I chose Luis Hernandez for my artifact. It is from Dr. Rodriguez’s EDRE 4861 Language Arts and Social Studies Instructional K-8 fall class. It fits the criteria for standard # 8; understanding and using a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.. I understand I need a variety of instructional strategies to encourage learners to develop a deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. The Projecbestex, is another web base amazing tool to have at any grade level. It can be used to accommodate any learning style, because …show more content…
I will help my students make connections, and acquire knowledge that can be applied in meaningful ways. In addition to the internet lesson plan, there is also a writing strategy video attached. This artifact fits perfectly for standard #8 because different instructional methods are used, including reading, games, and other small activities, to help the student reach the goal of improved phonics skills and fluency. I chose Albert Bandura’s Social Learning Theory and Jean Lave and Etienne Wenger, Communities of Practice. Bndura’s theory works with both cognitive and behavioral frameworks that embrace attention, memory and motivation. His theory of learning suggests that people learn within a social context, and that learning is facilitated through concepts such as modeling, observational learning and imitation. As an educator it is important to know your student’s learning styles, as well as their background. I will develop my lessons using a variety of instructional strategies to encourage learners to develop a deeper understanding of content areas and their connections, while building skills to apply knowledge in meaningful
1. What is the name of the document? Ida Tarbell Criticizes Standard Oil (1904) 2. What type of document is it? (newspaper, map, image, report, Congressional record, etc.)
The first artifact I chose was an article review I did on development with music for early childhood development: birth to age 6. I Chose this article review because it’s a great article in showing the many ways music can help build children's social-emotional, physical, cognitive, language and literacy development. What I learned from this article is that there are any ways children can develop their skills by using creative new ways for instance like the music in the article that hit five different areas of development just by using music nothing else so think of all the cool other ways as a teacher that you could come up with in help to promote approached yet creative and fun ways of development.
Social Learning Theory. (n.d.). In University of South Alabama. Retrieved February 13, 2011, from http://www.southalabama.edu/oll/mobile/theory_workbook/social_learning_theory.htm
Henderson, Joyce Many, H.P. Wellborn, and Joy Ward (2006), there are six main deviations of scaffolding; these deviations include of “modeling, contingency management, giving feedback, instructing, questioning, and applying cognitive thinking.” Though there are different variations, the teacher is allowed to choose which one (s)he would like to instill on their student. If the instructor knows what specific area the student is struggling in, they can decide which will be the best fitting scaffolding method and apply it to the student. It was discovered that early childhood development depended heavily on social interaction. It is crucial for the advancement of knowledge in a child to be “centered in a social support system that encourages communication and interaction” (Henderson et. al
Lev Vygotsky’s theory of learning begins with the idea that cognitive development occurs from sociocultural origins, that through social interaction children learn how to think (Duchesne, McMaugh, Bochner & Krause pp. 84) and how to use and access language and communication skills specifically as members of their culture and society.
He believed that engaging with the communal world is key to the understanding and processing of new information. How and what language one uses when interacting socially are important elements required for sufficient learning to take place. Intersubjectivity occurs when this communication develops between individuals. Processing this language and communication is what is called internalization, which occurs on behalf of the learner. When interaction occurs with a “More Knowledgeable Other” or MKO, learning is able to take place. Social Scaffolding is the instruction or demonstration an MKO provides to a learner about how to reach a specific goal within the Zone of Proximal Development or ZPD. It is a term that refers to the help an MKO gives to a learner while the attempt to reach a goal within their zone. The MKO should be a role model in that they are relevant and relatable with information and persona as well as professional. The MKO can be usually represented as the teacher in many cases as they hold information that is being transferred to the learner. The ZPD is a scale that has the ability to identify the ability of a student and learner to learn a new task with and without help from others. The first section evaluates their ability to accomplish tasks without the help from an MKO. The center portion is the ability for those learners or students to accomplish tasks with help from an MKO. The last component of the ZPD is the learner’s inability to accomplish a task with the help of an MKO. The center portion is the most important social-psychological part as it takes both the student’s ability as well as the MKO’s guidance to form together a conclusion. After this is complete, the learner will be suited to accomplish these tasks because of the previous stages. It is important to notice the how a student’s ability to accomplish
Reflection as defined by the Oxford English dictionary (2012) as the action or process of thinking deeply about a subject, involving influence from one’s life and experiences, thus a reflective journal is designed to help me think deeply about my learning, especially on issues such as: my progress in learning, the difficulties I may have encountered in the process of learning, the strategies I have taken to get around those difficulties, and my evaluation of my own performance.
