2. What is AVID?
“College readiness system for
elementary through higher
education that is designed to
increase school-wide learning
and performance” (AVID).
3. What is the purpose of AVID?
Close the achievement gap
Increase the graduation rate
Increase the number of college
ready students
5. Learning Theories
Represents the basis of curriculum
development, pedagogy, and
andragogy
Provides an explanation for the
acquisition and construction of
knowledge and cognitive
development
6. Cognitive Learning Theory
Explains how students acquire, create, and apply
new knowledge and skills to various situations
Describes how learning happens
Concerned with the epistemology of knowledge
formation
Describes changes in logical thinking
Active learning, knowledge construction based
on experiences
Assimilation and accommodation
7. Social Constructivism
Observational learning
Involves Cognitive processing and decision-
making skills
Triadic reciprocal interaction (Cognition,
behavioral, and environmental factors)
Self-efficacy and self-regulation represent a
significant contribution to learning
Direct, vicarious, and self-reinforcement
8. Humanism
Includes a hierarchy of basic needs and posits that a
person’s basic needs must be met before learning
occurs
Posits that the desire to learn is inherent
Emphasizes free will
Emphasizes individuality and multiple intelligences
Places significance on self-efficacy and motivation
(McLeod, 2007; Lutz, 1999)
9. Andragogy
Explains how Adults learn
Focuses on the purpose of learning
Supports knowledge facilitation
Emphasizes the significance of self-
efficacy
10. Theoretical Implications
Supports modeling and cooperative learning (Social
Constructivism)
Incorporates differentiation (Cognitive, Social Constructivism,
Humanism, and Andragogy)
Huge emphasis is placed on summarizing and chunking of
information (Cognitive, Social Constructivism)
Encourages critical thinking and problem solving through
Writing, Inquiry, Collaboration, Organization, and Reading
(Cognitive, Social Constructivism, Humanism, and Andragogy)
11. Theoretical Implications
Provides real-life scenarios and course materials
(Andragogy, Social Constructivism, and Cognitive)
Scaffolding (Cognitive, Social Constructivism)
Emphasizes note-taking, the use of graphic organizers
and other study skills (Cognitive, Social Constructivism,
Humanism, and Andragogy)
13. Recommendation
Incorporates aspects of learning
theories of behaviorists
Fosters a goal-setting environment
Focuses on classroom
management and creating
productive classroom environments
14. Conclusion
AVID represents research-based instructional program that is grounded in
learning theories.
Incorporate behaviorism learning theories
AVID incorporates the following theoretical perspectives:
Cognitive
Social Constructivism
Humanism
Andragogy
16. References
AVID. (n.d.). Research. Retrieved from AVID: http://avid.org/abo_research.html
AVID. (n.d.). AVID’s foundation for high engagement teaching and learning.
Retrieved from http://www.avid.org/dl/hed/hed_reviewofliterature.pdf
Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed.). Upper
Saddle River, NJ: Merrill Pearson.
Lutz, M. (1999). Humanistic perspective. In the elgar companion to consumer research
and economic psychology. Retrieved from
http://search.credoreference.com/content/entry/elgarcrep/humanistic_perspective/0
McLeod, S. A. (2007). Humanism. Retrieved from
http://www.simplypsychology.org/humanistic.html
17. References
Powell, K. C., & Kalina, C. J. (2009). COGNITIVE AND SOCIAL
CONSTRUCTIVISM: DEVELOPING TOOLS FOR AN EFFECTIVE
CLASSROOM. Education, 130(2), 241-250. Retrieved from
http://search.proquest.com/docview/196408006? accountid=458
Ormrod, J. E. (2003). Educational psychology (4th ed.). Upper Saddle River,
NJ: Merrill Prentice-Hall, Inc.
Smith, M. (2002). Malcolm Knowles, informal adult education, self-direction,
andragogy. Retrieved from The encyclopedia of informal education:
www.infed.org/thinkers/etknowl.htm
Smith, M. K. (2003). ‘Learning theory’, the encyclopedia of informal
education. Retrieved June 16, 2014, from
[http://infed.org/mobi/learning-theory-models-product-and-process/
Editor's Notes
Greetings Board of Directors: After careful analysis of the supportive instructional program AVID, I have concluded that the program should be implemented in all Title I schools and should incorporate tenets of behaviorism. This presentation will outline the description and purpose of the program and will present the effectiveness of the program in terms of cognitive development theories.
