Avoid

BEHAVIORISM

THEORISTS

PAVLOV

Classical Conditioning

UnconditionedStimulus

Conditioned Stimulus

Stimulus generalization

Extinction

SKINNER

Operant Conditioning

Consequencesof behaviour

Behaviourmodification

Punishment

Positive

Negative

Reinforcement

Positive

Negative

LEARNING

INSTRUCTION

ROLE OF THETEACHER

Teachers gives studentsstimuli & feedback

Modelling

Practice

Cueing

Reinforcement

Drill & practiceapproach

Chaining

Associations

Punishment

INSTRUCTIONALDESIGN

Memory

No focus oncognitive

processes

Memory not addressed

Repeatedbehaviourpatterns

Practicemaintainsreadiness

TRANSFER OFLEARNING

Applicationsin new

situations

Generalization

ENVIRONMENT

LEARNER

learns fromstimuli &

responses

changes inobservable

performance

is reactive to theenvironment

COGNITIVISM

THEORISTS

PIAGET

Children in naturalenvironment

Learning is aconstructive process

Developmental Stages

LEARNING

INSTRUCTION

INSTRUCTIONALDESIGN

simplification&

standardization

influenced byenvironmental

conditions

Influenced byinternal

conditionsand abilities

Changesbetweenstates of

knowledge

Reviewing

ROLE OF THE TEACHER

Corrective Feedback

Arrangeenvironmental

conditions

Students respond to stimuly

Making Knowledge meaningdul

Helping learners to relate to the information

Cognitive Strategies

Textbooks

Framing

Outlining

Mnemonics

Concept Mapping

Bring Various Learning experiences

ENVIRONMENT

Natural

Active Learning

Environmental Cues

LEARNER

Active Participants

What They Know

How they know

CONSTRUCTIVISM

THEORISTS

PIAGET

Limited role fromthe teacher

Knowledge constructedthrough prior experiences

Language reflects thinking

VYGOTSKY

LEARNERS

Learn throughsocial setting

Construct theirknowledge

Language

Speech patterns

Written language

enhance thinking

LEARNING

ENVIRONMENT

Interactions

Exposure

Situatiions

LEARNERS

Active

Practice

Knowledge

Assimilation andaccomodation of knowledge

Manipulate information

Problem solving skills

ROLE OF THE TEACHERS

Create authenticexperiences + construct meaning

Project-based learning

Metacognition

Monitor and evaluate meaning

Helps students gain understanding

Helps studentslearn how to learn

Facilitator

Fosters collaboration

Share ideas

Find soiutions

Buildinginnovations

Social interactions

MEMORY

Interprets information

Recall of prepackagedschemas

Recurring features ofthe environment

FORMS

Psychological

Social Constructivism

Sociological Construcivism

SOCIETY

Culture

Supports thinking

Tools

Computers

rulers

Symbols

Numbers

Language

Speech

Private

Inner

Interactions with people

zone of proximaldevelopment

Building communities

Construct identities

Social learning

Academic

Non-Academic

INDIVIDUALS

Social Class

GenderMan

Woman

Other

Abilities&

Disabilities

RaceEthnic GroupNationality

SexualOrientation

Heterosexual

Homosexual

Bisexual

Other

Religion

Geographic Region

INFLUENCED BYLEARNING THEORIES

Memory

Types

Long Term

Short Term

Working

Processes

Habituation

Dishabituation

Automaticity

Attention

Selective Attention

Rationalism Newinformation

that isstored for

recall

Complexcognitivecontext

Changes in behaviour The effects ofexternal events

The stimulus &Response

Theory

Meaningful experiences Their owninterpretation of

reality

The fact that the world can change Personal discoveries

SOCIETY

ECONOMICAND SOCIAL

CLASSDIFFERENCES

ETHNICAND

RACIALDIFFERENCES

GENDERDIFFERENCES

LANGUAGEDIFFERENCES

CULTURE

CULTURAL GROUPS

CULTURAL IDENTITY

SOCIAL INTERACTIONS SOCIAL CONTEXT

EMOTIONS

Educational Well-being Relationships withfamily and peers

Behaviours and risks Material well-being Health and safety Subjective well-being

ENVIRONMENT

Impacted byrelationships

Responds toenvironment

demands

PERSONAL GOALS

Control thoughts Control actions Long-term goals

DIVERSITY LEARNING

SES

MEANING

Relativestanding in

society

Level of wealth,power and prestige

4 levels: Upper,middle, working, lower

ACHIEVEMENT IN SCHOOL

Health

Environment

Stress

Low expectations

Limited Resources

SEX

Learn differently?

