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Perfect Assignment Outline for Brain Learning

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Perfect Assignment Outline for Brain Learning

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Ten Cornerstones of Cognitive Learning Sciences 19

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9 BRAIN-CONSIDERATE ELEMENTS -- SUSAN KOVALIK

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9 BRAIN-CONSIDERATE ELEMENTS -- SUSAN KOVALIK

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9 BRAIN-CONSIDERATE ELEMENTS -- SUSAN KOVALIK

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Grit: The power of passion and perseverance

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Leaving a high-flying job in consulting, Angela Lee Duckworth took a job teaching math to seventh graders in a New York public school. She quickly realized that IQ wasn’t the only thing separating the successful students from those who struggled. Here, she explains her theory of “grit” as a predictor of success.

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Growth Mindset Introduction: What it is, How it Works, and Why it Matters

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Lesson #3 Constructivism -Socratic Seminar 

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Lesson #3 Constructivism -Socratic Seminar 

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How to Study Effectively for School or College [Top 6 Science-Based Study Skills]

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Academic Language toolkit for PE F 21 (1)

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Language Functions Tool 2.0  F 21(1) (2)

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Welcome to the website! We have created this website for you, a future teacher, to learn more about what we mean by academic language. You may have already learned and will keep learning from your faculty in your program what the expectations of edTPA are for you during student teaching. For now, don't worry about what you do or don't know about the edTPA, just focused on learning the material included on this website.

This site is focused on teaching you more about the four concepts required for you to know for the edTPA section on Academic Language. These concepts are:

Why do I need to know about academic language?

All teachers, whether classroom teachers or content-area teachers, are expected to teach students the language of school. Most of us use very different language when we're communicating informally outside of school. The language that is used in school and required to be successful in school is called "academic language." For many students, school is the only place they are exposed to this more formal and technical language that they need to master to learn any content area material (you can't learn history if you don't know the language of history) or pass any academic tests in school. So no matter what content or grade level you teach, you will need to be able to teach students this magical language of school.

Which students need academic language instruction?

The simple answer is, ALL students need to learn academic language. Some students are exposed to this kind of formal language more at home than others, but fro students to be successful in school, they need to be explicitly thought how the academic language of schooling.

Students specifically at risk for falling behind due to lacking knowledge of academic language are students who come from schools where their parents have a lower level of education, students who are learning English as a second language or students who might speak a different dialect of English at home and in their communities (that is, language dialect different from a white, middle class language, which is the language used and expected in a school context).

How is academic language different from reading, writing and grammar?

As you work yourself through the materials on this website, you will notice that academic language is intrinsically embedded in the language of your content area, not just a skill for communication, such as reading and writing. For example, language of biology is very different from language used in health education. We create meaning through language, thus the language is different in each content area. Material and content that students encounter in school contain specific language features that make learning of that content more challenging. These features are the four concepts we introduced above, namely language functions, academic vocabulary, syntax and discourse.

What is the difference between developmental vs. remedial academic language instruction?

We cannot emphasize this point enough, namely, that you as a teacher are helping all students, all the time, every day, grow and learn skills and content. This is the same with academic language. Instead of thinking that you will help your students with language when they don't get some words, etc. (a remedial focus), you should incorporate a focus on language in each of your lessons (developmental), building on your students' academic language competency continuously, which in turn will help your students master the content and concepts you're trying to teach them even better! Never treat a student as remedial! We believe what others tell us -- if you treat a child who is learning language as remedial, they will see themselves as remedial (something is wrong with me) even though the process of needing to learn is the most natural process in the world. All students are learning! Instead, treat your students as capable and they will believe that they can!

Where is Academic Language in a lesson?

This is an important question, especially for teachers who are unfamiliar with languages, learning another language and what might be challenging in an academic lesson. Academic language is part of many parts of a lesson, namely:

in teaching materials (handouts, lecture, textbook, tests, etc.

in content itself, the concepts you're trying to teach (content standards, learning objectives, ideas in the materials, etc.)

in classroom interaction (directions, responses, conversations, clarifications, questions, answers, etc. )

in tasks and assignments (group work, draw a diagram, solve a math problem, weightlifting, etc.)

in student learning (thinking requires language)

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Welcome to the website! We have created this website for you, a future teacher, to learn more about what we mean by academic language. You may have already learned and will keep learning from your faculty in your program what the expectations of edTPA are for you during student teaching.

