Learning is motivated by seeking reward, avoiding punishment.  The schedule of reinforcement affects the behavior  Reinforcement (positive or negative) can take many forms: physical, social, vicarious, immediate, delayed the one five o

8. ideas and terminology - cognitivism  To learn 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 cognitive dissonance.  Knowledge is constructed. It is not simply received.  Reality is perception. Things are always interpreted through our prior knowledge  Knowledge is constructed. It is not simply received the one five o

9. example: revealing Example: I want to better understand why my friend is so stressed out about her biology class, even though she gets good grades.  (behaviorist lens) What can be revealed if I take a closer look at how her present and past environments relate to this behavior? What are the positive and negative consequences?  (cognitive lens) What can be revealed if I take a closer look at how she is interpreting this situation? What does success or failure mean to her in terms of her perceptions of herself or future goals,? the one five o

10. ideas as lens A not-so-good way to start…  Example (behaviorist): Even though tests are aversive, she finds good grades rewarding. So, that’s behaviorism. That’s how the environment shaped her behavior.  Example (cognitive): Her self-concept is important and she has strong career goals. Therefore, doing well in biology means a lot. the one five o

11. ideas as lens Are you revealing? Simply ask,  Has your inquiry caused the situation to be more detailed, to be better understood, and to mean more to you?  If you were a teacher, are you in a better position to change the situation? the one five o

12. debate  Stage 1. Prepare a statement to support your side of the debate. 30 seconds long. You can practice in a small group.  Stage 2. Listen to a statement from the other side, and then respond immediately. Public Speaking  You want to be confident and persuasive. You want “own” the moment.  What you say and how you say it are both important the one five o

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