No IQ difference

Strenghts

Girls

Reading

Writing

Boys

Mathematics

Gifted boys performbetter than girls

Mechanical and visualinformation processing

INCLUSIVECLASSROOMS

TEACHER ELIMINATES GENDER BIAS

Check booksand textbooks

Unintended biasin teaching

Equal opportunities

Gender-free language

Role-Modes forall genders

STUDENTS

Experiencesacademic success

Learns tochallengestatus-quo

Experience resilience

Behaviour

Academic Self-Efficiacy

AcademicSelf-Determinism

CaringTeacher-Student

relationships

Effective peer andhome relationships

PEDAGOGY

Queered

Anti-Racist

Multicultural

TEACHERARCHETYPES

Avoiders

Confronters

Integrators

Hesitators

THEORIST

Loutzenheiser

Intersectionality

The primacyof race

both

SOCIAL EMOTIONAL LEARNING

CURRICULUM

BC CURRICULUM

Core Competencies

Communication

Thinking

Personal and Social

PROGRAMS

Mind Up

Edutopia

Casel

GOALS

SOCIAL AWARENESS

Recognizing Emotions

Recognizing Values

Recognizing Stenghts

Recognizing limitations

SELF-MANAGEMENT

Managing emotions

Managing behaviours

Achieve goals

RESPONSIBLE DECISION-MAKING

Making Ethical,Constructive choices

Personal Behaviour

Social Behaviour

RELATIONSHIP SKILLS

Forming positive relationships

Working in teams

Dealing with conflict

SOCIAL AWARENESS

Understanding of others

Empathy for others

SELF-REGULATION

WHAT?

RESISTINGDISTRACTIONS

PERSISTING WHENTASKS ARE DIFFICULT

COMPONENTS

METACOGNITION

Awareness of strengthsand weakenesses

Analysis of demands of a task

Effective Thinking

Problem-Solvingstrategies

MOTIVATION

Genuine interest in learning

Ability is incremental

Focus on personal progress

Willing to try challenging tasks

Errors are an opportunity to learn

Effort leads to success

Effective strategieslead to success

STRATEGIC ACTION

Chooses appropriate strateges

Applies strategies

PEDAGOGY

SCAFFOLD STRATEGIES IN

Routines

Modeling

Guiding

Feedback

Corrective

Informative

Encouraging

Engaging conversations

CONTEXTS

Design complex tasks

Promotion ofstudent autonomy

Meaningfuul choices

Control over challenge

Student self-evaluation

Opportunities forpeer support

TASKS

Complex by design

Extends overperiods of time

Multiple goals

Chunking of meaning

Variety of processes

Wide range of products

CHOICES

Criteria

What to work on

Where to work

Who to work with

What to work with

Promote SRL

Motivating

Have constraints

Get feedback

CHALLENGE

Moderately challenging

Not to easy = Boring

Not too difficult =Frustrating

SELF-EVALUATION

Promotes metacognition

Embedded in activities

Celebrates progress

Helps interpret errors

Reduces anxiety

SRSRLearners give and receive targeted

instrumental help

Peer basedregulated-learning

Contributes to positiveinteractions

Contributes to accomplishment ofcollaborative goals

MOTIVATION

WHAT?

Arouses behaviour

Directs behaviour

Maintains behaviour

TYPES

INTRINSIC

WHAT

desire to becompetent

do somethingfor its own sake

IN SCHOOL

Teachers increase intrinsicmotivation by;

Explain WHY what they are learning is important

Creating curiosity

Using variety

Providing games and simulations

Setting goals for learning

Relating learning to student needs

Con'ts

Help student develop plan ofaction

Help students learn to rewardthemselves and each other

EXTRINSIC

WHAT

influenced byexternal rewardsand punishments

AMOTIVATION

WHAT?

Pessimistic domain-specific ability beliefs

Lack of desire

Low value of activities

Learning activities are unappealing

Classroom disengagement

Superficial learning strategies

Low learning

THEORISTS

Duncker

ACHIEVEMENT MOTIVATION

DESIRE

to accomplish something

to reach a standard of excellence

to expend effort to excel

ORIENTED INDIVIDUALS

Stronger hope for success

Moderate risk Takers

persist for appropriate lengths oftime in solving difficult problems

INFLUENCES

What we attempt to do

How long we will persist

How successful we will be

INTELLIGENCE THEORY

BENEFITS IN THE CLASSROOM

Intelligence is malleable = more risk taking

learning new material :

Increases intelligence

Increases motivation

Increases academic mastery

PROBLEMATIC WITH FIXEDINTELLIGENCE

PRAISE

EFFECTIVE

Specific

Provides information about competence

Provides the value of accomplishments

Recognition of noteworthy effort

Better appreciation of student's effort

INEFFECTIVE

SOCIAL CONTEXTS OF LEARNING

WHAT

Learning occurs beyondgroup and learning

Learning occurs throughsocial interactions

BROFENBRENNER'STHEORY

Spiral System incldues

Microsystem

Interactions with close peers

Mesosystem

Interactions in th community

Exosystem

Influential environmental elements

Macrosystem

Values and attitudes

Chronosystem

Influence of currenttime and space

FUEL STATION

REST AREA