SPE 509 Week 2: T-L process & theories of learning.

SPE 509Week 2: T-L process & theories of learning

The questions that p___________ face as they raise ch__________ from in________ to adult life are not easy

to an__________. Both fa________ and m________ can become concerned when health problems such as

co________ arise any time after the e________ stage to later in life. Experts recommend that young

ch________ should have plenty of s________ and nutritious food for healthy growth. B________ and

g________ should not share the same b________ or even sleep in the same r________. They may be afraid of

the d________.

Poultrymen

chickens

incubation

answer

The questions that p___________ face as they raise ch__________ from in________ to adult life are not easy

to an__________. Both fa________ and m________ can become concerned when health problems such as

co________ arise any time after the e________ stage to later in life. Experts recommend that young

ch________ should have plenty of s________ and nutritious food for healthy growth. B________ and

g________ should not share the same b________ or even sleep in the same r________. They may be afraid of

the d________.

farmers

merchants

coccidiosis

egg

chicks

sunshine

banties

geese

barnyard

roost

dark

Approaches to Learning and Teaching

• Operant Learning Theory (Behavioral Theory)• Cognitive Strategy Instruction • Information Processing and Schema Theories • Sociocultural Theory of Cognitive Development

Behavioral Theory of Learning

• Behavior can be learned and unlearned.• Teachers use reinforcement to increase desirable

behavior. • Learners go through stages of learning from the simple

to the more difficult. • Learning has occurred when the learner evidences the

appropriate response to the particular stimulus. • Student correctly reads a list of words.

Cognitive Learning Theory & Cognitive Strategy Instruction • Cognitive learning theories attempt to explain

learning in terms of cognitive processes and structures that are hypothesized to operate within the learner• The goal of instruction is to change the cognitive

process in an individual’s mind• Making the cognitive ‘steps’ explicit• Systematic teaching of strategies for thinking• Learning is evidenced by a change in knowledge

which makes a change in behavior possible. Learning itself is not directly observable. • “Memory”, “perception”, “metacognition”

Cognitive Strategy Instruction • Strategy Steps• Modeling• Self-Regulation• Verbalization• Reflective Thinking

Teaching Implications of Cognitive Strategy Instruction

• Analyze the target behavior• Determine the strategies• Select strategy steps• Teach prerequisite skills• Teach strategy steps using modeling, self-instruction and self-

regulation• Give explicit feedback• Teach strategy generalization

Information Processing and Schema Theories • Learning means changes in the learner’s cognitive structure. • Instruction should support the various internal processes by

activating mental sets • Affect attention and selective perception • Provide an organization of the new data • Properly sequence instructional materials/lessons

Information-Processing and Schema Theories

• Sensing• Attention• Perception• Short-Term or Working Memory• Long-Term Memory and Schemas• Executive Functioning or Metacognition• Background knowledge

Sage, N. A. (2000)

Teaching Implications of Information-Processing and Schema Theories

• Provide cues• Have students study the critical feature differences

between stimuli• Have the students use the context to aid in perception• Facilitate the activation of schemas, and provide labeled

experiences• Teach students to use specific memory strategies• Use organization techniques to assist students in

organizing their long-term memories• Teach students how to be flexible thinkers

Cognitive Processes Required For Reading

• Perception• Auditory• Visual• Tactile-Kinesthetic

• Visual motor integration• Memory• Immediate• Long term• Retrieval • Attention• Executive Function

Sociocultural Theory of Cognitive Development

• Learning occurs in social interaction• Students’ previous social and cultural experiences count• Interdependence of personal, interpersonal, and

community planes • Use interactive dialogues or instructional conversations

to provide language models • Foster cooperative knowledge sharing• Create meaningful and socially embedded activities. • Thematic unit, literature response, sharing chair,

author’s center, partner reading and writing, etc.

