Learning and Teaching Theories Developmental trends Information – Processing Strategy Instruction Warm-up: – What are learning strategies and how are they helpful to students with disabilities? – What are the developmental issues concerning students with learning disabilities? – Any extras about CBM from chapter 8?
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Learning and Teaching Theories Developmental trends Information – Processing Strategy Instruction Warm-up: –What are learning strategies and how are they.
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Learning and Teaching Theories
Developmental trends
Information – Processing
Strategy Instruction
Warm-up:– What are learning strategies and how are they
helpful to students with disabilities? – What are the developmental issues
concerning students with learning disabilities?– Any extras about CBM from chapter 8?
Constructivism
• Students construct their own solutions and processes to problem solving based on interactions with the problem. Thus, a child builds on previous learning (scaffolding) through exploration.
• Teacher designs instruction that allows students to explore learning and learn by what they did and what they found. Learning is implicit in the discovery.
• Assessment through interviews and observations of the process of learning.
Behaviorists/Reductionists
• Tasks need to be broken down to small components and taught sequentially (task analysis)
• Student learning should be closely monitored and recorded
• CBM – incremental growth monitored across several days.
• Direct Instruction – a method of teaching skills through teacher directed (explicit), structured, and sequential lessons.
Paradigm wars
• Why must there be a balance between reductionism and constructivism?
• Gallagher (1989)
Teacher involvement
Student involvement
Information-processing• Based on learning strategies and computer
model• An interaction between short and long term
memory.• Short-term memory
– Restricted to about 7 items
• Long-term memory– Encoding takes up to 20 mintues (STMtoLTM)– Knowledges: Declarative (facts); Procedural
(fluent steps); Conditional (metacognitive, the when and why)
Strategy Instruction
• Metacognitive purposes• Teaching how to learn rather than only what• Students who are passive might revert to
learned helplessness when encountered with a unique or difficult challenge
• Learning strategies are on the website http://coe.jmu.edu/learningtoolbox
Fluency• Students need opportunities to work in timed situations:
to retrieve facts and follow known procedures with prosody (accuracy and without hesitation)
• How to graph (example)– pinpoint the behavior and appropriateness of skills– design the probe– baseline– select a goal– identify the objective and intervene appropriately– teach, test and score– monitor– evaluate with observation
• What kinds of learning could be followed with instruction in fluency?
Details of learning
• Learning modalities and Multi Int (Gardner, 1983)