Theory+of+Classroom+Learning

These are just some notes i have about Piaget, Bandura, and Vygotsky and their impact on classroom learning. From what I understand, our assignment for this week is based entirely on these three theorists. I usually get my notes from the grey //Theory into Practice// boxes in the chapters of the textbook. By no means is this the actual assignment; rather I think it will help us get started.

Piaget (pg. 58-59) Sensorimotor: Birth to 2 years Preoperational: 2 to 7 years Concrete operational: 7 to 11 years Formal operational: 11 to adulthood
 * Learning must build on a child's current knowledge
 * Teachers provide activities that encourage children to discover for themselves through interaction with environment
 * Premature teaching of concepts is worse than no teaching at all
 * All children go through the same developmental sequence, but at different rates
 * Assessment of a student's progress should be made based on previous development, not on peer achievements

Vygotsky (pg. 62-63)
 * Scaffolding: at first the child recieves alot of support, then as they become more comfortable with the task the support slowly goes away and the child takes on more responsibility untill the child is doing the task completely on thier own.
 * Zone of Proximal Development: " the teachable moment " This is a zone where there is something the child is capable of doing with some assistance, but not yet completely on their own.
 * Cooperative learning activities should include groups of children at different levels who can help each other learn (tutoring by more competent peers can be effective in promoting growth in the zpd)
 * Teach students to use private speech to help themselves with problem solving

Bandura (couldn't find in the text, used __http://tip.psychology.org/bandura.html__ website for source) > From what I remember the children watched an adult go into a room filled with different toys including a Bobo doll. At first the teacher just played with the dolls and trucks nicely, the children watched and when they went into the room they did the same things, not even paying attention to the Bobo doll. Second the children watched the teacher go in and punch and kick the Bobo doll, the children watched and when they went into the room they also hit (one kid hit it with a toy hammer) and punched and kicked and sat on the Bobo doll. Basically showing that children will do what they see others (especally adults) modeling. "monkey see, monkey do"
 * Social Cognitive Theory - importance of observing and modeling the behaviors and attitudes of others
 * Individuals are more likely to adopt a modeled behavior if it results in outcomes they value.
 * The "Bobo doll" experiement

September 20, 2009 (Sunday)

Okay, so based off of the information that you guys posted and what I've read on my own...this is what I feel my future classroom will be like. If everyone can put their two cents in and say how they would adjust or change the way they want their classroom ran, then maybe we can come up with a general idea. I feel like fourth grade might be a happy medium for everyone. If not, please tell me otherwise :)

Methods to postive student conduct/classroom rules and enforcing them:

According to Bandura, children prosper from modeling. They need to see examples of certain behaviors in order to follow them. I will show my students how to listen and respond to other students in their environment. For example, when one child is speaking, others will be quiet. They will know to implement this behavior because they will see how the person speaking has all the attention. If for some reason, students start to realize that people who talk recieve full attention and begin interupting, they will be addressed immediately. Sending signals of consequences will hinder promotion of interruption.

Methods to build postive relationships with students:

Vygotsky suggests that group activities work best for students trying to comprehend new material. The benefit of learning new material from peers on different levels may show amazing results and may not. Some children might become withdrawn at the risk of saying or doing something "stupid." I say this, because I was one of those students. Being placed in a reading group with my peers (even on the same level) made me intimidated. However, I realize that not everyone thinks like me and whenever I'm around children I promote team work.

I feel the best way for children to regain confidence is through leaving no one behind and staying involved. Showing students that I care about their progress and where they stand in their small groups may result in postive relationships. I plan to consistently monitor students and how they engage in their small groups by always promoting interaction and asking questions for students to discuss amongst themselves.

Methods of teaching supported by theorists:

Scaffolding is an excellent concept that shows how students progress through letting go. I think when students do things step-by-step they comprehend more. They have the chance to review steps recently done with the teacher and process those steps to achieve the task on their own. Use Math for instance, while I'm writing the problem on the board, students will copy the problem down. Then, we will go over the problem step-by-step until it is solved. Once the problem has been solved, students may try a similar problem on their own. Students might even be placed in small groups to work on like problems and discuss how they came up with their answers.

Connections between theory and theorists:

Piaget thinks that children can only build off of previous knowledge. I agree. I feel like in order for children to learn new concepts they need to have background knowledge on those concepts. If my students don't understand the material I'm teaching, perhaps I should re-evaluate their background knowledge.

September 20, 2009 (Sunday)

Game plan for this week: 1. Look up a variety of theories about DEVELOPMENT 2. Focus on School related DEVELOPMENT 3. Create a lesson plan for Fourth Grade students a. discuss point of views and include book/internet references -What does your research suggest about our age group's learning abilities? b. The Florida Sunshine State Standards website explains in detail what our students need to learn and will help greatly when developing a lesson plan -Think about some activities that you did in fourth grade. 4. Post an Authentic Assessment (test, handout, quiz, etc...)

We had to create these outdoor microwaves. I'm not sure what the objective was. It could have been related to either heat or light. I'll have to do further research.
 * An idea for a Science lesson plan (that I did in fourth grade):

Ponce de Leon and the fountain of youth. When I was in 4th grade, we went over Florida History/Geography... I'll have to check the modern state standards to be sure an assignment on the explorer passes, and if it does, then maybe we can plan an exploration kind of lesson plan?
 * Another idea for a Social Studies lesson plan:

Here are the assignment instructions as posted on Webcourses:

=
//Your second assignment is a group activity. In teams of four students you will create your own theory of “Classroom Learning” within a Wiki. As you build your solution within the Wilki you will be solving a portion of the Final Exam Scenario. Your team will have to synthesize your knowledge of Learning Theory as presented by Piaget, Vygotsky and Bandura. Start to develop how your future classroom will function based on what you know of these three theorists. In specific, how will you establish a classroom culture that creates the most positive learning environment?//======

//A high quality response will include://

 * ======//A clear connection between theory and the classroom//======
 * ======//Methods to get to know and build relationships with students//======
 * ======//Methods to model what you believe is positive student conduct//======
 * ======//Methods of creating classroom rules and enforcing them//======
 * ======//Connections of your choices to theory and theorists//======
 * ======//Methods of teaching that are supported by theory//======