- Piaget's Cognitive Development: Environment. schemas, assimilation(use old info to understand new), accommodation(change old to understand new), equilibrium, and disequilibrium. Object Permanence. Sensorimotor: child eats and feels and touches and smells everything. 0-2 years. Depend solely on sensory and motor for thinking skills. Preoperational: 2-7 years. Rely solely on perception more than logic. Tall glass appears appears to have more liquid than when it is poured into a short glass. Concrete operational: 7-11 years. Concrete Operational: 7-11 years. Classification. Animism and egocentrism. Use mental operations to solve concrete problems. Formal operational: 11+ years. Ability to judge inconsistency. All fish live in a tree. A molish lives in the ocean. Therefore a molish is not a fish. Individual constructivist view of learning. Exploration of their environment and others constructs their knowledge of the world. Questioning of the validity of the way he conducted his experiments and what tools he used and how many to test the children. Underestimated young children and overestimated older students'--challenged the validity of the stages. Interaction with peers. Derived from observation.
- Vygotsky's Cognitive Development: (social constructivism)Culture and experience have a role in cognitive development because it creates their individual schemas. The role of social interaction-- social interactions do not just influence cognitive development, but rather they create individual schemas and thinking processes. Internalizations. Role of Language. Zone of Proximal Development(doing it WITH someone else). Scaffolding. Guided Participation. Apprenticeship. Mediation. Inner Speech and Self Talk. Big into language and verbal interactions. Interaction with adults. Derived from observation
- Erikson's Psychosocial Development: 1. Trust vs. Mistrust. Birth - 1 year 2. Autonomy vs. Shame/Doubt. 1-3 years 3. Initiative vs. Guilt. 3-6 years 4. Industry vs. Inferiority. 6-12 years. 5. Identity vs. Role Confusion. Adolescence. 6. Intimacy vs Isolation. Early adulthood. 7. Generativity vs. Stagnation. Middle adulthood. 8. Integrity vs. Despair. Late Adulthood. Failed to consider the role of culture in shaping individuals personal development.
- Kohlberg's Moral Development: Move from one stage to the next only after having experienced disequilibrium. Moral internalization. Preconventional Reasoning Stage(7-10)- show no internalization of moral values. Stage 1/Obedience and punishment - rules are followed because of the threat of punishment. Stage 2/ Individualism and Exchange- Best interest of the individual. Conventional Reasoning Stage(10-16)- Stage 3/Interpersonal Conformity- Rules are followed because individuals try to do what is expected of them. Stage 4/ Law and Order- Rules are followed because they are necessary to keep society's order. Postconventional Reasoning Stage- Stage 5/ Social contract- Rules are followed because individuals are bound by a social contract. Stage 6/ Universal Principles- Rules are followed when they are consistent with individuals' own ethical principles.
- Goleman's Emotional Intelligence- 5 aspects. Marshmallow boy. Delay of gratification is correlated with success and happiness in life. 1. Recognizing one's own emotions. 2. Regulating one's own emotions 3. recognizing others emotions. 4. handling interpersonal relationships 5. motivating one's self.
- Information Processing- It focuses on the capabilities and composition of human memory. Model: Input goes into sensory register and is either lost or if it is given attention, it goes to the working short-term memory. Then it is either lost or with storing and encoding goes into long-term memory. Then it is either lost or it is retrieved back into working memory again. Semantic/Declaritive=facts, Episodic= personal experience, Procedural= how to or steps. Metacognition- knowing about knowing. Chunking, dual processing(doing visual and auditory), mnemonics, advanced organizers.
- Knowledge Construction and Higher-order thinking- Bloom's Taxonomy- Knowledge, comprehension, application, analysis, synthesis, evaluation. Critical thinking skills, being able to take the info and concepts and apply it.
- Behaviorism- Theory of animal and human learning that only focuses on objectively observable behaviors and discounts mental activities. Consists only of acquiring new behaviors. Classic Conditioning- occurs when a natural reflex responds to a stimulus. Dog salivating for food and bell. Operant Conditioning- Response to a stimulus is reinforced. // 1. learning only occurs if there is a change in observable behavior resulting from a person's experience. 2. Behavioral principles are very effective for promoting classroom management, behavior, skills, or self-regulation or for reducing inappropriate behaviors. 3. Students' behaviors can be shaped through the use of various types of reinforcement and maintained through reinforcement and cueing. 4. Certain behaviorist techniques, such as Applied Behavior Analysis, are particularly effective for children with autism and other disorders that impact behavior.
