In class this past week we learned a lot about two of the different types of learning theories. The first being the biological approach, and the second one the cognitive approach. Digging deeper into them helped me gain an understanding of how I can implement both or just one of the approaches into my future classroom.
What are the main differences between these two approaches?.. According to Woolfolk (2014), “The cognitive view, knowledge and strategies are learned, then changes in knowledge and strategies make behavior possible. According to the behavioral view, the new behaviors themselves are learned” (p. 312). One of the main differences that I noticed during our lectures was that there was more reinforcement when it came to the behavioral approach. They do both use reinforcement, but behavioral approach uses it more. As teachers, why is it important that we apply these perspectives of learning into our instruction? There are many reasons why it is important, however as teachers we are constantly teaching our students new information. For instance, younger children need to learn proper manners. It was shown to us that the BOBO doll experiment that Albert Bandura conducted, that children who were showing aggression toward the doll were the ones who watched the adult before them be aggressive as well. This is a learned behavior. The cognitive approach will work well with older students who need to know a lot of new information, but that is being built upon older information already stored. Although these approaches to learning are important, they both have their limitations. It is explained in Woolfolk (2014) that rewarding students with learning could actually make them uninterested , and it could even cause them to have behavior issues in the classroom. The limitations with the cognitive approach could just be the fact that you are learning so much that it is overloaded into your brain and you don’t actually remember as much. As a future high school educator I believe that my classroom will benefit most from the cognitive approach to learning. I want them to be able to gain a deeper understanding of what they are learning, and be able to take the learning strategies I teach them through college, and the rest of their lives. When it comes to where I fall as an educator within the views of learning, again I would have to chose the social cognitive theory. I want my students to be able to take what they have learned in my classroom, and apply it to the real world. Ways that I can do this include a few of the following ideas. If I were teaching elementary students I would use a program called “My Classroom Economy”. This program is designed to help students learn responsibility, and money techniques. Each week a student is assigned a job, and they must do the job until the end of the week when they get paid. At the end of a month you can create a store where the students can spend the money that they earned. In a high school setting I would really like to incorporate Saundra McQuire’s successful learning strategies. I would be able to do this by making guided notes for my students, or just having them take in depth notes on their own, using the SQ5R meathod.
It is really interesting to learn more about how I can implement the different learning strategies into my future classroom, and I can’t wait to put them to practice one day.
If you’re at all interested in learning more about the My Classroom Economy program you can click on the link below :
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Here we meet again, this time only to discuss one of the most important parts of a classroom, the students. Our student’s are the sole reasons we become teachers. Am I right? We want to help the younger generation achieve greatness. However, in order to do that we must first understand how student’s learn. Let’s dig a little deeper.
How do student’s develop and construct knowledge? How do the developmental characteristics by famous psychologists impact teaching and learning?… I believe that students learn by doing. I think that is the way that they are able to get real life experiences both in and outside of the classroom. There are four main psychologists who each have great models and theories.
What are the main benefits and limitations of the models and theories?.. First, lets start by explaining who they are. We have Piaget who created the stages of cognitive development which has four stages. In grade school, where I’ll be working we have the concrete operational stage. This is where children “Can think logically about concrete (hands-on) problems” (51). Some of the benefits to Piaget’s model include the fact that it is very consistent and coherent. However, some people believe that Piaget may have overlooked effects of culture, and even social group. The next person on the list is Vygotsky. He uses the scaffolding method, and takes students just outside of their comfort zone to reach new learning potential. Some benefits to his model are that he is more sensitive to diversity, but he can be very vague, and he has insufficient attention to development issues. After Vygotsky, we look at Erikson. Erikson created the stages of psychosocial development. there were many benefits to this model including a child creating identity diffusion. However, what if a child gets “stuck” at a certain stage? Then wouldn’t they fall behind from their peers in school? I feel that could be a great disadvantage to them learning. Lastly, we have Bronfenbrenner who created the bioecological model of human development, and he also discussed the different types of parenting such as authoritative, and permissive. He had some positives to his model. For example, he explains that everything you do affects how you learn. If a teacher has a good learning environment, then it could positively affect their learning. However, on the contrary, if a teacher has a different style then the parenting then that could result in the student having a hard time with learning.
How can I take all of these theorists, and apply them to inform my future teaching?.. It is obvious that these models all work together inside of a classroom, and it is extremely important to incorporate all of them to help my student’s achieve higher learning. I am not a teacher yet, however I do work with an after school program. My school is an elementary school. I work with the age that Piaget would consider to be concrete operational. We do daily activities such as the question of the day. This requires my students to “dig deeper” and think of an answer. Vygotsky can be used in the future by having my students run a school store teaching them inferiority vs. industry. I will use scaffolding to help my students achieve what they almost know by challenging them. Lastly, I will take the time to understand my student’s not only as learners, but on a personal level. Getting to know my after school student’s on a personal level really helps me understand where they come from, and that can help me teach them.
I found this awesome video about a teacher who creates a handshake with all of his students. It is a great example of creating a one-on-one relationship with students
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So, What is the relationship between research and teaching?… Teachers need to do research, or have someone help them do research so that they can continuously strive to become better in their field. Us teachers are teaching the next generation, and we need to find ways to help all of out students succeed. Research can help us make accommodations to our classrooms, and teaching methods for all types of learners.
So, How can I use information literacy to evaluate and select information about students and teaching?.. Well first of all I have to know what I’m researching. Let’s say I’m looking for research on Aspurger’s Syndome and learning math. First I have to know the issue, and the important parts of my research. Once I find the research that is most important, and helpful in my situation I can apply it, and help the child who has Aspurger’s Syndrome learn to the best of their ability.
