the summit is near…
DESCRIPTION
The Summit is Near…. EDU2200 Class Session #7 Spring, 2012-13. Agenda. Checking-In TBM Chapters 9-12 bPortfolio Writing Practice PBS Episode #4 Developmental Theory II Work-Time for In-Class Lesson Presentations. 1. Checking-In. 2. TBM Chapters 9-12. Chapter 9 Differences - PowerPoint PPT PresentationTRANSCRIPT
The Summit is Near…
EDU2200Class Session #7Spring, 2012-13
Agenda
1. Checking-In
2. TBM Chapters 9-12
3. bPortfolio Writing Practice
4. PBS Episode #4
5. Developmental Theory II
6. Work-Time for In-Class Lesson Presentations
1. Checking-In
2. TBM Chapters 9-12
Chapter 9
▪ Differences▪ Gender, Maturation, Environment, Biology, etc.
▪ Impact of abuse/neglect on brain development and cognition
▪ Learning Delays vs. Learning Disabilities
▪ Developmentally Appropriate in regards to time (e.g. how many minutes)
▪ Relevance, Activity, Repetition, & Specificity (pg. 118)
▪ Danger & Opportunity of “stable state” – Consistency (pg. 121)
2. TBM Chapters 9-12
Pro/Con Discussion:
▪ The President proposed providing national Pre-K (i.e. Headstart) services for all US children. Disregard the financial arguments for the moment and consider this in terms of TBM, Ruby Payne, and developmental theory.
▪ Potential Points to Consider: Consistency, Environment, Family, Values, Culture, Opportunity, Resources, etc.
2. TBM Chapters 9-12
Chapter 10
▪ Memory/Memories flexible and dynamic
▪ Quote: “In general, we are not very good at recalling words, names, equations, or facts: Much of what’s taught in school.” (pg. 127) What does this mean for us as educators?
▪ [Don’t stress the biology/neural pathway specifics, etc.]
▪ Multiple pathways for making and retrieving memory; this points to diverse, dynamic instruction
2. TBM Chapters 9-12
Chapter 10
▪ Breaking down step-by-step directions rather than just giving them all out at once. Consider developmental level of students. [anyone remember what this is called?]
▪ Episodic Memory: connecting with and/or creating experience.
▪ The “flip side” of memory’s malleability: students’ memories can change/alter even in incorrect ways. The need for a spiral curriculum.
▪ Strategies for improving memory [pg. 140-143]
2. TBM Chapters 9-12
Chapter 11
▪ Remember: this is just one model
▪ Glean, stand on the shoulders, etc.
2. TBM Chapters 9-12
Chapter 12
▪ “Schools with the Brain in Mind”
▪ Welcome to Paul Hewson Elementary School!▪ Member of the school’s leadership team discussing:▪ Curriculum▪ Assessment▪ Staff Development
3. bPortfolio Writing Practice
▪ Forced inspiration/reflection
▪ Natural inspiration/reflection
bPortfolio Posting
Elements of a Successful Entry
[250-400 words and evidence]
1. Citation of program standard & interpretation of what the standard means.
2. Evidence with description & context.
3. Connecting evidence to program standard.
4. Summary of what was learned from evidence and/or experience.
5. Comment on implications for student learning (i.e. teaching)
6. Identify some ways to increase effectiveness in this specific area.
4. PBS Episode #4
1. Contention about working/failing schools
2. The power of the A Nation At Risk report NDEA funding
3. Birth (rebirth?) of the standards and high-stakes testing movement
4. Capitalism Successful Educational Models?
5. Does Pro-Choice (e.g. vouchers, charters, etc.) work?
6. Reoccurring Themes (Non-Sectarian, Church & State, Who is “Expert”?, Progressive vs. Essentialist, etc.)
4. PBS Episode #4
“Excellence without equity is elitist, but excellence doesn’t have to be elitist.”
-Diane Ravitch
Here in WA: SB5329
5. Developmental Theory II
▪ Piaget
▪ Bandura & Vygotsky
5. Developmental Theorists & Implications
Behaviorists
▪ Everything you needed to know, but were afraid to ask…
▪ What were the “Big 3” names?
5. Developmental Theorists & Implications
Behaviorists
▪ Names▪ Pavlov, Watson, Skinner
▪ Behavioral Training▪ Unconditional Stimulus (US)▪ Conditional Stimulus (CS)▪ Unconditioned Reflex (UR)▪ Conditioned Reflex (CR)
▪ Desire to be objective and “scientific”
▪ Still alive in education▪ Classroom management▪ SPED (FBA, BIP, IEP, etc.)
