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Cooperative learning

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Students working in small groups * is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement. Students work through the assignment until all group members successfully understand and complete it.

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Direct instruction

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A general term for the explicit teaching of a skill-set using lectures or demonstrations of the material, rather than exploratory models such as inquiry-based learning

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Discovery learning

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F ree exploration of data and experiences *Discovery Learning is a method of inquiry-based instruction, discovery learning believes that it is best for learners to discover facts and relationships for themselves. As a result, students may be more, more likely to remember concepts and knowledge discovered on their own (in contrast to a transmissionist model). Models that are based upon discovery learning model include: guided discovery, problem-based learning, simulation-based learning, case-based learning, incidental learning, among others.

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Whole-group discussion

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A modified form of classroom lecture where the focus is shared between the instructor and the students for information transfer.

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Independent Study

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Student sets own mode of study with goals

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Interdisciplinary instruction

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a method, or set of methods, used to teach a unit across different curricular disciplines. Integrated instruction also allows for authentic assessment

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Concept Mapping

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a technique for representing knowledge in graphs. Knowledge graphs are networks of concepts

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Inquiry Method

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gathering facts and observations to investigate real world problems * student-centered method of education focused on asking questions. good learners and sound reasoners center their attention and activity on the dynamic process of inquiry itself, not merely on the end product of static knowledge

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Major categories of instructional strategies include:

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Cooperative learning Direct instruction Discovery learning Whole-group discussion Independent Study Interdisciplinary instruction Concept Mapping Inquiry Method

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Pedagogy

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The term generally refers to strategies of instruction, or a style of instruction. Pedagogy is also occasionally referred to as the correct use of instructive strategies

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scope

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The breadth and depth of content to be covered in a curriculum at any one time (e.g. week, term, year, over a student's school life).All that you do in a given period.

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Scope and Sequence Frameworks

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Together a scope and sequence of learning bring order to the delivery of content, supporting the maximizing of student learning and offering sustained opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the missing of significant learning.

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Schema

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concepts built in the mind based on conclusions drawn from our experiences. Piaget called these processes assimilation and accommodation

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Accommodation

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Accommodation refers to the adjustment of information previously stored to meet the particulars of new and different situations

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Albert Bandura

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Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Believed in "reciprocal determinism", that is, the world and a person's behavior cause each other, while behaviorism essentially states that one's environment causes one's behavior

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Jerome Bruner

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Discovery Learning is a method of inquiry-based instruction; discovery learning believes that it is best for learners to discover facts and relationships for themselves. Discovery learning is an inquiry method-based, constructivist learning theory that takes place in problem solving situations where the learner draws on his or her own past experience and existing knowledge to discover facts and relationships and new truths to be learned

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Constructivist Theory

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Bruner - A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.

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John Dewey

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Project-based learning (PBL): best defined as instruction relating questions and technology relative to the student's everyday lives to classroom projects. Students take a problem and apply it to a real life situation with these projects

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Jean Piaget

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Stage Theory of Cognitive Development - children learn through actively constructing knowledge through hands-on experience - is a description of cognitive development as four distinct stages in children: sensorimotor, preoperational, concrete, and formal.

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Lev Vygotsky

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children learn through hands-on experience, but unlike Piaget, he claimed that timely and sensitive intervention by adults when a child is on the edge of learning a new task (called the "zone of proximal development") could help children learn new tasks. This technique is called "scaffolding," because it builds upon knowledge children already have with new knowledge that adults can help the child learn

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Social Development Theory

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(Vygotsky) argues that social interaction precedes development; consciousness and cognition are the end product of socialization and social behavior theory is one of the foundations of constructivism

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Three major themes of the social development theory

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1. Social interaction plays a fundamental role in the process of cognitive development. 2. More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner 3. Zone of Proximal Development (ZPD). The ZPD is the distance between a student's ability to perform a task under adult guidance and/or with peer collaboration and the student's ability solving the problem independently. According to Vygotsky, learning occurred in this zone.

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Howard Gardner

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Multiple Intelligences Theory - posits that there are seven ways people understand in the world, described by Gardner as seven intelligences:

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Seven Intelligences (Multiple intelligences Theory)

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Linguistic. Logical Visual-Spatial. Body-Kinesthetic. Musical-Rhythmic Interpersonal. Intrapersonal.

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Linguistic Intelligence (Multiple intelligences Theory

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The ability to use spoken or written words

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Logical-Mathematical Intelligence (Multiple intelligences Theory)

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Inductive and deductive thinking and reasoning abilities, logic, as well as the use of numbers and abstract pattern recognition.

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Visual-Spatial Intelligence (Multiple intelligences Theory

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The ability to mentally visualize objects and spatial dimensions

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Body-Kinesthetic Intelligence (Multiple intelligences Theory)

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The wisdom of the body and the ability to control physical motion

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Musical-Rhythmic Intelligence (Multiple intelligences Theory)

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The ability to master music as well as rhythms, tones and beats.

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Interpersonal Intelligence (Multiple intelligences Theory)

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The ability to communicate effectively with other people and to be able to develop relationships.

