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Hello, Group 8! You did an amazing job putting this presentation together. This theory was a little confusing for me when I first looked at the name. However, after analyzing your presentation It was evident for me to understand the Genetic Epistemology or Developmental Theory of knowledge. Moreover, when I was in college I learned about Jean Piaget’s genetic theory, and sometimes it was hard for me to apply it in the classroom. After looking through the presentation I can interpret the theory in different ways. As a fourth-grade teacher based on the Developmental Theory, my students are in the Concrete and operational state. This means that they should be able to solve problems and think in a more logical way but they cannot grasp concrete knowledge. For example, Piaget believed that intelligence is something that increases and develops through different stages. During a math lesson, I shouldn’t focus on the outcome of what the students learned.  However, instead, I should emphasize the student’s understanding and the process they went through to obtain the answer. Another way I can apply this theory is by encouraging the students to discover new things about themselves by interacting with the environment. For instance, science experiments allow students to learn from themselves what they like and enjoy doing. Then also writing about themselves teaching the students to have self-reflection so they can learn from their mistakes or what they are. As a bilingual teacher, this theory applies to my students by providing them with tools that they can use to learn both languages. I should make an effort to arrange the lessons with different interactive activities for individual students and groups of children rather than the whole class.

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(I just moved my response from down below so it was easier to reply)
Thank you so much for your presentation!  I really appreciated that you broke it down into how each theorist thought about the different aspects in a slightly different way.  The videos and audio were also helpful so that we could engage in the content in a different way.

In my practice, I see this theory show up regularly.  One thing that I try to do whenever I teach a new subject or before we dive into a new text is to support students with making connections.  For example, we read a text last week about bees.  Before jumping into reading the text, we had a discussion about what students already knew about bees.  This helped my students to get excited about the topic, as well as make connections to their own life experiences.  In math, I also try to help my students to see the relevance of what we are learning.  Using real-world examples, or having students come up with their own, is one way to help them to make connections.  For future instruction, I would like to be able to bring in more realia and visuals to help students to make connections in a different way.  Hopefully, by giving students those additional access points, they will be able to form stronger and longer-lasting connections.

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Hi Claire, Rachel, and Tyson! Thanks for your presentation. I liked that you included audio and video as well.
I liked that Cosmides emphasized a culture of cooperation in the classroom. I have seen how powerful this is. Last year, as part of my math rotations, I paired students together to work on math tasks. They had the same partner for several weeks and worked through a series of tasks together. I was so happy with the results. I could see an improvement in their abilities to process and think critically through a problem. Most of them bonded with their task partners (some didn't), and that contributed positively to our classroom culture.
I like that you mentioned some practical implications for Gazzaniga's work about left brain/right brain. It's definitely fascinating to know, but I wasn't sure how it related to teaching until now. You mentioned teaching in different modalities, which makes sense to me. I think also that allowing students to choose how to respond to and represent their learning (writing, visual representation, audio, video, etc.) is also important.
I love the meme about the government-funded classroom versus the teacher-funded classroom! It's so true! It's so interesting to me that environments made a measurable difference in RATS...let alone people! I think that people outside of the education realm don't understand what a huge difference the learning environment makes. The quote about Headstart was very interesting! I think it's always good for us to think about our students' educational experiences as a continuum, rather than isolated year by year. It makes my heart happy to think about students potentially being in supportive, enriched environments from preschool all the way until they graduate from high school.

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Hi Amber, Hilda and Rachelle, I enjoyed your theory of instruction matrix on Motivation and Self-regulation. Your presentation was well organized and easy to understand. As humans we aren’t born with the ability to self-regulate but with the help of adults we learn ways that can help us develop this skill. As I was reading through your section on the role of a learner I started to think about all the ways in which I personally self-regulate and motivate. Actually, my reaction was, ‘Wow, I do all of these!’ and  I was eager to learn more about the process and how it shows up in my classroom.

After reading through the presentation I realized I have used Motivated and Self-regulated Learning quite regularly. In my experience working in Pre-K and Kindergarten classrooms teaching students how to control and regulate their emotions and behaviors is one of the first things we tackle and continually practice throughout the year. For many students this is their first experience at school. At the beginning of the year, my focus as a teacher is creating a warm classroom community. We talk about what it means to be a good friend and how to make a friend. We also give strategies on how to solve problems with friends through modeling and discussion.

