Learning Theory Experience


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Learning Theory Experience

  1. 1. Learning Theory Experience Carolyn Hunt C&I 578 Dr. Cheri Toledo October 18, 2009
  2. 2. Instructor of Student Support and Learning
  3. 3. Situated Learning Theory Learning occurs in authentic contexts through social interactions and collaboration.
  4. 4. “ Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly.” -Wegner
  5. 5. Peer Observations of Guided Reading Lessons
  6. 6. <ul><li>The Teachers CoPlan a Guided Reading Lesson. </li></ul><ul><li>One Teacher Observes the other and takes notes. </li></ul><ul><li>The teachers debrief to talk about the lesson. </li></ul><ul><li>The teachers trade roles and repeat the process. </li></ul>Procedure for Peer Observations
  7. 7. <ul><li>Mapping Knowledge and Identifying Gaps </li></ul><ul><li>Seeking Experience </li></ul><ul><li>Visits </li></ul>Activities in a Community of Practice
  8. 8. Running Records
  9. 9. Running Records are an assessment tool for coding and analyzing a student’s oral reading behaviors.
  10. 10. Instruction moves systematically toward higher level skills while building on prerequisite skills. Robert Gagne’s Conditions of Learning Theory
  11. 11. Intellectual Skills Cognitive Strategy Verbal Information Attitude Motor Skills Gagne’s Five Levels of Learning
  12. 12. Intellectual Skills Problem Solving Rule Using Concrete Concept Discrimination
  13. 13. Determine the Objective Teachers will effectively use Running Record assessments of oral reading to problem solve and plan instruction.
  14. 14. Learning Conditions Stimulate the recall of previously learned component skills . Schedule occasions for practice and spaced review. Use a variety of contexts to promote transfer.
  15. 15. The Nine Events of Instruction
  16. 16. Briefly discuss: “How have you been using running records in your classroom?” Stimulating Recall of Former Learning “ Today we are going to practice making instructional decisions based on analysis of running records.” Informing the Learner of the Objective Allow time for the teachers to read the chapter from the Book Study text about Running Records to emphasize their importance. Gaining Attention Lesson Example Event of Instruction
  17. 17. Teachers then work in pairs to analyze another running record and identify teaching points. Eliciting Performance Work together to analyze a running record and identify some teaching points for reading conferences. Providing Learner Guidance Provide examples of running records and play recordings of students’ readings. Presenting the Stimulus Lesson Example Event of Instruction
  18. 18. Teachers will practice using running records in their classrooms and report their successes and difficulties at the next professional development meeting. Enhancing Retention and Transfer Allow time for teachers to complete a self assessment of how prepared they feel to use running records for identifying teaching points. Assessing Performance Teachers discuss the decisions that they made with their partners about possible teaching points. Teachers provide feedback for each other. Giving Feedback Lesson Example Event of Instruction
  19. 19. References http://www.ewenger.com/theory/index.htm http://my-ecoach.com/project.php?id=12152&project_step=28465