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FREE TEMPLATES in PowerPoint format for Holidays, Education, and more

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Pete’s PowerPoint Station is your destination for free PowerPoint presentations for kids and teachers about Free Templates for Presentations in PowerPoint format for Kids & Teachers, and so much more.

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Pete's PowerPoint Station is your destination for free PowerPoint presentations for kids and teachers about Vocabulary Development, and so much more.

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Toolsuite for visualizing and exploring passages of text.

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Find out how strong your vocabulary is and learn new words at Vocabulary.com.

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Vocabulary.com helps you learn new words, play games that improve your vocabulary, and explore language.

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VocabGrabber : Thinkmap Visual Thesaurus

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VocabGrabber lets you automatically create lists of vocabulary from any text.

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How students learn Information processing

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How students learn Information processing

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The information processing theory is based on the idea that humans actively process the information they receive from their senses, like a computer does. Learning is what is happening when our brains recieve information, record it, mould it and store it.

In information processing theory, as the student takes in information, that information is first briefly stored as sensory storage; then moved to the short term or working memory; and then either forgotten or transferred to the long term memory, as:

semantic memories (concepts and general information)

procedural memories (processes)

images

For learning to occur, it's critical that information is transferred from the short term memory to the long term memory, because if we have more than seven pieces of information in our short term memory at one time, we get an overload (referred to as cognitive overload).

So how to we avoid cognitive overload with students? If teachers prioritizing the information they give students, they help students to work our the critical elements of the information.

Make sure you have the students' attention, and help students to make connections between new material and what they already know. (Image to the right adapted from Cognitive Approach to Learning.)

Include lesson time for repetition and review of information, present material in a very clear manner, and focus on the meaning of information.

Download document Helping students memorise: Tips from cognitive science

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how students learn: information processing

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How students learn: Information processing

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The information processing theory is based on the idea that humans actively process the information they receive from their senses, like a computer does. Learning is what is happening when our brains recieve information, record it, mould it and store it.

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Can Understanding Information Processing Theory Help Student Learning?

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Can Understanding Information Processing Theory Help Student Learning?

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It should. Information Processing Theory uses a computer model to describe human learning. Information comes in, it gets processed, and then it gets stored and retrieved.

Of course this is an oversimplification of human learning, but it gives us a good overview and simile by using the computer model. (In other words, this theory takes advantage of our computer schemas to help us understand it.) Here is a simplified breakdown of the process:

Step 1: Information is sensed and registered. In human terms, this means that we sense, or perceive, something in our environment and it and a decision is made as to whether or not to attend to it. Is it important? Is it stimulating? Is it perceivable?

Step 2: Information is momentarily held in short-term, or working, memory. Fairly robust research indicates that we can hold approximately 7 "chunks" of information at any one time in working memory. If the information is not rehearsed or otherwise actively used, it is likely to be lost.

Step 3: Information is encoded and put in long-term memory. Encoding occurs while information is in working memory, often by connecting it to existing knowledge (or schemas). Well-organized information is easier to encode because it will be "filed" in a more easily findable location.

Step 4: Information is retrieved. Depending on how well it was encoded (which largely has to do with how much it was worked with in working memory), information is retrieved with the right environmental cues.

Throughout: Executive functioning is at work. The executive function plays many roles, mainly that have to do with self-regulation. The executive function is responsible for maintaining attention, planning ahead, organization of thoughts, task completion, adaptation to unexpected changes or obstacles, and emotion regulation. Some of this is controlled by the individual (e.g., individuals with ADHD have more difficulty maintaining attention) and some is determined by the nature of the information and task (Is it interesting? Is it active? Is it well organized?).

What can I do to ensure information is stored and retrievable?
1. Work to sustain students' attention.

