The Summit is Near…

EDU2200Class Session #7Spring, 2012-13

Agenda

1. Checking-In

2. TBM Chapters 9-12

3. bPortfolio Writing Practice

4. PBS Episode #4

5. Developmental Theory II

6. Work-Time for In-Class Lesson Presentations

1. Checking-In

2. TBM Chapters 9-12

Chapter 9

▪ Differences▪ Gender, Maturation, Environment, Biology, etc.

▪ Impact of abuse/neglect on brain development and cognition

▪ Learning Delays vs. Learning Disabilities

▪ Developmentally Appropriate in regards to time (e.g. how many minutes)

▪ Relevance, Activity, Repetition, & Specificity (pg. 118)

▪ Danger & Opportunity of “stable state” – Consistency (pg. 121)

2. TBM Chapters 9-12

Pro/Con Discussion:

▪ The President proposed providing national Pre-K (i.e. Headstart) services for all US children. Disregard the financial arguments for the moment and consider this in terms of TBM, Ruby Payne, and developmental theory.

▪ Potential Points to Consider: Consistency, Environment, Family, Values, Culture, Opportunity, Resources, etc.

2. TBM Chapters 9-12

Chapter 10

▪ Memory/Memories flexible and dynamic

▪ Quote: “In general, we are not very good at recalling words, names, equations, or facts: Much of what’s taught in school.” (pg. 127) What does this mean for us as educators?

▪ [Don’t stress the biology/neural pathway specifics, etc.]

▪ Multiple pathways for making and retrieving memory; this points to diverse, dynamic instruction

2. TBM Chapters 9-12

Chapter 10

▪ Breaking down step-by-step directions rather than just giving them all out at once. Consider developmental level of students. [anyone remember what this is called?]

▪ Episodic Memory: connecting with and/or creating experience.

▪ The “flip side” of memory’s malleability: students’ memories can change/alter even in incorrect ways. The need for a spiral curriculum.

▪ Strategies for improving memory [pg. 140-143]

2. TBM Chapters 9-12

Chapter 11

▪ Remember: this is just one model

▪ Glean, stand on the shoulders, etc.

2. TBM Chapters 9-12

Chapter 12

▪ “Schools with the Brain in Mind”

▪ Welcome to Paul Hewson Elementary School!▪ Member of the school’s leadership team discussing:▪ Curriculum▪ Assessment▪ Staff Development

3. bPortfolio Writing Practice

▪ Forced inspiration/reflection

▪ Natural inspiration/reflection

bPortfolio Posting

Elements of a Successful Entry

[250-400 words and evidence]

1. Citation of program standard & interpretation of what the standard means.

2. Evidence with description & context.

3. Connecting evidence to program standard.

4. Summary of what was learned from evidence and/or experience.

5. Comment on implications for student learning (i.e. teaching)

6. Identify some ways to increase effectiveness in this specific area.

4. PBS Episode #4

1. Contention about working/failing schools

2. The power of the A Nation At Risk report NDEA funding

3. Birth (rebirth?) of the standards and high-stakes testing movement

4. Capitalism Successful Educational Models?

5. Does Pro-Choice (e.g. vouchers, charters, etc.) work?

6. Reoccurring Themes (Non-Sectarian, Church & State, Who is “Expert”?, Progressive vs. Essentialist, etc.)

4. PBS Episode #4

“Excellence without equity is elitist, but excellence doesn’t have to be elitist.”

-Diane Ravitch

Here in WA: SB5329

5. Developmental Theory II

▪ Piaget

▪ Bandura & Vygotsky

5. Developmental Theorists & Implications

Behaviorists

▪ Everything you needed to know, but were afraid to ask…

▪ What were the “Big 3” names?

5. Developmental Theorists & Implications

Behaviorists

▪ Names▪ Pavlov, Watson, Skinner

▪ Behavioral Training▪ Unconditional Stimulus (US)▪ Conditional Stimulus (CS)▪ Unconditioned Reflex (UR)▪ Conditioned Reflex (CR)

▪ Desire to be objective and “scientific”

▪ Still alive in education▪ Classroom management▪ SPED (FBA, BIP, IEP, etc.)

5. Developmental Theorists & Implications

Piaget’s Cognitive Developmental Theory

▪ Buckle up, here comes the info…

5. Developmental Theorists & Implications

Piaget’s Cognitive Developmental Theory

▪ Name▪ Jean Piaget

▪ The “breakthrough” of Stage Theory▪ Children proceed at different rates of development, but there is an

order or a sequence to the progression▪ Each stage is qualitatively different▪ Stages are based on patterns of development▪ Stages build on each other▪ Stages have the same pattern/progression throughout all cultures

5. Developmental Theorists & Implications

Piaget’s Cognitive Developmental Theory

Period I – Sensorimotor Sensorimotor Intelligence (birth to 2 years). Babies organize their physical action schemes, such as sucking, grasping, and hitting, for dealing with the immediate world.