Following Zimmerman’s 3-step cycle, in regards to problem solving with a friend, the goal has been established that students work through problems with their friends by using their words.  I continually encourage students to solve problems on their own “did you try to solve the problem with your friends” or  “remember when your words don’t work you get a teacher”. Throughout the year, we revisit strategies, where I can offer support where needed, redirect undesirable behaviors and reward successful strategies. I often involve parents and ask them to use similar methods in the home. By giving students the opportunity to learn how to problem solve on their own they will become more confident in solving their own problems in the future.

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The theory that has caught my attention is "GENETIC EPISTEMOLOGY / DEVELOPMENTAL THEORY of KNOWLEDGE". This theory caught my eye because I was not familiar with the language of the name, but as I was reading about the theory, I noticed how crucial it is to my teaching of first graders. And one thing that had me eager to learn more about is the concept of assimilation and accommodation. I know that these learning processes already take place but I was not aware of how students use them when learning new knowledge or skills. When reflecting upon my teaching and this particular theory I thought of a unit we teach on time (telling and writing time). According to the theory my students are still in the pre-operational phase. That means I need to use many manipulatives, pictures and hands on strategies in order for my students to assimilate and/or accommodate this new knowledge.  I usually use mini clocks that each student can use, a lot of anchor charts with pictures and diagrams of clocks (that they make with me) and plenty of learning games that we play to help them practice their new skills of telling time. In order for them to assimilate this new knowledge/skills, I usually open the unit by discussing with them where they have seen a clock (as well as showing them pictures of different clocks). Then we discuss why we might use clocks and what they might do at different times during the day. According to this theory, this discussion helps my students to use their schema (background knowledge) about clocks and bring that information to their working memory and assimilate the new information into that schema. Through hands-on practice, games and activities, this new information will be moved to their long-term memory. Because my students are so young, they might not have a solid or large schema about clocks, so in that case they need to accommodate this new knowledge/skills by adapting their old schema to fit the new information. The discussion that we have in the beginning of the unit, as well as subsequent discussions, anchor charts and activities,  hopefully allows their brain to make room for the new learning by figuring out how it fits alongside their prior knowledge. This accommodation skill is what particularly resonated with me as I have a hard time fully understanding how such young students do this. However, I know that it is an important skill and would love to learn more about it so that I can make sure I am delivering appropriate content that will either fit in with a prior schema or alongside prior schemas. This will ensure the students are engaged and their new knowledge/skills move to their long-term memory. For future instruction, in any topic, I will continue to activate my student’s prior knowledge by showing pictures, using manipulatives, and having discussions at the beginning of and throughout the unit to ensure they are able to assimilate and/or accommodate their knew knowledge and ultimately be able to move that new knowledge and skill to their long-term memory.

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The thing that struck me about this theory is how closely it aligns with how we are encouraged to create This is such a well researched process, and there are so many variations of it. I wonder if middle school teachers would respond well to this, or would they find it too complex; is this why more people have created similar versions of the flow of the learning process?

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Motivation & Self Regulation is important in Distance Learning

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Motivation & Self Regulation is important in Distance Learning

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I appreciate reading about this theory, because it has really been a focus this year for me in Distance Learning this year. Now more than ever, students should own their learning. Since I teach music, I have to make sure that students are involved in their learning process, including reflecting on their progress and skills in various areas (such as technique and theory). DL makes it easier in some ways for students to have more ownership and choice in what pieces they learn. It is important to always do this; to involve them in their own learning process. I think we can easily forget this part and just cram, cram, cram the information (such as when preparing for a concert). But there is value is having choice when possible, knowing what their goals are, and reflecting on the process along the way.

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Thank you for your presentation! It was clear and easy to follow.

I remember learning about this theory in my undergrad, but it was hard for me to fully comprehend without the experience in the classroom. It was great for me to now learn about this theory again and be able to fully understand the concepts and make connections to my own teaching. I really liked your slide #8 (Process of Learning/Development) because the image at the bottom really helped me understand how Schema works. Also I liked the bullet point talking about how information is comprehended. It is a great reminder that when I am teaching to not get frustrated when students are not comprehending new information and remember that they might not have the background knowledge in order to make connections and fully understand the new information.

