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Carla mathis instructional program analysis
- 1. AVID Advancement Via Individual Determination INSTRUCTIONALPROGRAM CRITICAL ANALYSIS CARLA GRANT MATHIS
- 2. What is AVID? “Collegereadiness system for elementary through higher education that is designed to increase school-wide learning and performance” (AVID).
- 3. What is thepurpose of AVID? Close the achievement gap Increase the graduation rate Increase the number of college ready students
- 4.
- 5. Learning Theories Represents thebasis 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 Observationallearning 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 ahierarchy 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 Adultslearn Focuses on the purpose of learning Supports knowledge facilitation Emphasizes the significance of self- efficacy
- 10. Theoretical Implications Supportsmodeling 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 Providesreal-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)
- 12.
- 13. Recommendation Incorporates aspects oflearning theories of behaviorists Fosters a goal-setting environment Focuses on classroom management and creating productive classroom environments
- 14. Conclusion AVID representsresearch-based instructional program that is grounded in learning theories. Incorporate behaviorism learning theories AVID incorporates the following theoretical perspectives: Cognitive Social Constructivism Humanism Andragogy
- 15.
- 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
- #2 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.
- #4 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.
- #5 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.
- #6 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).
- #7 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.
- #8 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.
- #9 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
- #10 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.
- #11 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.
- #12 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).
- #13 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
- #14 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
- #16 Thanks for your attention. Do you have any questions, comments, and/or concerns?