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Intrapersonal Intelligence (Multiple intelligences Theory)

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The ability to understand one's own emotions, motivations, inner states of being, and self-reflection.

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Abraham Maslow

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Hierarchy of Needs (often represented as a pyramid with five levels of needs) is a motivational theory in psychology that argues that while people aim to meet basic needs, they seek to meet successively higher needs in the form of a hierarchy.

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Maslow's Hierarchy of Needs (top to bottom)

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Self-actualization - morality, creativity, problem solving, etc. Maslow states that learning takes place here Esteem - includes confidence, self-esteem, achievement, respect, etc. Belongingness - includes love, friendship, intimacy, family, etc. Safety - includes security of environment, employment, resources, health, property, etc. Physiological - includes air, food, water, sex, sleep, other factors towards homeostasis, etc.

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B.F. Skinner

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Behaviorism - is a worldview that operates on a principle of "stimulus-response." All behavior is caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness.

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Erik Erikson

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Erikson's Stages of Development - An eight stage theory of identity and psychosocial development

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Erikson's Stages of Development - Infant

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Basic Trust vs. Mistrust

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Erikson's Stages of Development - Toddler

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(Will) - Autonomy vs. Shame

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Erikson's Stages of Development - Preschooler

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(Purpose) - Initiative vs. Guilt

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Erikson's Stages of Development - School-Age Child

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(Competence) - Industry vs. Inferiority

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Erikson's Stages of Development - Young Adult

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(Love) - Intimacy vs. Isolation

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Erikson's Stages of Development - Middle-aged Adult

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(Care) - Generativity vs. Self-absorption

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Erikson's Stages of Development - Older Adult

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(Wisdom) - Integrity vs. Despair

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Constructivism

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posits that learning is an active, constructive process - Originators and important contributors: Vygotsky, Piaget, Dewey, Bruner Keywords: Learning as experience; Problem Based Learning (PBL); Anchored instruction; Vygotsky's Zone of Proximal Development (ZPD); cognitive apprenticeship (scaffolding); inquiry and discovery learning

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Metacognition

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defined as "cognition about cognition", or "knowing about knowing." - includes knowledge about when and where to use particular strategies for learning or for problem solving

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Readiness Maturationist Theory

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the work of Arnold Gessell. Maturationists believe that development is a biological process that occurs automatically in predictable, sequential stages over time

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Readiness Constructivist Theory

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Jean Piaget, Maria Montessori, and Lev Vygotsky - consistent in their belief that learning and development occur when young children interact with the environment and people around them - view young children as active participants in the learning process - children initiate most of the activities required for learning and development.

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Scaffolding

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introduced in the late 1950s by Jerome Bruner - defined as the provision of sufficient support to promote learning when concepts and skills are being first introduced to students. These supports are gradually removed as students develop autonomous learning strategies, thus promoting their own cognitive, affective and psychomotor learning skills and knowledge. Scaffolding is often used in order to support problem-based learning (PBL)

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Scaffolding Supports

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supports may include the following: * Resources * A compelling task * Templates and guides * Guidance on the development of cognitive and social skills

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Zone of proximal development

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Lev Vygotsky - the difference between what a learner can do without help and what he or she can do with help

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Behaviorism

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Watson, Skinner & Pavlov - Basic idea: Stimulus-response. All behavior caused by external stimuli (operant conditioning). All behavior can be explained without the need to consider internal mental states or consciousness. - Learner viewed as: Passive, responds to environmental stimuli. - Behavior may result in reinforcement (increased likelihood that behavior will occur in the future); or punishment.

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Cognitivism part 1

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Replaced behaviorism in 1960s as dominant paradigm. Noam Chomsky - Basic idea: Mental function can be understood - Learner viewed as: Information processor - Metaphor of mind as computer: information comes in, is being processed, and leads to certain outcomes.

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Cognitivism Part 2

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Cognitivism focuses on inner mental activities — opening the "black box" of the human mind. It is necessary to determine how processes such as thinking, memory, knowing, and problem-solving occur. People are not "programmed animals" that merely respond to environmental stimuli; people are rational beings whose action are a consequence of thinking.

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Piaget's Stage Theory of Cognitive Development Stages

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Sensorimotor stage (Birth to 2 years old) Preoperational stage (ages 2 to 4). Concrete operations (ages 7 to 11). Formal operations (beginning at ages 11 to 15)

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Piaget's Sensorimotor stage

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(Birth to 2 years old) The infant builds an understanding of himself or herself and reality (and how things work) through interactions with the environment.

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Piaget's Preoperational stage

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(ages 2 to 4) The child is not yet able to conceptualize abstractly and needs concrete physical situations. Objects are classified in simple ways, especially by important features.

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Piaget's Concrete operations

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(ages 7 to 11) As physical experience accumulates, accommodation is increased. The child begins to think abstractly and conceptualize, creating logical structures that explain his or her physical experiences.

