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https://youtu.be/2DrnhZ8G6EE
https://youtu.be/qqAgJ40ATT4
https://youtu.be/v74nRbWSNqk
https://youtu.be/iYgO8jZTFuQ
https://youtu.be/bJlWd7MsDko
https://youtu.be/ixRBjEW_sFs
Kauchak& Eggen, Introduction to Teaching, EDU 210, Pearson, pg. 110 & 111

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o   Teachers can integrate the 21st century skills into their classroom

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o   Create real world type learning environments for their students. Project and cooperative learning based experiences help enhance this.

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o   Teaching 21st Century skills in context across all core subjects

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Summative, formative and diagnostic assessments and standardized test evaluations

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o   Emphasis on understanding and knowledge while building relationships and a clear understanding across subjects

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Support systems in schools today contain the following to better help achieve goals in our schools...

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o   When students enter the work force, they must be able to be flexible and able to adapt to changes.

o   Having initiative and self-direction, cross-cultural skills, productivity, accountability, leadership, and responsibility

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-        Information media and technology skills

o   Students need to be able to access all the available information

o   Understanding of media messaging

o   Keep students up to date with all the rapid changes in technology

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- Being able to evaluate and analyze evidence and use deductive reasoning for any of life’s situations thrown at the student

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- Students practice soft skills by working with diverse teams

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- Teach students to communicate their thoughts effectively using oral and written communication strategies

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-  Innovative ideas and put them into action

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Learning and innovation skills include the following "4 C's"...

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Learning and innovation skills include the following "4 C's"...

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Content knowledge and 21st century themes

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Content knowledge and 21st century themes

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-  Math, science, reading writing, civics, and more. Master core disciplines to graduate high school,

-  Recognition of 21st-century themes within those subjects.

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-        Teachers must help their students develop specific work and life skills

-        Schools have a responsibility to teach students skills in the 21st century and that there is life outside of school

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Contains similar components to behaviorism and cognitive information processing theory and constructivism

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-        Communities of practice are of course not confined to schools but cover other settings such as workplaces and organizations.

-        cooperation, problem-solving, building trust, understanding, and relations – have the potential to foster community social capital that enhances the community members’ wellbeing

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-        Learning occurs when the learner puts knowledge into practice as a result of being introduced into a situation where it is necessary to apply the knowledge in order to move forward.

-        Apply what you know and learn as you go.

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Relies on social and cultural variables of learning more than it does on individual psychology. Meaningful actions that relate to some cultural system

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o   The ability to recognize similarities and differences in the physical world. Biologist/anthropologist

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o   Access to one’s own “feeling life”.
Self-aware individual

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o   An understanding of interpersonal relations and the ability to make distinctions among others.
Therapist/salesperson

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o   A fine-tuned ability to use the body and to handle objects.
Dancer/athlete

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o   Sensitivity to pitch, melody, and tone.
Composer/violinist

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o   The ability to perceive the visual world accurately and to re-create, transform, or modify aspects of the world on the basis of one’s perceptions.
Sculptor/navigator

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o   Sensitivity to the meaning and order of words and varied uses of language.
poet/journalist

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o   The ability to handle long chains of reasoning and to recognize patterns and order in the world. Scientist/mathematician

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The theory was developed to document the fact that human beings have very different kinds of intellectual strengths and they are very important as to how kids learn and how people represent things in their minds and how they used them to show that they understand.

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The learning cycle can be a rubric for holistic, authentic assessment.

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The learning cycle can be a rubric for holistic, authentic assessment.

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Requires complex and diverse assessment methods.

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-        Full cycle learning increases learning flexibility and development. Ability to engage all the learning style types in a fluid manner in any given situation. People can change their learning style depending on what situation they are in.

-        Teaching around the learning cycle with the dynamic matching of teaching roles. The dynamic matching model describes what is going on between the teacher and the student.

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-        The dialectic poles of the learning cycle are what motivate learning. Concrete experiences and abstract thinking are 2 ways of understanding experience. They are percepts- the here and now. And Concepts- the past or future. Reflecting and acting are transforming experiences for understanding (PRAXIS)

-        Learning styles are different ways of going around the learning cycle. Individuals learn in different ways and educators can better understand their students if they understand their unique learning style. Learning style is formed when one or more of the learning modes are prefeed over others.

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-        Learning is an endlessly recurring cycle. It is between the internal self and external environment.

o   It is about impression and expression

-        Experiencing is necessary for learning. Concrete experience.

o   Pure experience is when a concrete experience violates the expectations or previous beliefs and behaviors. It activates reflection.

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Aiming to understand the manners in which experiences – whether first or second-hand, to motivate learners and promote their learning.

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-        Individual Constructivism – Derived from Piaget’s work- knowledge is invented and reinvented as the student develops and interacts with the world around them. Constructed on a more personal level.

-        Social Constructivism- place emphasis on the social community. -Derived from Vygotsky’s work- knowledge is internalized with ones interactions with the world.

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Helps promote independence and personal accountability and problem solving skills

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-        Use guided questioning and lectures to help students

o   Very effective but difficult to plan

Problem-based learning is a great example

-        students work in groups to solve a real problem by using a variety of resources.

-        The goal is to simulate real-world problems

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o   Exploration

o   Discussion and presentation

o   Application and expansion of new content

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-        Call on prior knowledge and experience to construct their own frames of thought

-        Requires students to use critical thinking skills to discuss concepts in a non-threatening way

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-        Solving complex problems

-        Acquiring content knowledge through complex domains

-        Critical thinking

-        collaboration

-        reasoning

-        developing inquiry skills

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-    Learning is done through context and should be meaningful and applicable to the real world.

We generate knowledge as we experience situations and interpret them.

-   Knowledge can be altered due to knew experiences.

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compliments, approval, encouragement, and affirmation

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Applies largely to issues of class and student management rather that learning content

A simple way to shape behavior is to include feedback to the learner's performance by…

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Punishment- the opposite of reinforcement since it is designed to weaken or eliminate a response rather than increase it.

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Negative reinforcement- Strengthens behavior because it stops or removes an unpleasant experience.

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Positive reinforcement- strengthened by rewards leading to a repetition of desired behavior, the reward is a reinforcing stimulus.

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o   Neutral operant- responses from an environment that don’t increase or decrease the probability of a behavior being repeated

o   Reinforcers- responses from the environment that neither increase nor decrease the probability of a behavior being repeated. They are positive or negative.

o   Punishers- responses from the environment that decrease the likelihood of a behavior being repeated. Punishment weakens behavior.

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Operant conditioning= method of learning where consequences of a response determine the probability of it being repeated

o   a behavior that is reinforced, that is, rewarded, will likely be repeated

o   behavior which is punished will occur less frequently

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Reinforcement-

o   A behavior reinforced tends to be repeated (strengthened)

o   A behavior that is NOT reinforced tends to die (weakened)

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Learning is viewed as a process of “conditioning” in an environment of stimulus, reward, and punishment.

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Learning is viewed as a process of “conditioning” in an environment of stimulus, reward, and punishment.

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-   Informal learning occurs naturally while…

-   Formal education depends on the teacher creating optimal patterns of stimulus and response… reward and punishment

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Learning theories develop hypotheses that describe how this process takes place.

We are going to go over 6 learning theories that we can use in the classroom!

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It is a process that brings together personal and environmental experiences and influences for acquiring, enriching, or modifying one’s knowledge, skills, values, attitudes, behavior, and world views.