Period II – Preoperational Preoperational Thought (2 to 7 years). Children learn to think – to use symbols and internal images – but their thinking is unsystematic and illogical. It is very different from that of adults.

Period III – Concrete Concrete Operations (7 to 11 years). Children develop the capacity to think systemically, but only when they can refer to concrete objects and activities.

Period IV – Formal Formal Operations (11 to adulthood). Young people develop the capacity to think systemically on a purely abstract and hypothetical place.

5. Developmental Theorists & Implications

Piaget’s Cognitive Developmental Theory

▪ Constructivist

▪ Child makes their own meaning…▪ Importance of curiosity/interest▪ Teacher observing/learning child

▪ Learning takes time

▪ Term “developmentally appropriate”

▪ Curriculum, lesson plans, etc. based on developmental theory (i.e. no calculus in Kindergarten)

5. Developmental Theorists & Implications

Experiments Illustrating Piaget’s Theory

[aka: Messing with Children’s Minds]

▪ Object Permanence

▪ Symbolic Activity

▪ Conservation of Liquids

▪ OP

▪ http://youtu.be/PuP53BbIY0A

▪ http://youtu.be/BFUInSY2CeY

▪ SA

▪ http://youtu.be/RDJ0qJTLohM

▪ CL

▪ http://youtu.be/gnArvcWaH6I

Behavioral

1. What skill(s) will you focus on?

2. What will you do to “teach” the students the skill(s)?

5. Developmental Theorists & Implications

Piaget Developmental

1. What skill(s) will you focus on?

2. What will you do to “teach” the students the skill(s)?

Compare/Contrast Small Group ActivityYou want to teach your students a classroom management signal so they know when to stop talking, become quiet, and listen for directions. What is your plan?

5. Developmental Theorists & Implications

The WHAT, WHO, & WHY of Social Learning Theory

WHAT:

Social context has an impact upon our learning. Yes we construct our own meaning, but outside factors (social factors) have an influence on our constructions; on our construction process.

5. Developmental Theorists & Implications

WHO:

Albert Bandura (1925 – present)

▪ Modeling behaviors (Bobo, symbols, media, etc.)

▪ Socialization (aggression, gender roles, “Pro” social Bx, Self-Regulation, etc.)

▪ Self-Efficacy & the power of beliefs

http://youtu.be/hHHdovKHDNU

5. Developmental Theorists & Implications

WHO:Lev Vygotsky (1896 – 1934)

▪ Humans use psychological tools as well as physical tools (e.g. speech, writing, numbers, etc.)

▪ These tools remove our thinking from the immediate facilitating reflection (past) and preparation (future)

▪ Zone of Proximal Development (akin to scaffolding, but recognizing social influence of teacher)

5. Developmental Theorists & Implications

The WHAT, WHO, & WHY

WHY: What are the implications of…

A. Bandura’s idea of modeling?

B. Bandura’s idea of self-efficacy?

C. Vygotsky’s idea of ZPD?

D. This overarching notion of social learning?

Activity

Self-sort by teaching level (i.e. ES, MS, HS), then join a level table group and answer these questions:

1. What are three classroom behavior expectations you want in your classroom?

2. How will you teach those rules in consideration of social learning/cognition?

3. How will you reinforce those rules in consideration of social learning/cognition?

6. In-Class Lesson Presentation Prep

▪ ROLE-PLAY ACTIVITY▪ How well does Richard do when he has to REALLY teach?

(A) Submitted Lesson Plan Outline:

1. identifies specific content being taught,

2. identifies the institutional/state/national/etc. standards aligned with this lesson,

3. identifies the methods of assessing understanding and connects this with developmental/learning theory,

4. demonstrates articulate professional writing, and

5. was electronically submitted (posted to Blackboard) prior to in-class presentation so that instructor and peers had adequate time for review.

6. In-Class Lesson Presentation Prep

Next Week

▪ In-Class Lesson Presentations

▪ Inform Richard of your choice for final exam

▪ Remember that you can do this, and keep focused on the truly important things in life

Class

Date Topics

8 05/15 In-Class Lesson Presentations Give/Review peer feedback Reflect & blog on experience

9 05/22 In-Class Lesson Presentations Give/Review peer feedback Reflect & blog on the experience

10 05/29 SYNTHESIS & REFLECTION DAYOPTION #1 – volunteer w/ ES visit to SPU campusOPTION #2 – spend class time reflecting/writing final paper

06/06 No Final Exam so no formal class meeting.*Please contact Richard by 05/22/13 if you want to meet during this dedicated class time.