Chapter Two

The Technical Core

Teaching & Learning

Industry

Board of Directors

Management

Factory/Production

School

School Board

Administration

Classroom

Positive Behavior SupportsLearning Objectives

Direct Instruction

Required by Individuals with Disabilities Act (IDEA)

Must identify what purpose a behavior is serving for a student & replace it with a positive

Can be used for all students

5% cause 50% of discipline referrals

PBS can reduce referrals 80%

Clear and unambiguous description of educational aim for students

Robert Mager developed most influential system for writing objectives (IEPs)

Most useful with loosely structured activities

Can be specific or broad

Also used by management and administrators

Best suited to the teaching of basic skills

Average performance tends to increase, but not necessarily every for student

Roeshine’s Six Teaching Functions (3 Phase model plus review and

feedback)

Can limit systematic deficits in learning

Criticized for being limited to lower level objectives

If the frequency or intensity of a behavior is maintaining or increasing, something is reinforcing the behavior.

If an action allows you to escape or avoid a bad situation, you will repeat that action if you are faced with the situation again.

It is better to have a few important, broad but measureable objectives for teaching that to have very specific or very general objectives.

Direct instruction is effective when the material to be learned is explicit, factual and hierarchical.

Traces its roots to the ancient Greeks

Went dormant during the era of Behaviorism

Cognitive researched emerged after WWII and the computer age and breakthroughs in language development

What is most important is what the learner brings to the table (experience and knowledge)

General Knowledge

Domain-Specific

Knowledge

Declarative Hours the bank is open

Highway safety rules

Lines from Hamlet

Procedural How to use a computer

How to drive a car

How to solve a quadratic equation

Conditional When to skim and when to read

carefully

When to use the formula for volumeWhen to run to the

net in tennis

There are three types of memory:

1. Sensory memoryBrief holding system, perceptual analysis

2. Working memoryShort term, long enough for processing

3. Long-term memoryMuch information, long periods of time

StimuliSenso

ryMemo

ry

Perception

WorkingMemory

Long-Term

Memory

(TemporaryStorage)

Learn

Retrieve (Permanent

Storage)

An individuals awareness of his own cognitive processing

People differ in cognitive knowledge, so they differ in how efficiently they learn

Planning, monitoring and evaluation are three crucial cognitive skills

Cognitive skills can be taught so they are an important basis of teaching

Underlining or Highlighting

Taking Notes

Visual Tools

Mnemonics

Declarative knowledge (knowing what) and procedural knowledge (knowing how) can be used most effectively if you also have conditional knowledge (knowing when and why to apply knowledge)

When working memory is overloaded, information is lost

Information is easier to remember if it is well-organized, elaborated (connected to other things you know), and learned in meaningful contexts

Learning strategies need to be specifically taught and practiced

Individual Constructivism

Based on the work of Piaget

Humans develop schemes- how they think about things

Assimilation- fit new things into existing themes

Accommodation- adjust thinking to fit new things

Piaget did not make specific educational recommendations, but others have

using his findings (NAEYC)

Social Constructivism

Based on the work of Vygotsky

Knowledge is socially constructed, built on what participants contribute and construct together

Cultural tools (including real and symbolic), play important roles in development

Children internalize tools and then use the tools to construct knowledge

Most scholars agree that Constructivist approaches dramatically change the focus of teaching by putting the students’ own efforts at the center of the educational enterprise

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There are many meanings for the term “constructivism” depending on whether the theorists emphasized social and cultural or individual factors in the construction of knowledge

Inquiry learning is based on Piaget’s theory of cognitive development, which highlights the individual’s discovery and invention of knowledge. These methods may not be helpful for less prepared students

Problem-based learning emphasizes Vygotsky’s concern with authentic activity in cultural contexts. These methods may be better for understanding processes than learning basic content.

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What is Learning

The Role of the Teacher

The Role of the Student

Instruction Examples

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