I see Schema a lot in my teaching. I work at a low income school where many of the students are emerging bilinguals. When introducing new vocabulary or even reading a story I make sure to front load new information that might seem silly to me but could be very foreign to my students. Many of my students don’t have enough English vocabulary and/or experiences to make connections when learning new things. Just the other day we were reading a book and many of my students did not know what a leopard was. When I asked if they had ever been to the Zoo many of them said no! How would they be able to make connections if I as their teacher didn’t engage in a discussion, use pictures, and help them relate the new information on a topic that is familiar to me, but not to them.

My class is starting a new math unit with time. This unit is very hard for 1st graders to understand because they aren’t familiar with the concept of time and the vocabulary used for it. I will make sure that I engage in meaningful discussions about the new topic to help my students use their schema in order to understand it better.

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WRR 2 - Assimilate/Accommodate with Jimmy Neutron and Big Bang Theory

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WRR 2 - Assimilate/Accommodate with Jimmy Neutron and Big Bang Theory

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It’s my understanding that Piaget believes a child’s development comes in four distinct stages going from movement to language, logic, and then ending with abstract thought and making inferences about things they are not taught directly. Then at each stage, a child will either assign new information to existing knowledge structures or change/add new ones to accommodate new information.

I think the assimilation/accommodation aspects of Piaget’s theory show up often in students learning and in my teaching. From my perspective, when I teach about say, the atom, I use existing knowledge and perception of the atom to start. I often begin with the image they’ve seen of the atom from pop culture like Jimmy Neutron or Big Bang Theory. From there I tell them those images they see are actually a model of what we think an atom is like. I explain that the atom is made of parts, a nucleus in the center, and an electron cloud on the outside. They assimilate the parts of the atom into their existing structures but must accommodate that electrons don’t move in neat discrete orbits, but rather exist as a dense cloud swarming around the nucleus.

The implications for this theory are that as a teacher, I must remember to not only build upon the existing schema that students have and relate it to the content at hand, but I must also do work to find out what those schema are. I have to do more assessment before I teach to see where the students are and what structures they already have in place. Additionally, to look at it from an equity lens, I should realize that the schema students have will vary based on things like ethnicity and socioeconomic status. And I must be aware that the schema I have currently or think I had at their age will also be different from what they possess currently.

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WRR 2: Biological Bases of Learning and Memory

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WRR 2: Biological Bases of Learning and Memory

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The theory that I chose that particularly resonated with me was Biological Bases of Learning and Memory put together by Group 7 (Claire, Rachel, and Tyson). This theory is not completely clear to me but it isn’t because of the presenters, it’s just complex. It was a lot to take in so I wanted to sit with it longer, having already responded to the post earlier.

Themes that emerged for me across the sources was that there is a biological bases for everything that we do. Our experience can induce changes in brain anatomy which can have either a positive or negative effect. I have a few examples of where this theory/ies shows up in the classroom but I want to focus on one because it was the most illuminating for me. What this means for me as a learner/teacher is that there are many roadblocks as well as building blocks that are imperative to know about a student before beginning any lesson especially on lessons that go deeper into students beliefs and knowledge.

One such case that I’ve seen this show up is when teaching a pop up lesson for a 7th grade class about Portlands Black History. This was not normally my classroom but the students had been in what I would call an enriched classroom environment for a long-term (about half a year). I was taking over for the main teacher in order to teach a one day lesson. The students were already familiar with me, most I'd gotten to know throughout their 6th grade year. Of course, there are a lot of issues with teaching such a complex history in one 50 minute class; setting up students for having difficult conversations was minimal, students were not adequately prepared for learning this information, and there was no follow up about the lesson afterwards. During a part of the lesson we looked at images of the  living space slaves were subjected to in Oregon. It wasn’t the space that students might have imagined, it was nice in their opinion. It was essentially a wooden cabin but with only one bed for an entire family. A student took note of this, suggesting that it wasn’t such a bad environment. That the slaves had it good and he wouldn't have minded living there.

Cosmides theory for preconditions to learning, Gazzaniga also states this in a way, is that it’s important to get to know the student(s) in order to facilitate a community of cooperation but also to create an environment that students feel safe in and cared for in order to create an inclusive classroom. It was evident that the students environment was comfortable enough that they felt safe to state their opinion however, as Cosmides stated in the role of the learner, students connect most with those that are apart of an “in-group”. How far does the “in-group” concept go for students? Expanding on the types of student groups; cheater for example, students must learn ways to factor groups of people based on those in their surrounding; parents, family, friends, and teachers. The NPR video on Rosenzweig illustrates this a bit. How do expectations that we, and students, have in our heads translate into tiny behavior changes. If the expectation when learning about a subject matter is low or it doesn’t connect with previous experiences/knowledge of those within an in-group, how is learning affected?