Provide a "break" every 10-15 minutes. Even the best students' attention wanes after about 15 minutes. Try to plan class time or lectures in "chunks" of about 15 minutes, at which point you should provide students with a break. The "break" does not mean a break from thinking - simply a break from one activity by beginning another. For example, you might show a demonstration of your concept on a DVD or internet clip, or you could have students discuss the concept with one another for a few minutes. Taking breaks serves to hit the "refresh" button on students' attention.

Keep students active in the learning process. Instead of just listening to information, are there ways they can learn it more actively? For example, you might have a discussion about the concept, coaching students as they work through their understanding. You might have them try to find the solution to the problem. When students are active, they will naturally be more attentive.

Explicitly draw attention to the most important concepts. By simply stating, "This is important - you need to understand this," students' attention will at least momentarily become focused. ( Warning: Although, "This will be on the test," will certainly gain students' attention, it promotes an extrinsic motivation orientation rather than anintrinsically motivated mastery orientation. It is better practice to emphasize the information's importance because of the value of the knowledge to the individual.)

2. Get the working memory working.

Provide opportunities for students to actively work with the course information. In class, out of class, or online, there are many strategies that can get students to think more deeply about information. Some possibilities include: Discussions (in pairs, small groups, or with the whole class), worksheets, informal quizzes, written student summaries (e.g., 1-minute papers), case studies, problem sets, and larger projects.

Encourage student organization of their thoughts. As a method that both gets students thinking about material and helps them organize it, consider having them chart, map, or write an outline of the concept - some activity that requires them to organize the information.

"Memory is the residue of thought."
(Willingham, 2009)
3. Organize information for better storage and retrieval.

Provide an overview of the lesson. For example, you might wish to put up an outline of the lesson for the day.

Map concepts as you go. This need not be done in a formal map; simply organize information visually for students using circles, lines, and boxes (or tables) to assist them with understanding the relationships among concepts.

Explicitly point out relationships between new information and information students already know. This strategy helps students understand how new concepts fit into the organization of concepts with which they are already familiar.

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It should. Information Processing Theory uses a computer model to describe human learning. Information comes in, it gets processed, and then it gets stored and retrieved. Of course this is an oversimplification of human learning, but it gives us a good overview and simile by using the computer model.

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Every teacher knows that they will usually have a student in class who is difficult to manage and work with. Their behavior is usually hard to control and it can be extra work to get them to pay attention and stop distracting others. If you're studying to become a teacher, your courses will help you learn classroom management techniques that will prepare you for difficult students. Additionally, it's extremely valuable to learn about learning theories and recognize that there are different methods and thoughts about how people learn.

Behaviorism or the behavioral learning theory is a popular concept that focuses on how students learn. Behaviorism focuses on the idea that all behaviors are learned through interaction with the environment. This learning theory states that behaviors are learned from the environment, and says that innate or inherited factors have very little influence on behavior.

A common example of behaviorism is positive reinforcement. A student gets a small treat if they get 100% on their spelling test. In the future, students work hard and study for their test in order to get the reward.

Behaviorism is key for educators because it impacts how students react and behave in the classroom, and suggests that teachers can directly influence how their students behave. It also helps teachers understand that a student's home environment and lifestyle can be impacting their behavior, helping them see it objectively and work to assist with improvement.

Behaviorism started as a reaction against introspective psychology in the 19th century, which relied heavily on first-person accounts. J.B. Watson and B.F. Skinner rejected introspective methods as being subjective and unquantifiable. These psychologists wanted to focus on observable, quantifiable events and behaviors. They said that science should take into account only observable indicators. They helped bring psychology into higher relevance by showing that it could be accurately measured and understood, and it wasn't just based off opinions.

Watson and Skinner believed that if they were given a group of infants, the way they were raised and the environment they put them in would be the ultimate determining factor for how they acted, not their parents or their genetics.

Pavlov's Dogs is a popular behaviorism experiment. A group of dogs would hear a bell ring and then they would be given food. After enough time, when the bell would ring the dogs would salivate, expecting the food before they even saw it. This is exactly what behaviorism argues-that the things we experience and our environment are the drivers of how we act.

