Ch 1 principles of an (1)
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The document discusses major learning theories and principles for effective reading instruction. It covers behaviorism, constructivism, sociocultural theory, information processing theory, and transactional theory. It also outlines the four cueing systems that help readers: phonological, syntactic, semantic, and pragmatic. Finally, it discusses scaffolding reading and writing through modeled, shared, interactive, guided, and independent activities, as well as organizing literacy instruction through basal programs, literature units, literature circles, and workshop models.
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Wenger: A Social Theory of Learning
McLeod: Vygotsky (Links to an external site.)
https://www.simplypsychology.org/vygotsky.html
Schunk: Chapter 6 (Read Only the Following Pages/Sections)
240 (Vygotsky S.C. Theory) - 248
250 (Socially Mediated Learning) - 233
269 (Peer Assisted) - 271
274 (Summary) - 277
Commentonat least 3 Classmates’Posts (approximately 150 -300 words each)§
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classmate 1
Hello everyone!
Social learning theory is described as being a “theory of learning process and social behavior which proposes that new behaviors can be acquired by observing and imitating others.” Learning is a social experience in a lot of different ways. Social interactions are critical in learning. We learn so much from interacting with others and our environment. The fundamental principles of social learning states that “learning occurs when observing other's behaviors and the resulting outcomes of those behaviors.” Observation and mimicking are the first forms of learning as a child. Peer collaboration, reciprocal teaching, apprenticeships, and scaffolding are all examples of learning using the social model. In other words, we learn from everything around us. We learn from our interactions as it stimulates developmental processes and fosters cognitive growth, the information that is “learned” is transformed into knowledge.
Lev Vygotsky is a constructivist theorist; he placed more emphasis on the social environment being a factor in learning. Vygotsky’s theory stresses that “the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development. Vygotsky considered the social environment critical for learning and thought that social interactions form learning experiences” (Schunk, page 242). One of the fundamental concepts presented by Lev Vygotsky is that a person’s interactions with the environment aid in their learning. Social interactions are necessary for learning to take place, and that knowledge is gained when two or more people interact with one another. Another concept would be self-regulation, which involves “the coordination of mental processes such as planning, synthesizing, and forming concepts” (Schunk, page 252)..
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The document discusses different approaches to learning including behavioral, constructivist, cognitive, and social cognitive approaches. Behavioral approaches emphasize reinforcement and punishment in determining behavior. Constructivism proposes that learners actively construct knowledge from experiences. Cognitive approaches focus on individual knowledge construction while social constructivism involves sharing perspectives to build understanding together. Social cognitive theory defines learning as changes in mental structures that allow different behaviors, including learning by observation. The approaches are compared and critiqued by different theorists.
Theories of learning
The document provides an overview of several learning theories including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning theory. For each theory, it describes key aspects, how it relates to classroom instruction, and potential critiques. Theories grew out of and in response to each other over time, with more recent theories integrating aspects of earlier ones.
Learning Theories
The document discusses different learning theories including behaviorism, constructivism, and cognitivism. It describes a classroom setting with 17 students in small groups at different learning centers. Constructivism is discussed as focusing on hands-on learning through experiences. Behaviorism uses reinforcement and punishment to modify behaviors.
Engaging student in active learning
Here are some web tools that can be used to promote active learning:
- Discussion forums/boards - Allow students to discuss and debate topics, ask questions of each other.
- Wikis - Students can collaboratively create and edit content on a topic. Encourages participation and knowledge building.
- Blogs - Students can reflect on their learning by writing blog posts. Others can comment and continue the discussion.
- Google Docs/Slides - Real-time collaboration on documents and presentations fosters interaction and group work.
- Padlet - A virtual bulletin board where students can post responses, resources, ask questions in a low-stakes format.
