Session 5March 8, 2011

Share SCIM-C Experiences, using guiding questions: Julie, Diane, Alan

Activity/Review of Relevant Learning Theories

Discuss strategies/topics for 2nd SCIM-C strategy session

Reading for next session: “Historical Understanding among Adolescents in a Multicultural Setting” by Peter Seixas

…a constructivist view of learning suggests an approach to teaching that gives learners the opportunity for concrete, contextually meaningful experience through which they can search for patterns; raise questions; and model, interpret and defend their strategies and ideas. The classroom in this model is seen as a mini-society, a community of learners engaged in activity, discourse, interpretation, justification, and reflection….teachers assume more of a facilitator’s role and learners take on more ownership of the ideas.Catherine Fosnot (2005)

Behaviorism

Cognitivism

Social Learning Theory

Social Constructivism

Multiple Intelligences

Brain-Based Learning

Learning is defined by the outward expression of new behaviors

Focuses solely on observable behaviors

A biological basis for learning

Learning is context-independent

Classical & Operant Conditioning Reflexes (Pavlov’s Dogs) Feedback/Reinforcement (Skinner’s Pigeon

Box)

Rewards and punishments

Responsibility for student learning rests solely with the teacher

Lecture-based, highly structured

Grew in response to Behaviorism Knowledge is stored cognitively as symbols Learning is the process of connecting symbols in a

meaningful & memorable way Studies focused on the mental processes that facilitate

symbol connection Jean Piaget

Genetic Epistemology- the formation and meaning of knowledge and the means by which humans move from a lower to a higher level of knowledge.

Assimilation – the incorporation of new events into cognitive structures

Accommodation – transformation of an already existing structure in response to the environment.

Jerome Bruner Discovery Learning

Learner as independent problem-solver

Inquiry-oriented projects

Opportunities for the testing of hypotheses

Curiosity encouraged

Staged scaffolding

Grew out of Cognitivism

A. Bandura (1973)

Learning takes place through observation and sensorial experiences

Imitation is the sincerest form of flattery

SLT is the basis of the movement against violence in media & video games

Collaborative learning and group work

Modeling responses and expectations

Opportunities to observe experts in action

Grew out of and in response to Cognitivism, framed around metacognition

Knowledge is actively constructed Learning is…

A search for meaning by the learner Contextualized An inherently social activity Dialogic and recursive The responsibility of the learner

Lev Vygotsky Social Learning

Zone of Proximal Development

Journaling

Experiential activities

Personal focus

Collaborative & cooperative learning

Grew out of Constructivism, framed around metacognition

H. Gardner (1983 to present) All people are born with eight

intelligences: verbal linguistic, visual spatial, logical-mathematical, kinesthetic, musical, naturalist, interpersonal, intrapersonal

Enables students to leverage their strengths and purposefully target and develop their weaknesses

Grew out of Neuroscience & Constructivism

D. Souza, N. Caine & G. Caine, E. Jensen (1980’s to present)

12 governing principles 1. Brain is a parallel processor 2. Whole body learning 3. A search for meaning 4. Patterning 5. Emotions are critical 6. Processing of parts and wholes 7. Focused attention & peripheral perception 8. Conscious & unconscious processes 9. Several types of memory 10. Embedded learning sticks 11. Challenge & threat 12. Every brain is unique

The findings may nevertheless help suggest directions for a pedagogy that incorporates prior understandings of students in multicultural settings. In order to engage family stories, the study of history in schools would have to provide a common ground, with common ground rules, rules of evidence, of interpretation, explicitly taught…

Peter Seixas, 1993