Rachel Vucicevic

Denice Wright
Samsam Abdi
Task 1

A graphic are pictures, shapes like circles and squares and words. A graphic organizer is
something that you can see that shows some type of connection between concepts or what a
person thinks. It also helps a person's thinking and then start a map or diagram that they can just
picture in their head. Students can build their learning using a graphic organizer to help placed
their thinking and writing together. Teachers can use these to show students the different areas
that they need improving in within a certain topic or subject area. Teachers can also use these
graphic organizers to help students put together a writing project, making it easier for students to
look over certain materials first, putting ideas and concepts together, and breaking down a story
into different elements. Teachers can use graphic organizers to lift a students comprehension,
reading and vocabulary words. Making their reading better and they will also get a better
understanding of what a word means.

Task 2

Behavirost's View
Behavior is shaped and
streghtnened by
reinforcements
Learning is the result of
exgernal stimuli
Easily measured based on
learner's response
Drill and practice, repetition
Learning is sequenital and
hierarchical

Cognitive's View
Learning is an internal
processs that cant's be
obesrved directly
Knowldege is constructive
Prior knowledge is important
Teachers guide students to
figure out concepts on their
own
Knowledge is a
rearrangement of existing
knowledge
Try to improve the
teaching and learning
process
Assess prior knowledge
and build from there
Used in the classrooms
today

Behaviorist and Cognitivism are two psychology theories that have differing views on assessing
student learning.
Behaviorism is based on the belief that learning is a process of memorizing, demonstrating, and
imitating. (49) It is a teacher-centered method of teaching and its main objectives are

developing learning strategies that rely on students use of memorization and recalling
information learned.
On the other hand, constructivists is focused on the individual learning needs and differences
(48) and takes into account the effects of attention and perception of the learner. This is more of a
student-centered method of teaching and its main objectives are developing learning strategies
that facilitate active learning, transfer of learning, comprehension, and metacognitive [higher
order thinking] skills. (49)
Overall, neither of the two aforementioned psychology theories are completely wrong. As a high
school English teacher (student teacher), I learned that if a teacher is not organized and there is
no structure and high expectations put into place, then some students will take advantage of that
and act out in way that disrupts the learning of other students. If units and lessons are not
modified to accommodate students with behavioral and cognitive learning disabilities, then they
will be fall behind, which will require the teacher to exert more time and energy to re-teach them.
Todays classroom are striving to find a happy medium that balances both theories. This
manifests in the way lessons are modified and scaffolded to fit the learning needs of all students.
From the views of philosophers Jean Piaget, Lev Vygotsky, and Jerome Burner. Jean Piaget
believed that children learn and form understanding through their experiences. He also believed
that children only learn through engagement and that is how they make sense of their world.
Children need to be able to think and create without having limits in order to learn. He believed
in four stages of development, the sensorimotor stage from birth to age two. In this stage infants
and toddlers gain knowledge through sensory experiences and manipulating objects. The second
stage which is the preoperational stage from age two to seven is when kids learn through pretend
play, but still struggle with logic and the point of view of others. The third stage is the concrete

operational stage from age seven to eleven. In this stage children begin to think more logically
and begin to think about how others think and feel. The last stage is the formal operational stage
which is geared to adolescence and goes into adulthood. This stage involves an increase in logic,
the ability to use deductive reasoning, and an understanding of abstract ideas.
Bruner believed in the three modes of representation; Enactive (0-1year)- this involves
encoding action based information and storing it in our memory. For example, a baby might
remember the action of shaking a rattle. Iconic mode (1-6years), in this mode of representation
information is stored visually in the form of images. Symbolic (7years and up), this mode is
developed last. In this mode information is stored in the form of a code or symbol, such as
language. Bruners theory suggests that it is effective when faced with new material to follow a
progression from enactive to iconic to symbolic representation. He believed that the purpose of
education is not to impact knowledge, but to facilitate a childs thinking and problem solving
skills.
Lev Vygotsky put lots of emphasis on culture affecting/shaping cognitive development. He
believed that the environment was a big influence in how children learn. He believed that
learning came through social interactions within the zone of proximal development. The zone of
proximal development is what is known from what is not known.

Piaget

Four stages of development

Stage 1- sensorimotor (birth to 2) gain knowlege through sensory

experiences.
Stage 2- preoperational stage (2 to 7) learn through pretend play
Stage 3- concrete operational stage (7 to 11) begin to think more logically,
begin to think about how others think and feel
Stage 4- formal operational stage (adolescence to adulthood) involves an
increase in logic, the ability to use deductive reasoning, and an
understanding of abstract ideas

Bruner

Three modes of representation

Enactive (0-1year)- This involves encoding action based information and

storing it in our memory
Iconic (1-6years)- information is stored visually in the form of images
Symbolic (7years and up)- this mode develops last and information is
stored in the form of a code or symbol, such as language

Vygotsky

Zone of proximal development

the zone of proximal development is what is known to what is not known

children learn best through social interactions