- Kahoot! - Eng
Learning Styles of Multiple Intelligence
The document discusses learning styles and multiple intelligences. It defines learning styles as how a learner perceives, interacts with, and responds to their environment. It describes four types of learning styles: mastery, interpersonal, understanding, and self-expressive. It also lists eight multiple intelligences: verbal/linguistic, logical/mathematical, visual/spatial, bodily/kinesthetic, musical, interpersonal, intrapersonal, and naturalistic. The document provides an overview of different learning styles and intelligences to help the reader understand how individuals learn best.
Theories of learning
The document summarizes several theories of learning and instruction including behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, it describes the key ideas, how it relates to classroom instruction, and potential critiques. The theories range from early behaviorist ideas focusing on observable behaviors to more modern constructivist theories emphasizing that knowledge is actively constructed and learning is contextual and social.
Theories of learning
The document provides an overview of several learning theories - behaviorism, cognitivism, social learning theory, social constructivism, multiple intelligences theory, and brain-based learning. For each theory, it describes the key ideas, how it relates to classroom instruction, and some common critiques.
Social learning theories
Social Learning Theory proposes that learning occurs through observation and modeling of others' behaviors. It bridges behaviorist and cognitive learning paradigms by including cognitive processes like attention, retention, reproduction, and motivation. Key concepts include observing and modeling behaviors, the interaction between personal factors, behavior, and the environment, and cognitive processes involved in learning from observation. Related theories emphasize the social and contextual aspects of learning, such as communities of practice, cognitive apprenticeships, and activity theory.
Lecture 1
Education, Teaching and Teacher Preparation, Objectives of Teaching, Teaching Methods, Problem Based Learning, Co-operative and Collaborative Learning, Constructivist Paradigm,
Constructivism dr lu
Constructivism is an epistemology that explains how learning occurs as learners actively construct knowledge based on their experiences. There are three main perspectives on constructivism: exogenous focuses on accurately reconstructing external knowledge; endogenous emphasizes knowledge developing from previous structures rather than direct environmental interactions; dialectical views knowledge as emerging from interactions between people and their environments. Constructivist teaching involves structuring learning situations where students are actively involved through hands-on activities and social interactions to develop their own understandings.
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Ch 1 principles of an (1)
- 1. Principles of an Effective Reading Teacher Dr. Kristin Webber ECED 270 Spring 2013
- 2. Major Learning Theories Behaviorism Focus on the observable and measurable aspects of behavior Behavior is learned or unlearned as a result of stimulus- and-response actions (punishments and rewards) Teacher-centered Skill-based, worksheets, individual work Constructivism Children are active and engaged learners who construct their own knowledge Child-centered – learners are innately curious Schema Theory: assimilation and accommodation Inquiry Learning: collaboration not competition is conducive to learning Engagement Theory: engaged learners are intrinsically motivated
- 3. Major Learning Theories Sociolinguistics (Vygotsky) Sociocultural theory: Reading and writing are viewed as social activities the reflect the child’s culture and community in which they live Culturally responsive teaching Situated Learning Theory: learning is the function of the activity, context, and culture in which it occurs. Rejects notion of separating learning to do something from actually doing it – authentic activities Information Processing Interactive Models: reading and writing should be integrated – meaning is constructed in similar ways Transactive Theory (Rosenblatt) Reader based interactions with text – meaning lies with reader not in the text
- 4. The 4 Cueing Systems • The Phonological System • The Sound Systems • 44 sounds and more than 500 ways to spell them • The Syntactic System • Structural system that governs how words are combined into sentences • The Semantic System • The meaning system that focuses on vocabulary • The Pragmatic System • The social and cultural use system that explains how language varies
- 5. Scaffolding Children’s Reading and Writing Modeled Reading and Writing Shared Reading and Writing Interactive Reading and Writing Guided Reading and Writing Independent Reading and Writing
- 6. Organizing for Literacy Instruction Basal Reading Programs Literature Focus Units Literature Circles Reading and Writing Workshop
Editor's Notes
- Text page 17
- Text: page 20-21