Scaffolded instruction

• Use of scaffolds• Systematic sequencing of prompts • Contents• Materials• Tasks• Teacher support• Peer support until…

• Gradual removal of support

Examples of scaffolding• Help students to sound out• Provision of graphic organizer• Engage students in a discussion about text• Provide starters for writing• Provide word choices • Read aloud with students as they are reading • Word walls• …

Provision of scaffolding• Text: “Zoom”• Author: Istvan Banyai • Task: How do you apply knowledge about teaching and

learning process and learning theories in chapter 1 and 2 to plan and implement a reading lesson? • What would be the goals of instruction and learning?• How do you plan for instruction? Steps? • How do you provide instruction, evaluate, and modify

instruction? • What are teacher and learner roles in the lesson?

Systematic instruction

• Carefully planned sequence for instruction, similar to a

builder’s blueprint for a house.

• Clearly linked within, as well as across the five major

areas of reading instruction (phonemic awareness,

phonics, fluency, vocabulary, and comprehension).

• Lessons build on previously taught information, from

simple to complex, with clear, concise student objectives

that are driven by ongoing assessment.

Direct instruction

• Direct instruction utilizes explicit and structured teaching routines. • Teacher models, explains, and guides the students

through extended practice of a skill or concept until mastery is achieved. • The lessons are fast paced.• Direct instruction is appropriate instruction for all

learners, all five components of reading, and in all settings (whole group, small group, and one-on-one).

• Children who are motivated to read spend more time reading (Guthrie et al., 1999; Morrow, 1992; Wigfield & Guthrie, 1997).• There are consistent associations between

reading achievement and the availability of books in the child’s environment (Chambliss & McKillop, 2000). • Reading motivation has also been linked to the

development of lifelong readers (Morrow,1992; Wang & Guthrie, 2004).

A teacher’s account of learning theories • What primary learning theory does each example

remind you of? Why? • Are there any key words in the descriptions that

remind you of any particular learning theory? • Do you like this teacher’s ideas? Why or why not? • What other ideas do you have for each of the

scenarios? • In general, how did the teacher’s knowledge of

learning theories influence the way she planned for her lessons?

Picture –Question-Answer Relationship (P-QAR) Types• Right there• Artist and you• Students make inferences about what they think is

happening• Use both picture and background knowledge

• On my own • Make inferences based solely on their own knowledge

• Putting it together• Make connections• Draw conclusions

Lesson objectives• Categorize questions according to the four P-QAR relationships. • Answer basic and inferential questions using the pictures in a

text• Explain reasoning when answering comprehension questions

• CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a text.• CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe

its key ideas.• CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what, where,

when, why, and how to demonstrate understanding of key details in a text.• CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and

words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Video questions

• What learning theories guide the planning of the lesson?• What components of literacy instruction are observed?• What are strengths and weaknesses of the lesson?• How would you have done it differently? • How is instruction provided, evaluated, and modified?

BalancedReading Instruction Reading Fluency

• “feeling” fluent• choral reading• partner reading

• big books• book-in-a-bag

• repeated reading

Vocabulary Development• sight word vocabulary

-patterned words-most used words (Dolch)• receptive vocabulary

-wide reading-theme/unit words

Increasing Opportunities toRead

reading lists (brainstormed)home/school literacy

accelerated readersponge reading

Hearing Good ReadersRead

teacher read aloudpartner readingbooks on tape

Reading Comprehensionand

Cognitive Strategy Instruction

• predicting, questioning,searching, summarizing,

clarifying, main idea, details

Responding to Literature• personal response• literary elements:• sequencing story• character mapping

• description• theme

Alphabetic Principle• letters represent sounds• upper and lower case• putting letters together

makes words

Concepts About Print• how books work• parts of a book• concept of word

• left-to-right• written words are spoken

words written down

Word IdentificationStrategies (Word Attack)• “sounding out” is critical

• picture cues• skip and read on• what makes sense

• are there any chunks?

Phonological Awarenessand Phonemic Awareness• ability to hear sounds

in words• knowledge of phonemes•segmentation and blending