Beruflich Dokumente
Kultur Dokumente
Purpose of Education
In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life; nor is it clear whether education ought to be directed more towards the intellect then towards the character of the soul.... And it is not certain whether training should be directed at things useful in life, or at those conducive to virtue, or at non-essentials.... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtue, so naturally, they differ also about the proper training for it. Aristotle
Behaviorism (1900-1950)
Type of Associationism Classical Conditioning Theory
Ivan Pavlov, John Watson Reading is a behavior composed of isolated skills that can be reinforced Assumptions
Behavior is a reaction to stimuli External stimuli can be manipulated to strengthen or reduce a behavior
Behaviorism (1900-1950)
Classical Conditioning Theory
Activities
Positive, success-oriented experiences No negative associations
Behaviorism (1900-1950)
Connectionism Theory
Edward Thorndikes Law of Effect or Principle of Reinforcement
Law of Readiness, tasks easy to difficult Law of Identical Elements, more similarities the more transfer Law of Exercise, the more S-R practice the stronger the bonds
Behaviorism (1900-1950)
Connectionism Theory
Activities
Sequencing based on task difficulty Sight words Worksheets to fill in target word Catch them being good I see _________ on task
Behaviorism (1900-1950)
Operant Conditioning Theory
B. F. Skinner, the stimulus causing a response cannot always be identifiedthere are natural behaviors People actively operate on their environment to produce different kinds of consequences (operants) Reading viewed as a complex act consisting of component parts Teachers are scientific managers
Behaviorism (1900-1950)
Operant Conditioning Theory
Activities
Direct Instruction, Programmed Learning Incentives/Consequences Behavioral Objectives Shapingreward for gross approximations Chaininghooking small acts together to compose a complex skill Educational Software
Constructivism
Active Construction of Knowledge Learning occurs when individuals integrate new knowledge with existing knowledge Learner must be actively engaged Problem-based (Dewey used occupations)
Constructivism
Inquiry Learning (cont.) Activities
Problem-based Learning Collaboration/Cooperative Learning Literature Circles
Learning is not an occasional event, to be stimulated, provoked, or reinforced. Learning is what the brain does naturally, continually. Frank Smith (1971)
Constructivism
Schema Theory People organize everything into schemas, or knowledge structures Differences in existing schema greatly influences learning
Accretationno need to change schema, simply add knowledge Tuningschema modified to incorporate new knowledge Restructuringnew schema created (stereotype broken)
Constructivism
Schema Theory (cont.) Activities
Brainstorming Webbing Comprehension focus Background knowledge
Constructivism
Transactional/Reader Response Theory Louise Rosenblatt Every reading experience is unique to each individual (different schema)
Efferent responsefact oriented Aesthetic responsepersonal/emotional
Constructivism
Transactional/Reader Response Theory (cont.) Activities
Reading response activities Mind movies Project book reviews
Constructivism
Psycholinguistic Theory Ken Goodman Whole-language Theory Assumes reading is a natural language process Immerse students in high-quality literacy environments Miscue Analysis
Constructivism
Psycholinguistic Theory (cont.) Activities
Authentic, meaningful tasks Predictions Miscue analysis Reading/writing workshop Literacy rich class environment Portfolios
Constructivism
Metacognition Process of thinking about ones thinking Deloros Durkin found that in a traditional reading comprehension lesson, the lesson is teacher dependent. Students never independently comprehend
Constructivism
Metacognition (cont.) Activities
Self-monitoring of comprehension Fix-up strategies Strategy instruction Explicit instruction
Constructivism
Engagement Theory Readers who are engaged are intrinsically motivated and read more frequently (500% more) Engaged readers are mentally active (metacognition) Engaged readers are social
Constructivism
Engagement Theory (cont.) Activities
Themes Student choice (read and respond) Hands-on activities Wide variety of genres Social collaboration KWL
The reader switches attention back and forth between decoding and comprehension Activities
Guided reading instruction
Activities
Sight-word instruction
Activities
Interventions matched to deficit