The stimulus-response sequence is a key element of understanding behaviorism. A stimulus is given, for example a bell rings, and the response is what happens next, a dog salivates or a pellet of food is given. Behavioral learning theory argues that even complex actions can be broken down into the stimulus-response.

In the classroom, the behavioral learning theory is key in understanding how to motivate and help students. Information is transferred from teachers to learners from a response to the right stimulus. Students are a passive participant in behavioral learning-teachers are giving them the information as an element of stimulus-response. Teachers use behaviorism to show students how they should react and respond to certain stimuli. This needs to be done in a repetitive way, to regularly remind students what behavior a teacher is looking for.

Positive reinforcement is key in the behavioral learning theory. Without positive reinforcement, students will quickly abandon their responses because they don't appear to be working. For example, if students are supposed to get a sticker every time they get an A on a test, and then teachers stop giving that positive reinforcement, less students may get A's on their tests, because the behavior isn't connected to a reward for them.

Repetition and positive reinforcement go hand-in-hand with the behavioral learning theory. Teachers often work to strike the right balance of repeating the situation and having the positive reinforcement come to show students why they should continue that behavior.

Motivation plays an important role in behavioral learning. Positive and negative reinforcement can be motivators for students. For example, a student may recieve praise for getting a good grade on a test, this is positive reinforcement. Negative reinforcement is still motivation to get the student to act in a desired way, but removes an element in order to get the student to do something. For example, a student may not have to do homework if they score well on a test. Both of these motivators are valuable for improved behavior inside the classroom.

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The behavioral learning theory and the social learning theory stem from similar ideas. The social learning theory agrees with the behavioral learning theory about outside influences on behavior. However, the social learning theory goes a step further and suggests that internal psychological processes are also an influence on behavior. Students or individuals may see things being done, but the social learning theory says that internal thoughts impact what behavior response comes out.

Behaviorism doesn't study or feature internal thought processes as an element of actions. Social learning argues that behavior is much more complicated than the simple stimulus and response of behaviorism. It suggests that students learn through observation, and then they consciously decide to imitate behavior. There are underlying emotions like peer pressure and a desire to fit in that impact behavior.

Teachers can implement behavioral learning strategy techniques in their classroom in many ways, including:

Drills. Teachers may practice skills using drill patterns to help students see the repetition and reinforcement that behavioral learning theory uses.

Question and answer. Teachers can use a question as a stimulus and answer as a response, gradually getting harder with questions to help students.

Guided practice. Teachers can be directly involved in helping students go through problems to give them the reinforcement and behavior demonstration you want them to follow.

Regular review. Reviews are important to behavioral learning theory. Going back over material and giving positive reinforcement will help students retain information much better.

Positive reinforcement. Behaviorist classrooms utilize positive reinforcement regularly. This can be in the form of verbal reinforcement and praise, reward systems, added privileges, and more.

While behaviorism is a great option for many teachers, there are some criticisms of this theory. Behaviorism is best for certain learning outcomes, like foreign languages and math, but aren't as effective for analytical and comprehensive learning.

Other critics of behavioral learning say that the theory doesn't encompass enough of human learning and behavior, and that it's not fully developed. Other theories have come forward that take behaviorism further, implying that there are many additional factors to consider when evaluating behavior.

If you are hoping to one day become a teacher, it's important to get the right degree and credentials to help you be prepared for success. It's also important to understand learning theories to be ready to take on students and the classroom. When you understand more about psychology and how students learn, you're much more likely to be successful as an educator.

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Current teachers and those who are studying to become teachers need to understand how learning theories impact their students. The behavioral learning theory or behaviorism is a learning theory that greatly impacts students and how they act in the classroom. Learn more about the behavioral learning theory and how educators can utilize it to help students succeed.

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Reading Notes- Understanding How We Learn 20(5) (1)

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EDU 542 FA22 Social Learning Theory Presentation

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My E-Portfolio for Models of Teaching & Learning

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Web Theory Research and Theories Project 20(2) (1)