What does this mean for my future career?.. I will be a constant researcher and learner in my career. I will constantly be researching new ways to help my students, and then learning how to apply it in the classroom to help all of my students achieve greatness.
Showing that I know how to apply research doesn’t have to wait until I am a teacher. In class we have talked a lot about the home work debate. Should homework be given to students? I started out believing that we should give our student’s homework. I mean, I was given homework all throughout grade school, and my academic achievements were just fine. However, while doing some research I started to feel the opposite way. According to Ronning (2010), some students who received homework actually did worse in their academics. Some even by 12 percent. This made me sit back, and think about what I was reading. Students who get homework actually can have a decrease in grades? This made me want to do more research on not giving out homework. This is where I found the article that Zimmerman and Kitsantas wrote. Research by Zimmerman and Kitsantas (2005) shows high school students, and the relationship between self-efficiency, homework, and GPA. It shows that there is a positive correlation with self-efficiency, homework, and GPA when the student is responsible. However, in elementary school it is half of the student’s responsibility, and half of the parents responsibility depending on how young they are. Again, this helps show that elementary students shouldn’t get homework. Even Marzano and Pickering (2007) state, “Although teachers across the K-12 spectrum commonly assign homework, research has produced no clear-cut consensus on the benefits of homework at the early elementary grade levels” (p.5). If it isn’t benefiting my students in the long run, why would I make them do it? They could be instead spending time with their families, and learning new skills at home and, according to Suhay (2015), “The schools that have given up assigning homework report uniformly fabulous results” (p.1). Although I started this research question with the opposite opinion that I now hold, I believe that it will benefit my future elementary school students the most if they are given no homework, and instead encouraged to spend time with their families, and learn new skills at home.
Marzano, R., & Pickering, D. (2007, March). Special Topic/ The Case For And Against Homework. Educational Leadership, 64(6), 74-79. http://www.lincnet.org/cms/lib05/MA01001239/Centricity/Domain/108/Homework.pdf
Ronning, M. (2011). Who benefits from homework assignments?. Economics of Education Review, 30(1), 55-64. http://dx.doi.org/10.1016/j.econedurev.2010.07.001
Suhay, L. (2015, March 6). New York school abolishes homework. Does homework do any good?. Christian Science Publishing Society. Retrieved from https://libproxy.uww.edu:9443/login?url=http://search.proquest.com/docview/1660974352?accountid=14791
Zimmerman, B.J., & Kitsantas, A. (2005). Homework practices and academic achievement: The mediating role of self-efficiency and perceived responsibility beliefs. Contemporary Educational Psychology, 30(4), 397-417. http://dx.doi.org/10.1016/j.cedpsych.2005.05.003Filed under Uncategorized | Comment (0)
When most kids are asked what they want to be when they grow up, their answer may change several times throughout their childhood, and teen years. Mine? It always stayed the same. I ALWAYS wanted to be a teacher. I was considered the “teachers pet” in my class every year, I was the student that my teachers would bribe to go outside for recess because I never wanted to go. I always had cool ideas, and although my teachers complained that I had too much to say, the “children” that I taught in my “classroom” at home (which consisted of a desk, a dry erase board, and one science textbook) never said a peep. I would spend a lot of my free time as a child “lesson planning” for my students, and once I reached high school I knew that teaching was the route I wanted to go. In the Summer of 2015, after my sophomore year of college at the University of Wisconsin-Milwaukee I accepted a job at the Waukesha YMCA as a summer camp counselor. I was extremely nervous as it would be the first time I was really interacting with children on a day to day basis. Taking that job ended up being one of the best decisions I’ve ever made, and that is what ultimately influenced my decision to become a teacher. I created some amazing friendships not only with the staff, but being with the same 30 kids, ten hours a day, for eleven weeks creates incredible bonds that I will never forget.
After my summer as a camp counselor I was offered to be a part of the before and after school staff at Whittier Elementary School in Waukesha, Wisconsin. I quickly snatched the position and began working with kids in the after school portion of the program. I was lucky enough to have a sneak peak of what being a teacher would be like. I was able to help students with their homework, and also give ideas as to what activities I thought the children would like to do. Whittier is a very low income school, and unfortunately they have a lot of problems behaviorally. However, there is nothing more satisfying then watching a child understand something that they didn’t before especially when you taught it to them. Making a difference in a child’s life is a great feeling. A lot of the children that I worked with at Whittier didn’t have great role models in their life, so for me to be an influence in theirs was an amazing feeling. I have many great stories that I will forever cherish, and I will carry with me forever. I am now a site coordinator at Meadowbrook Elementary School in Waukesha, WI, and although it is a different dynamic then that of Whittier I still make just as much of a difference in the lives of the children around me. Working in schools for the past year, and being in school for quite a while have helped me understand what does and what does not make a good educator. Like we discussed in class, the best educators are the ones who have a sense of humor, know their content, and are passionate about their students learning. I think that humor is a must when working with kids, and I have implemented that in my current position, and plan to carry that with me in my own classroom. The late Robin Williams shows great enthusiasm in his classroom during the short video we watched. It was amazing to see his students go from bored, and uninterested to completely consumed in what he was teaching.
I could sit here and tell all of you what I think makes a great teacher. We could go back and forth all day discussing what we think makes a good teacher. However, there is one opinion that should matter most when it comes to us becoming a great teacher. It comes from the student. I found this great video that I would love to share about what students in Madison Public Schools think make a great educator. I hope you all enjoy!
Arsenault L. (2013 August, 26).”What Makes a Good Teacher?” [Youtube]. Project: Blog.Filed under Uncategorized | Comment (0)