This student could have been feed accurate and proper information however, when we remember, we are piecing together fragments of stored information under the influence of general knowledge and beliefs. The issue with this lesson was that there wasn’t previous information stored about this subject matter so the conclusion the student would reach would be based off of his general knowledge and beliefs. These were lacking in a full narrative of slavery in Oregon, resulting in a hurtful statement. As the group members stated the left side of the brains information is only as good as the information it is fed. If it’s fed false or in my case, lacking information, the left side of the brain may create a narrative that is wrong. Something I would like to learn more about is how these functions affect students who learn race, social justice, or American history lessons. How do we piece together fragments of stored information if our general beliefs and knowledge is flawed, falsely given, or lacking in a full narrative. If experience can induce changes in brain anatomy then how would past experiences that are passed down to children affect students, if that’s possible. How does memory that is more negative affect the constructive process used for learning?

After watching the TED talk on Peter Doolittle, I have a deeper understanding on working memory and its components. It stores some immediate experiences and a little bit of knowledge, allows us to reach back into long-term memory, and it mixes this and process it in light of whatever our current goal is. The current goal is more mundane, such as I’d like to get a good grade on an assignment. The goal for my pop up lesson was not defined and even if it was it would have been too broad. Students would have attempted to make a meaning out of what they learned but it wouldn’t have been a complete narrative because of time constraints. Students wouldn’t have been able to get the support they need when asking questions such as what’s missing, what would I like to know, do I agree with these assumptions? Peter Doolittle’s talk helped in reminding me that practicing it here (in the classroom) outside, and at home results in students processing it and thus really learning it.

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WRR 2:	                             Thank you for sharing your presentation. Meaning Reception Learning is not something I was familiar with so I was excited to learn about it.                                                            	                                      Some implications for instruction I saw was the importance of connecting topics as you introduce them. This could be connected to a unit already covered or a student's previous experience. There was also a focus on teaching in a way that promotes a deeper understanding of concepts. This can be done through the activities and questions students answer. 	Although I have not learned about this theory under this name I do see how it relates to many of the teaching practices I find effective. One way I have seen aspects of it before is discussion of higher order thinking skills. In my district we often talk about DOK (Depth of Knowledge Levels). We use these levels to determine if questions or activities push students to think deeply about the topic or if it is simply memorization. I do think there is a place for questions and activities at a variety of DOK levels but the highest DOK levels must be an important focus in the classroom. As your presentation mentioned when students can connect topics together they make a stronger connection to the content and will be more likely to remember it long term. Another key aspect of Meaning Reception Learning that I use often is the use of quality graphic organizers. As mentioned in the presentation they help students connect their thoughts. I find graphic organizers especially helpful in writing when students may need to write down their thoughts in order to fully understand how they connect or should be organized. However, graphic organizers are a valuable tool in all subjects.	                      There were two aspects that I want to look into further. First, I did not fully understand what was meant by Derivative Subsumption, Correlative Subsumption, Superordinate Learning and Combinatorial Learning. Are there definitions that go along with each of those? Also, this theory seems very similar to the one that my own group did, Schema Theory. I would like to further explore how these two theories are similar and different.                 

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WRR 2:	                             Thank you for sharing your presentation. Meaning Reception Learning is not something I was familiar with so I was excited to learn about it.                                                            	                                      Some implications for instruction I saw was the importance of connecting topics as you introduce them. This could be connected to a unit already covered or a student's previous experience. There was also a focus on teaching in a way that promotes a deeper understanding of concepts. This can be done through the activities and questions students answer. 	Although I have not learned about this theory under this name I do see how it relates to many of the teaching practices I find effective. One way I have seen aspects of it before is discussion of higher order thinking skills. In my district we often talk about DOK (Depth of Knowledge Levels). We use these levels to determine if questions or activities push students to think deeply about the topic or if it is simply memorization. I do think there is a place for questions and activities at a variety of DOK levels but the highest DOK levels must be an important focus in the classroom. As your presentation mentioned when students can connect topics together they make a stronger connection to the content and will be more likely to remember it long term. Another key aspect of Meaning Reception Learning that I use often is the use of quality graphic organizers. As mentioned in the presentation they help students connect their thoughts. I find graphic organizers especially helpful in writing when students may need to write down their thoughts in order to fully understand how they connect or should be organized. However, graphic organizers are a valuable tool in all subjects.	                      There were two aspects that I want to look into further. First, I did not fully understand what was meant by Derivative Subsumption, Correlative Subsumption, Superordinate Learning and Combinatorial Learning. Are there definitions that go along with each of those? Also, this theory seems very similar to the one that my own group did, Schema Theory. I would like to further explore how these two theories are similar and different.                 

