Teaching

and

Learning

Presenter:

Lamekia L. Hardman

Teaching and Learning Technical core of all schools

Heart and soul of all educational

organizations

Shapes many of the administrative

decisions that must be made

Learning Learning happens when experience

produces a stable change in someone’s knowledge or behavior

Involves a change in the individual’s knowledge or behavior

A complex cognitive process and there is no one best explanation of learning

3 Theories of Learning

Behavioral Theories of Learning

Cognitive Theories of Learning

Constructivist Theories of Learning

Behavioral Learning

B.F. Skinner (1950)

Stress observable changes in behaviors, skills, and habits

Learning is regular expected responses

Instruction is repetition and reinforcement

Behavioral Learning Behavior is what a person does in a given

situation

Environmental Influences

Antecedents

Consequences

Antecedent-Behavior-Consequence (A-B-C)

Consequences Determine whether the behavior will be

repeated

Will either strengthen or weaken the

prosperity of an individual to repeat a

behavior

2 Kinds: Reinforcement and Punishment

Reinforcement Strengthens the behavior that it follows

Increases the frequency or duration of a

given behavior

2 types:

Positive Reinforcement

Negative Reinforcement

Positive Reinforcement Occurs when a behavior produces a new

stimulus or motivating force

Potential problem for all teachers

Occurs when a consequence strengthens

a behavior by providing the addition of a

stimulus

Negative Reinforcement

Occurs when the consequence that

reinforces or strengthens behavior is

obtained by eliminating a stimulus

A behavior is reinforced or strengthened

by removing a negative or aversive

stimulus

Punishment Involves weakening or suppressing

behavior

The effect of decreasing behavior that defines the consequences as punishment

2 Kinds:

Type I and Type II

Punishment Direct Punishment

Occurs when the appearance of the

stimulus following the behavior suppresses

or weakens the behavior

Removal Punishment

Occurs when a stimulus is removed

Antecedents Provide information about which behaviors

will lead to positive consequences and which

to negative ones

Cueing: providing an antecedent stimulus just

prior to a particular behavior

Prompting: providing an additional cue

following the first cue

Behavioral Learning

Pros Observable

behavior is

observable and

measurable

Easily implemented

Cons Does not

contribute to

changes in internal

(cognitive,

affective) things

Has limits

Cognitive Learning Piaget

Underscore such internal mental activities as thinking, remembering, creating, and problem solving

Learning is recall of stored information

Instruction is grab attention and help store it

Knowledge Learning Five Kinds of Knowledge

General

Domain-Specific

Declarative

Procedural

Self-regulatory

Cognitive Learning

Pros More autonomous

Develops cognitive abilities and the potentials of his/her own

Clarifies process in language use and language learning

Cons Questions how one

can reach beyond internal representations into the reality

Ignores creative thinking and consciousness

Constructivist Learning Vygotsky

Interested in how individuals make meaning of events and activities

Learning is seen as the construction of knowledge

Instruction is guiding problem solving

Constructivist Learning Students build knowledge based upon

prior knowledge

Learners create the answer as they see it

Teacher guides students in discovering

knowledge on their own

Constructivist Learning

Pros More engaged

Ability to apply knowledge and thinking skills

More collaboration

Think more critically

Self-awareness

Cons Teachers have to

spend more time getting to know students

Students not the best judge of their own learning needs

Direct Instruction Explicit teaching

Best when teaching basic skills – clearly

structured knowledge and essential skills

Skills involve tasks that can be taught step

by step and tested by standardized tests

Direct Instruction

Pros Can help students

learn actively, not passively

Lends itself to higher-order thinking

Provides student responsibility

Provides developmental learning

Cons Limited to lower-level

objectives

Based on traditional teaching methods

Ignores innovative models

Discourages students’ independent thought and action

Comparing Theories

Direct Instruction Constructivist Direct Instruction Constructivist Theory

Stress individual work Stress group-based, collaboration

Specific skill-based goals Global goals

Teachers generate set body of

skills

Students generate their own

knowledge though experience

Traditional teacher-directed

methods and materials: lectures,

skill worksheet

Nontraditional materials used to

promote student-driven

explorations and problem-solving

Traditional Assessment Non-Traditional Assessments

Quality of instruction must be

consistent

Increase relevancy

Convergent Thinking Divergent Thinking

Balanced Approach to

Teaching

In a balanced approach to literacy

instruction, teachers integrate instruction

with authentic reading and writing and

experiences so that students learn how to

use literacy strategies and skills and have

opportunities to apply what they are

learning.

Balanced Approach to

Teaching

Ongoing assessment

Direct instruction of strategies and skills

Independent reading and writing as well

as guided reading and writing

Sustained silent reading

Shared reading

Reading aloud