- Social Cognitivism- Focuses on learning that is the result of observing others or observing the consequences of the behaviors of others. Reciprocal Causation Model: (Bandura) the interrelationship between students' environment, their personal beliefs, and their behavior.
- Group and Individual Differences- Culture- knowledge, attitudes, values, and behaviors that characterize a group of people. Schema or blueprint that guides the thinking and behavior of a group. Cultural mismatch, IRE cycle(initiate, respond, evaluate), Wait time, Worldview, cultural lens, socioeconomic status, resilience-to not only survive but thrive- Students at risk, gender, and gender differences.
- Motivation- The psychological process that directs and sustains students behavior towards learning. Extrinsic and Intrinsic. Interest theory: the key to motivating students is doing activities aligned with their personal interests. Dispositional interest: stable. Situational interest: spontaneous and activated by the environment.
What? The results of the quiz were the following: B=47, C=48, H=45. I favored the C theory. I found this to be right on because when I was studying Vygotsky this time around, I realized that I supported the constructivist theory most and that it was the social constructivism that I most closely felt like I aligned well with. My review of each of the theories was done above.
So What? I believe strongly that people learn from experience. They use prior experience to learn ,and when making positive transfers, prior experience is the foundation of a successful learning process. I also believe culture has a great deal to do with the outcomes of learning and the styles in which enduring understanding is achieved. I believe that the physical environment adds to their experience, and as they gain a positive experience through their environment of learning, they are able to make correct learning patterns that send information to the long term memory, ready for recall.
Now What?
(1) My theory can transfer into the following teaching strategies: Call each student by their name in order to add to the positive and personal experience in the classroom. Have an organized and welcoming classroom set up to create a positive atmosphere. Understand how different cultures, genders, and types of students learn best. Use discovery learning and RAD teaching to draw new conclusions from new experiences that can be run by the students' prior knowledge and schemas. (2) The next steps I need to take in learning how to better run my personal learning theory in the classroom is to make a list and sort of cheat sheet for myself to glance at while running the classroom so that I can remember the things I haven't had as much practice with. I will need to study many more strategies to allow students the opportunity of learning through apprenticeship and guidance. I need to remember how to scaffold and allow them opportunities to develop a working capability in their ZPD with other students. As there is a social, emotional, and physical unity in the classroom, there will be synergy and high efficacy of many tasks in the classroom. As the students exercise many different methods of learning, they will have a greater chance of finding high self-efficacy and be able to share their competency with their peers. Through positive experience and an all-welcoming cultural classroom, the students should be able to really progress throughout the year.
So What? I believe strongly that people learn from experience. They use prior experience to learn ,and when making positive transfers, prior experience is the foundation of a successful learning process. I also believe culture has a great deal to do with the outcomes of learning and the styles in which enduring understanding is achieved. I believe that the physical environment adds to their experience, and as they gain a positive experience through their environment of learning, they are able to make correct learning patterns that send information to the long term memory, ready for recall.
Now What?
(1) My theory can transfer into the following teaching strategies: Call each student by their name in order to add to the positive and personal experience in the classroom. Have an organized and welcoming classroom set up to create a positive atmosphere. Understand how different cultures, genders, and types of students learn best. Use discovery learning and RAD teaching to draw new conclusions from new experiences that can be run by the students' prior knowledge and schemas. (2) The next steps I need to take in learning how to better run my personal learning theory in the classroom is to make a list and sort of cheat sheet for myself to glance at while running the classroom so that I can remember the things I haven't had as much practice with. I will need to study many more strategies to allow students the opportunity of learning through apprenticeship and guidance. I need to remember how to scaffold and allow them opportunities to develop a working capability in their ZPD with other students. As there is a social, emotional, and physical unity in the classroom, there will be synergy and high efficacy of many tasks in the classroom. As the students exercise many different methods of learning, they will have a greater chance of finding high self-efficacy and be able to share their competency with their peers. Through positive experience and an all-welcoming cultural classroom, the students should be able to really progress throughout the year.
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