chapter two the technical core teaching & learning
TRANSCRIPT
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Chapter Two
The Technical Core
Teaching & Learning
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Industry
Board of Directors
Management
Factory/Production
School
School Board
Administration
Classroom
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Positive Behavior SupportsLearning Objectives
Direct Instruction
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Required by Individuals with Disabilities Act (IDEA)
Must identify what purpose a behavior is serving for a student & replace it with a positive
Can be used for all students
5% cause 50% of discipline referrals
PBS can reduce referrals 80%
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Clear and unambiguous description of educational aim for students
Robert Mager developed most influential system for writing objectives (IEPs)
Most useful with loosely structured activities
Can be specific or broad
Also used by management and administrators
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Best suited to the teaching of basic skills
Average performance tends to increase, but not necessarily every for student
Roeshine’s Six Teaching Functions (3 Phase model plus review and
feedback)
Can limit systematic deficits in learning
Criticized for being limited to lower level objectives
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If the frequency or intensity of a behavior is maintaining or increasing, something is reinforcing the behavior.
If an action allows you to escape or avoid a bad situation, you will repeat that action if you are faced with the situation again.
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It is better to have a few important, broad but measureable objectives for teaching that to have very specific or very general objectives.
Direct instruction is effective when the material to be learned is explicit, factual and hierarchical.
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Traces its roots to the ancient Greeks
Went dormant during the era of Behaviorism
Cognitive researched emerged after WWII and the computer age and breakthroughs in language development
What is most important is what the learner brings to the table (experience and knowledge)
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General Knowledge
Domain-Specific
Knowledge
Declarative Hours the bank is open
Highway safety rules
Lines from Hamlet
Procedural How to use a computer
How to drive a car
How to solve a quadratic equation
Conditional When to skim and when to read
carefully
When to use the formula for volumeWhen to run to the
net in tennis
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There are three types of memory:
1. Sensory memoryBrief holding system, perceptual analysis
2. Working memoryShort term, long enough for processing
3. Long-term memoryMuch information, long periods of time
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StimuliSenso
ryMemo
ry
Perception
WorkingMemory
Long-Term
Memory
(TemporaryStorage)
Learn
Retrieve (Permanent
Storage)
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An individuals awareness of his own cognitive processing
People differ in cognitive knowledge, so they differ in how efficiently they learn
Planning, monitoring and evaluation are three crucial cognitive skills
Cognitive skills can be taught so they are an important basis of teaching
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Underlining or Highlighting
Taking Notes
Visual Tools
Mnemonics
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Declarative knowledge (knowing what) and procedural knowledge (knowing how) can be used most effectively if you also have conditional knowledge (knowing when and why to apply knowledge)
When working memory is overloaded, information is lost
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Information is easier to remember if it is well-organized, elaborated (connected to other things you know), and learned in meaningful contexts
Learning strategies need to be specifically taught and practiced
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Individual Constructivism
Based on the work of Piaget
Humans develop schemes- how they think about things
Assimilation- fit new things into existing themes
Accommodation- adjust thinking to fit new things
Piaget did not make specific educational recommendations, but others have
using his findings (NAEYC)
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Social Constructivism
Based on the work of Vygotsky
Knowledge is socially constructed, built on what participants contribute and construct together
Cultural tools (including real and symbolic), play important roles in development
Children internalize tools and then use the tools to construct knowledge
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Most scholars agree that Constructivist approaches dramatically change the focus of teaching by putting the students’ own efforts at the center of the educational enterprise
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There are many meanings for the term “constructivism” depending on whether the theorists emphasized social and cultural or individual factors in the construction of knowledge
Inquiry learning is based on Piaget’s theory of cognitive development, which highlights the individual’s discovery and invention of knowledge. These methods may not be helpful for less prepared students
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Problem-based learning emphasizes Vygotsky’s concern with authentic activity in cultural contexts. These methods may be better for understanding processes than learning basic content.
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What is Learning
The Role of the Teacher
The Role of the Student
Instruction Examples
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