EDCI 421
Blooms Taxonomy
Lesson Planning
Project Based Learning
Learning Throries
Behaviorism
Constructivism
Learning is an active, contextualized process of constructing knowledge rather than acquiring it.Knowledge is constructed based on personal experiences and of the environment. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation.
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The learner starts off as a clean slate (i.e. tabula rasa)
and behavior is shaped through positive reinforcement or negative reinforcement.
The cognitivist revolution replaced behaviorism in 1960s as
the dominant paradigm.
Both positive reinforcement and negative reinforcement increase the probability that the antecedent behavior will happen again. In contrast, punishment (both positive and negative) decreases the likelihood that the antecedent behavior will happen again.
Learning is therefore defined as a change in behavior in the learner. Lots of (early) behaviorist work was done with animals (e.g. Pavlov’s dogs) and generalized to humans.
A common misunderstanding regarding constructivism is that instructors should never tell students anything directly but, instead, should always allow them to construct knowledge for themselves.
Scaffoling
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The categories were ordered from simple to complex and from concrete to abstract.
The Taxonomy of Educational Objectives is
a scheme for classifying educational goals, objectives, and, most recently, standards. It provides an
organizational structure that gives a commonly
understood meaning to objectives classified in one
of its categories, thereby enhancing communication
According to McKenzie scaffolding: 1. Provides clear direction and reduces students’ confusion – Educators anticipate problems that students might encounter and then develop step by step instructions, which explain what a student must do to meet expectations. 2. Clarifies purpose – Scaffolding helps students understand why they are doing the work and why it is important. 3. Keeps students on task – By providing structure, the scaffolded lesson or research project, provides pathways for the learners. The student can make decisions about which path to choose or what things to explore along the path but they cannot wander off of the path, which is the designated task. 4. Clarifies expectations and incorporates assessment and feedback – Expectations are clear from the beginning of the activity since examples of exemplary work, rubrics, and standards of excellence are shown to the students. 5. Points students to worthy sources – Educators provide sources to reduce confusion, frustration, and time. The students may then decide which of these sources to use. 6. Reduces uncertainty, surprise, and disappointment – Educators test their lessons to determine possible problem areas and then refine the lesson to eliminate difficulties so that learning is maximized (McKenzie, 1999).
Assesments
Authentic assessment has been shown to increase student learning, involvement, time on task, motivation, and self-regulated learning skills. It provides students with meaningful activities that relate directly to realworld situations and that prepare them to function successfully when they leave the university. I
Cooperative Learning
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A teacher should view cooperative learning as an opportunity for students to truly have a student centered learning experience. Groups have to be strategic and work together as a puzzle with members that have common goals and complimentary strengths and weaknesses.Teachers should avoid putting students together that can not work together. If the student hate each other they will fight and have no motivation to help one another succeed.
Positive interdependence is the backbone of cooperative learning. There has to be a sense of balance in a group. Positive interdependence is the perception that you are linked with others in a way so that you can not succeed unless they do( vice versa). The group member have to benefit from each other and there has to be a sense of sink of swim together. Without this aspect you simply have a pseudo or traditional learning group.
Formal cooperative learning is students working together for one class period to several weeks, to achieve shared learning goals and jointly completing specific task and assignments. Formal learning is more for a long term building experience, where as informal learning is more temporary. Informal learning is more of a “turn and talk”, over view, or summarizing a topic or assignment.
The biggest difference in cooperative learning and group work is the student attachment to the group. In a cooperative learning environment students discuss material with each other to help one another understand. There is an emphasis on continuous improvement of the quality of the learning and teamwork process.
The idea of cooperative learning comes from idea that cooperative experiences are a necessity for the health of society and the concept that the more students care about each other the harder they will work to achieve mutual learning goals.
Formative -The methods you will use throughout your lesson to informally (spot check) student learning. Affinity, Anticipation Guides, Cornell Graphic Organizer, Fishbone, Minuet Paper, Pairs-read,QAR,RAFT ,Rock around the clock, vocabulary
Summative Assessments -The methods you will use to formally assess students’ grasp of the material.Usually in the form of tests, papers, quizzes, etc. Normally given at the end of a unit, chapter, week, etc.