The premise of AVID lies in closing the achievement gap, increasing the graduation rate, and increasing the number of college ready students by increasing student expectations and teaching skills and building on knowledge needed to meet rigorous academic and social demands of robust, global and technological 21st century.
AVID employs research-based instructional pedagogy that springboards critical thinking and that is grounded in the use of the following methodologies:
Writing
Inquiry
Collaboration
Organization
Reading
AVID focuses on education the whole child versus specializing in one particular content area.
Philosophical and theoretical frameworks of education represent the basis of curriculum development, instructional pedagogy, and andragogy. Learning theories focuses on how knowledge is acquired and constructed (Smith, 2003).
The cognitive learning theory explains how students acquire, create, and apply new knowledge and skills to various situations. Cognitivists believe that learning is internal and is concerned with the epistemology of knowledge formation (Gredler, 2009). They contrast behaviorist who believe that learning is external and reactive to stimulation. It describes changes in logical thinking and places much attention on development information processing, metacognition. Learning facilitation based on cognitive learning theories take on a holistic approach; that is, concepts and skills are not taught in isolation but together so that learner are able to make connections and draw sound conclusions.
Social constructivists propose that learning is both internal and external; Social constructivism examines how people learn and derive at meaning for self (Powell and Kalina, 2009). It involves situated learning – learners rely on prior knowledge to acquire, form, and assimilate new knowledge; social interaction; the employment of higher level thinking; and it employs curricular and teaching that is transactional and inquiry based. The following represents tenets of social constructivism: reflection, collaborative learning, active learning, questioning, discovery learning, contextual-situational learning, problem based learning and authentic assessments (Ormrod, 2003; Gredler, 2009). Like the cognitive learning theory, constructivism contrasts rote memorization and supports learning through dialectical means, such as Socratic and Padeia seminars.
Opposes scientific research and the use of animals to derive at inferences regarding human behavior and learning.
Motivational
Optimistic
Can be used to create a safe environment conducive to learning
Focuses on the individual
The humanistic perspective contrasts behaviorism, which stresses rote memorization and transmission learning
Malcom Knowles’ adult learning theory, andragogy centers on how adults learn. The basic assumptions of andragogy are: self-concept, experience, readiness to learn, orientation to learning, and motivation to learning (Smith M. , 2002). Andragogy promotes independence, self-motivation, doing and relevance. Like the cognitive and social constructivism learning theories, the teacher facilitates learning and does not function as the sage disseminating knowledge. Knowledge is constructed and the focus is on the process versus content. Knowledge is purposeful; learners study what is relevant to their current and/or future situation. Curricular that is based on andragogy employs problem-based learning and uses learners’ experience and situatedness to facilitate learning.
AVID instructional methodologies include best practices such as: reciprocal teaching, note-taking, modeling, Socratic and Padeia seminars, Philosophical Chairs, Quick writes, and Journaling.
AVID emphasizes metacognition through reflection.
WICOR provides a learning model that faculty can use to guide students to comprehend materials and concepts, and articulate ideas, at increasingly
complex levels (scaffolding) within developmental, general education and discipline-based curricula in their major.
AVID instructional methodologies include best practices such as: reciprocal teaching, note-taking, modeling, Socratic and Padeia seminars, Philosophical Chairs, Quick writes, and Journaling.
AVID emphasizes metacognition through reflection.
“WICOR provides a learning model that faculty can use to guide students to comprehend materials and concepts, and articulate ideas, at increasingly
complex levels (scaffolding) within developmental, general education and discipline-based curricula in their major” (AVID).
Differentiation acknowledges the individual learning differences and provides facilitators with an opportunity to meet the individual needs of the student
Collaboration allows students to increase knowledge by gaining varied perspectives
Reflection opportunities create self-awareness and help to increase self-efficacy
The incorporation of leveled higher-order thinking questions helps to increase critical thinking and self-efficacy
Behaviorism is a learning theory that focuses on responses to various stimuli.
Incorporating behaviorist theories can assist in creating a safe environment that is conducive to learning. Learning and behavior are reactive and occurs from the outside, which means they are a result of an action or stimulus.
Behavior can be taught
Thanks for your attention. Do you have any questions, comments, and/or concerns?
