Module 4
These weeking's reading were on Chapters 9, 10, and 11. We also had a Bubbl due on chapter 9, so these blog will focus on Chapters 9 and 10, and the reflections and connections that I had to both chapters.
Chapter 10, The Learning Sciences and Constructivism, starts off with the breakdown of the learning sciences. The basic assumptions experts have deep conceptual knowledge, learning from the learner, schools must create effective learning environments, and prior knowledge and beliefs are key. Embodied cognition is the awareness that we think about and represent information reflects the fact that we need to interact with the world. Next the chapter covers constructivism views of learning. There are two central ideas; 1. Learners are active in constructing their own knowledge and 2. social interactions are important in this knowledge construction process. There are three types of constructivism views; psychological, Vygotsky's, and social. Applying these views to a classroom, a teacher would use inquiry and problem based learning. I really like what one of my cooperating teacher did to use this. She gave each student a marshmallow peep, in the shape of a bunny. She played around with the bunny, and had the students explain some things the bunny needed if it was going to go home with the kids. The students all decided they needed a house, so she gave the students toothpicks and fruit snacks to create a house with. The students were so innovative with building a house and making bed for the bunnies to sleep in. After each student was done with thier house, we took a tour around the room at the homes that each one built. After, the tour we talked about good qualities of a house and what qualities they think they could have added. For a kindergarten classroom, I was so impressed at the ideas and qualities of a good home they created on their own. They, of course, got to take home all their supplies, and many bunnies did not have complete homes but the time parent picked them up.
Inquiry based learning is when the students form a hypothesis to explain the event or solve the problem, collect data to test the hypothesis, and draw conclusions, reflect on the original problem and thinking process needed to solve it.
In Chapter 11, Social Cognitive Views of Learning and Motivation, the chapter starts off with the concepts of social cognitive theory. This theory was created by Albert Bandura. Two main elements of this theory are observational learning and efficacy. Observation learning is selective attention, paying attention to correct cue and information, and sustained attention. Retention, through visuals and modeling each step. Production is the practice of trying it again and again with feedback. Motivation and reinforcement are encouragement for students to practice and implement the skills that they have learned. Reinforcement is celebrating the parts or practices that should be repeated. Self Efficacy is future-oriented it is the content specific assessment of competence to perform a specific task. This is if the student or teacher believe for the subject they are learning specifically, will they be successful?
I really liked the guidelines to emotional self-regulation. Avoiding tattle-tale stories I think is important and for the student to learn, am I being a tattle tongue or a danger ranger. This is something the cooperating teacher also used. That way she could build trust in her room. During our SEL time for school, we often had student share their current emotions and had a feelings chart for the students to express themselves. It is also important for children to understand that their actions, can cause feelings for other students so I really like to focus on empathy. I also think it is important to teach children to cope. There was this student we had in our classroom, who would always hit. In every situation, she didn't know how to express herself, or to talk about what happened. We sat down with the behavioralist, and came up with story to read to her and had to sit with her for every new situation and explain how she should have reacted. It was tough, but she learned that using her body was not an appropriate way to express herself.
Chapter 10, The Learning Sciences and Constructivism, starts off with the breakdown of the learning sciences. The basic assumptions experts have deep conceptual knowledge, learning from the learner, schools must create effective learning environments, and prior knowledge and beliefs are key. Embodied cognition is the awareness that we think about and represent information reflects the fact that we need to interact with the world. Next the chapter covers constructivism views of learning. There are two central ideas; 1. Learners are active in constructing their own knowledge and 2. social interactions are important in this knowledge construction process. There are three types of constructivism views; psychological, Vygotsky's, and social. Applying these views to a classroom, a teacher would use inquiry and problem based learning. I really like what one of my cooperating teacher did to use this. She gave each student a marshmallow peep, in the shape of a bunny. She played around with the bunny, and had the students explain some things the bunny needed if it was going to go home with the kids. The students all decided they needed a house, so she gave the students toothpicks and fruit snacks to create a house with. The students were so innovative with building a house and making bed for the bunnies to sleep in. After each student was done with thier house, we took a tour around the room at the homes that each one built. After, the tour we talked about good qualities of a house and what qualities they think they could have added. For a kindergarten classroom, I was so impressed at the ideas and qualities of a good home they created on their own. They, of course, got to take home all their supplies, and many bunnies did not have complete homes but the time parent picked them up.
Inquiry based learning is when the students form a hypothesis to explain the event or solve the problem, collect data to test the hypothesis, and draw conclusions, reflect on the original problem and thinking process needed to solve it.
In Chapter 11, Social Cognitive Views of Learning and Motivation, the chapter starts off with the concepts of social cognitive theory. This theory was created by Albert Bandura. Two main elements of this theory are observational learning and efficacy. Observation learning is selective attention, paying attention to correct cue and information, and sustained attention. Retention, through visuals and modeling each step. Production is the practice of trying it again and again with feedback. Motivation and reinforcement are encouragement for students to practice and implement the skills that they have learned. Reinforcement is celebrating the parts or practices that should be repeated. Self Efficacy is future-oriented it is the content specific assessment of competence to perform a specific task. This is if the student or teacher believe for the subject they are learning specifically, will they be successful?
I really liked the guidelines to emotional self-regulation. Avoiding tattle-tale stories I think is important and for the student to learn, am I being a tattle tongue or a danger ranger. This is something the cooperating teacher also used. That way she could build trust in her room. During our SEL time for school, we often had student share their current emotions and had a feelings chart for the students to express themselves. It is also important for children to understand that their actions, can cause feelings for other students so I really like to focus on empathy. I also think it is important to teach children to cope. There was this student we had in our classroom, who would always hit. In every situation, she didn't know how to express herself, or to talk about what happened. We sat down with the behavioralist, and came up with story to read to her and had to sit with her for every new situation and explain how she should have reacted. It was tough, but she learned that using her body was not an appropriate way to express herself.
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