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Group 5, thank you for your presentation! It was very thought-provoking and interesting to me. I've been thinking about the quote from the Dr. Ausubel on page 3 when he said, "The most important single factor influencing learning is what the learner already knows." I truly hadn't thought of learning that way, but it's starting to make sense to me. Relating it to my own practice, I think that sometimes teachers are hesitant to spend time really getting to know their learners at the start of the year, because there is so much pressure to dive into the curriculum and teach all of the standards. However, if this theory is to be believed, getting to know our learners (through pre-assessments, surveys, conferences, etc.) will actually save us time in the long run. When I was a second year teacher teaching 5th grade, I remember being so frustrated when my students weren't getting long division. I tried teaching it different ways, but I had many students who just couldn't seem to grasp it. Eventually I figured out that most of these students were actually dividing correctly, but the problem was that they were subtracting/regrouping incorrectly! If I'd taken the time to pre-assess, I could've addressed this from the beginning and saved us all a lot of frustration!
I also liked the visual of the pyramid and the most inclusive ideas connecting to the more specific and newer ideas. Just recently I read a book to my students about insects, and they were all so excited to share what they already knew or an experience with an insect. I'm realizing now that that was an important part of their learning process, because by accessing what they already knew, they were preparing their brains to make connections to new learning.
The final thing that stuck out to me is the metaphor of the anchor. It makes sense to me that learning is only retained when it is "anchored" to other, relevant information. It makes me want to ask myself "What is the anchor?" before I present a new idea or activity to my students. For example, we are starting a unit on fractions soon, and so I'm thinking through what exactly they need to know first in order to grasp the concepts I'm supposed to teach, and how to best assess that.
Thanks for giving me a lot to think about!

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(I just moved my response from down below so it was easier to reply)
WRR 2 - Neville

Thank you so much for your presentation!  The information was organized very clearly and I really appreciated the different visuals that you incorporated.

As a Special Education teacher, motivation and self-regulation are critical to the success of the students I work with.  One way in which I see this theory in my practice is when I am goal-setting with students.  For the students who have IEP goals in behavior and social skills, we work together to create goals and a plan to get there.  I explicitly teach and provide examples of SMART goals, and then help students to make a goal that follows this framework.  I try to include a visual way for them to track their progress on the goals so that they can self-monitor more effectively.  Part of the goal-setting process is also helping students to reflect on their progress and problem-solve if needed.  By supporting students with creating goals, we are teaching them valuable, life-long skills.  My hope is that, in the future, I will be able to work with all students on my caseload to set individual goals.

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Genetic Epistemology/ Developmental Theory of Knowledge

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Genetic Epistemology/ Developmental Theory of Knowledge

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Linked is our presentation in "present" mode. Please let us know if it does not work, thank you!

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Linked below is our presentation on BIOLOGICAL BASES of LEARNING and MEMORY. You will need to click "OPEN IN A NEW WINDOW" to view our presentation. Or you can view the PDF version. 

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Linked below is our presentation on BIOLOGICAL BASES of LEARNING and MEMORY. You will need to click "OPEN IN A NEW WINDOW" to view our presentation. Or you can view the PDF version. 

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And here is a Powerpoint Version of our Google Slideshow

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And here is a Powerpoint Version of our Google Slideshow

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Click on the link below to view the attached Google Slide presentation.

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The link is attached to our presentation! Let me know if it does not work.

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Linked below is our presentation on Gagne's Theory of Instruction. Let us know if the link doesn't work and I'll fix it! :)

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Link is attached below. Let us know if you have issues with accessing it!

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Motivation and Self-Regulation in Learning TIM

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Motivation and Self-Regulation in Learning TIM

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Attached is our google slide presentation. It is in "present" mode so you might have to click "open in new window" to view the presentation. Please let us know if you have any issues accessing it!

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Attached is our Google Slide presentation on Situated Cognition.  Please let us know if you have any difficulty accessing it!