5. Developmental Theorists & Implications
Piaget’s Cognitive Developmental Theory
▪ Buckle up, here comes the info…
5. Developmental Theorists & Implications
Piaget’s Cognitive Developmental Theory
▪ Name▪ Jean Piaget
▪ The “breakthrough” of Stage Theory▪ Children proceed at different rates of development, but there is an
order or a sequence to the progression▪ Each stage is qualitatively different▪ Stages are based on patterns of development▪ Stages build on each other▪ Stages have the same pattern/progression throughout all cultures
5. Developmental Theorists & Implications
Piaget’s Cognitive Developmental Theory
Period I – Sensorimotor Sensorimotor Intelligence (birth to 2 years). Babies organize their physical action schemes, such as sucking, grasping, and hitting, for dealing with the immediate world.
Period II – Preoperational Preoperational Thought (2 to 7 years). Children learn to think – to use symbols and internal images – but their thinking is unsystematic and illogical. It is very different from that of adults.
Period III – Concrete Concrete Operations (7 to 11 years). Children develop the capacity to think systemically, but only when they can refer to concrete objects and activities.
Period IV – Formal Formal Operations (11 to adulthood). Young people develop the capacity to think systemically on a purely abstract and hypothetical place.
5. Developmental Theorists & Implications
Piaget’s Cognitive Developmental Theory
▪ Constructivist
▪ Child makes their own meaning…▪ Importance of curiosity/interest▪ Teacher observing/learning child
▪ Learning takes time
▪ Term “developmentally appropriate”
▪ Curriculum, lesson plans, etc. based on developmental theory (i.e. no calculus in Kindergarten)
5. Developmental Theorists & Implications
Experiments Illustrating Piaget’s Theory
[aka: Messing with Children’s Minds]
▪ Object Permanence
▪ Symbolic Activity
▪ Conservation of Liquids
▪ OP
▪ http://youtu.be/PuP53BbIY0A
▪ http://youtu.be/BFUInSY2CeY
▪ SA
▪ http://youtu.be/RDJ0qJTLohM
▪ CL
▪ http://youtu.be/gnArvcWaH6I
Behavioral
1. What skill(s) will you focus on?
2. What will you do to “teach” the students the skill(s)?
5. Developmental Theorists & Implications
Piaget Developmental
1. What skill(s) will you focus on?
2. What will you do to “teach” the students the skill(s)?
Compare/Contrast Small Group ActivityYou want to teach your students a classroom management signal so they know when to stop talking, become quiet, and listen for directions. What is your plan?
5. Developmental Theorists & Implications
The WHAT, WHO, & WHY of Social Learning Theory
WHAT:
Social context has an impact upon our learning. Yes we construct our own meaning, but outside factors (social factors) have an influence on our constructions; on our construction process.
5. Developmental Theorists & Implications
WHO:
Albert Bandura (1925 – present)
▪ Modeling behaviors (Bobo, symbols, media, etc.)
▪ Socialization (aggression, gender roles, “Pro” social Bx, Self-Regulation, etc.)
▪ Self-Efficacy & the power of beliefs
http://youtu.be/hHHdovKHDNU
5. Developmental Theorists & Implications
WHO:Lev Vygotsky (1896 – 1934)
▪ Humans use psychological tools as well as physical tools (e.g. speech, writing, numbers, etc.)
▪ These tools remove our thinking from the immediate facilitating reflection (past) and preparation (future)
▪ Zone of Proximal Development (akin to scaffolding, but recognizing social influence of teacher)
5. Developmental Theorists & Implications
The WHAT, WHO, & WHY
WHY: What are the implications of…
A. Bandura’s idea of modeling?
B. Bandura’s idea of self-efficacy?
C. Vygotsky’s idea of ZPD?
D. This overarching notion of social learning?
Activity
Self-sort by teaching level (i.e. ES, MS, HS), then join a level table group and answer these questions:
1. What are three classroom behavior expectations you want in your classroom?
2. How will you teach those rules in consideration of social learning/cognition?
3. How will you reinforce those rules in consideration of social learning/cognition?
6. In-Class Lesson Presentation Prep
▪ ROLE-PLAY ACTIVITY▪ How well does Richard do when he has to REALLY teach?
(A) Submitted Lesson Plan Outline:
1. identifies specific content being taught,
2. identifies the institutional/state/national/etc. standards aligned with this lesson,
3. identifies the methods of assessing understanding and connects this with developmental/learning theory,
4. demonstrates articulate professional writing, and
5. was electronically submitted (posted to Blackboard) prior to in-class presentation so that instructor and peers had adequate time for review.
6. In-Class Lesson Presentation Prep
Next Week
▪ In-Class Lesson Presentations
▪ Inform Richard of your choice for final exam
▪ Remember that you can do this, and keep focused on the truly important things in life
Class
Date Topics
8 05/15 In-Class Lesson Presentations Give/Review peer feedback Reflect & blog on experience
9 05/22 In-Class Lesson Presentations Give/Review peer feedback Reflect & blog on the experience
10 05/29 SYNTHESIS & REFLECTION DAYOPTION #1 – volunteer w/ ES visit to SPU campusOPTION #2 – spend class time reflecting/writing final paper
06/06 No Final Exam so no formal class meeting.*Please contact Richard by 05/22/13 if you want to meet during this dedicated class time.