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Piaget's Formal operations

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beginning at ages 11 to 15) Cognition reaches its final form. By this stage, the person no longer requires concrete objects to make rational judgments. He or she is capable of deductive and hypothetical reasoning. His or her ability for abstract thinking is very similar to an adult

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Bandura, Albert

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Social(Observational) Learning Theory

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Social(Observational) Learning Theory

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Children learn by observing others

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Bruner, Jerome

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Discovery Learning and constructivism

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Constructivism

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Learners construct new ideas or concepts based on knowledge or past experiences

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Discovery Learning

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features teaching methods that enable students to discover information by themselves

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Dewey, John

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Learning through experience The Father of Progressive education Students should be active decision makers Teachers have rights and need autonomy

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Progressive Education

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(John Dewey) promotes individuality, free activity, and learning through experiences

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Erikson, Erik

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Eight Stages of Human Development

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Eight Stages of Human Development: Stage 1

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Infancy: 0-1 Trust v. mistrust Feeding

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Eight Stages of Human Development: Stage 2

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Toddler: 1-2 Autonomy v. doubt Toilet Training

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Eight Stages of Human Development: Stage 3

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Early Childhood: 2-6 Initiative v. guilt Independence

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Eight Stages of Human Development: Stage 4

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Elementary and middle school: 6-12 Competence v. inferiority School

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Eight Stages of Human Development: Stage 5

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Adolescence: 12-18 Identity v. role confusion Sense of identity

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Eight Stages of Human Development: Stage 6

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Young Adulthood: 19-40 Intimacy v. isolation Intimate relationships

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Eight Stages of Human Development: Stage 7

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Middle Adulthood: 40-65 Generativity v. stagnation Supporting the Next Generation

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Eight Stages of Human Development: Stage 8

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Late Adulthood: 65-death integrity v. despair Reflection and acceptance

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Gilligan's Stages of the Ethic of Care: Preconventional

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Individual Survival

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Gilligan's Stages of the Ethic of Care: Conventional

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transition from goodness to truth that she is a person too; Principle of non violence

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Early Readers

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Understand the difference between letters and words. Detects beginning sounds in spoken words. Knows that print communicates information.

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Emergent Readers

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Self corrects recognized errors when reading aloud.

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PrePhonemic

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Children scribble, form letters, and string letters together but with no awareness that letters represent phonemes or speech sounds. Children can, however, create meaningful messages through their exploration. Prephonemic spelling is typical of preschoolers and beginning kindergartners.

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Early Phonemic Spelling

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There is a limited attempt to represent phonemes with letters (i.e., using one or two letters for a word—"m" for "my" or "nt" for "night"). This stage is typical of many kindergartners and beginning first-grade children

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Phonetic Spelling

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The child uses letters for phonemes (i.e., "lik" for "like" or "brthr" for "brother"). The child represents most phonemes, understands the concept of a word, but may not quite be reading fluently yet. Many ending kindergartners and beginning first-graders are at this stage

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Transitional Spelling

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In this stage, children are internalizing information about spelling patterns. The words they write look like English words. For example, the child may write "skool" for "school" and "happe" for "happy." Rules are not always employed correctly. With continued reading and writing practice, children integrate more spelling rules and patterns. This stage usually includes first through third-grade children

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Standard Spelling

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At this stage, children spell most words correctly. This stage usually occurs by the middle to the end of third grade or in fourth grade. Children are ready to learn to spell homonyms, contractions, and irregular spellings and to internalize the rules that govern spelling.

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Guided Reading

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enables students to predict increases time spent reading Promotes fluency

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Transductive Reasoning Piaget

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is the primary form of reasoning used during the preoperational stage of development. This stage occurs approximately from the ages of 2-7. "If A causes B today, then A always causes B." As such it based on a generalization from instance to instance, so it is neither deductive or inductive in logical terms

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Reggio Emilia

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Children must have some control over the direction of their learning; Children must be able to learn through experiences of touching, moving, listening, seeing, and hearing; Children have a relationship with other children and with material items in the world that children must be allowed to explore and Children must have endless ways and opportunities to express themselves

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ZPD

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Zone of Proximal development- What a child can do to, from independent activities to those that require a caregivers support

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What does an advanced organizer do?

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It is what we know coming into a lesson, it activates our knowledge it is a plan with the end in mind

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What are examples of an advanced organizer?

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KWL, 4 square, sort & predict, venn diagrams, Brainstorm & categorize & Concept Mapping

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What 5 areas may be on a WRITING Rubric?

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Organization, content knowledge, grammar & Spelling, neatness, references

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Who is the father of multiple intelligence theory?

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Gardner

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What areas may be on a Rubric for COOPERATIVE LEARNING/teamwork?

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helping, listening, participating, persuading, questioning, respecting, sharing

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What areas may be on a timeline assessment rubric?

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helping, listening, participating, persuading, questioning, respecting, sharing

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What areas may be on a paragraph assessment rubric?

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Main/topic idea, supporting detail sentence, elaborating detail sentence, legibility, mechanics & Grammar

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What is small group learning that maximizes own & other children's learning called?

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cooperative learning

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What are some valuable teaching methods one could use in lesson planning?

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Demonstration, Discovery Learning, Thematic Approach, Simulation & Games

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