The emphasis on social interaction influencing cognitive development impacts on how students are taught. Class room environments need to allow social interaction as a key part of learning activities. This social interaction permits students to learn from both the teacher and their peers through collaborative activities. Teachers that encourage discussion will lead students to think critically and this will assist in providing meaning to new information. (Powell & Kalina, 2009 p245)
Novin, A., Arjomand, L. and Jourdan, L. Teaching & Learning, Fall 2003, Volume 18, Number 1, pp. 24-31. Available from : http://www.und.nodak.edu/dept/ehd/journal/Fall2003/novin.pdf [ Accessed 2nd December
Students are provided with adequate tools for learning (student analog clocks, white boards to transfer understood information), and peer or group activities to support the language in Vygotsky’s description of Zone of Proximal Development (ZPD). The lesson will consist of the same learning outcome, the same anticipatory set, including the questioning as it practices Vygotsky’s theory of language development. To better align the anticipatory set to Vygotsky’s theory of language development, the teacher may expand on the questions so that students have an opportunity to explain their answers, i.e. “What helps you know and understand the differences between these objects?” and “Why is telling time important to you?” The plan would mimic the same modeling, and guided practice (including book “The Grouchy Ladybug” by Eric Carle read aloud). The use of literature models after Vygotsky’s principle of reciprocal teaching, as students will learn and practice from text. The plan for independent practice will differ in that extra time will be dedicated for more discussion in pairs or groups (added language development). Instead of completing a worksheet over what was just taught, each group of students will orally present a summary of what was learned in the lesson, as well as a brief explanation of how the learning can be applied outside of school. Vygotsky theorized
The cumulative effect of social, cultural and biological evolution.” 2. “The exponential growth of knowledge and the emergence of the “additive curriculum.” 3. “Theoretical confusion about the relationship between “thinking, learning and knowing.” Cambourne elaborated and explained each of the origins and how teachers can help students learn through these in the best ways possible. For the first one, Brian says that we created scholarly disciples as a way of resolving this tension. We also created continuing exponential growth and expansion of knowledge. We need to emerge the additive curriculum and bring thoughts and ideas together. For the second one, he suggests that coverage is more important than depth and that students must first learn what to think and then how to think. Finally, for the third one, Cambourne states that teachers can help students’ become literate in all subjects if they are willing to teach how learning occurs in their field of skill and knowledge. We need to teach students’ how to decode the disciplines by showing and modeling for them as they are engaged with learning the
GIBBS, G. (1988) Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Further Educational Unit, Oxford Polytechnic.
Situated learning involves the acquisition of knowledge and skills in the situations in which they will be used. Stein (1998) identifies four major tenets associated with situated learning: “(1) learning is grounded in the actions of everyday situations (cognition); (2) knowledge is acquired situationally and transfers only to similar situations (context); (3) learning is the result of social process encompassing ways of thinking, perceiving, problem solving, and interacting in addition to declarative and procedural knowledge (participation); and (4) learning is not separated from the world of action but exists in robust, complex, social environments made up of actors, actions, and situations (community) The main elements of situated cognition—content, context, community, and participation—offer a number of opportunities to engage learners in meaningful learning. Cooperative and participatory teaching methods are prime ways of helping students acquire knowledge, as “knowledge is created or negotiated through the interactions of the learner with others and the environment. Subject matter emerges from the cues provided by the environment and from the dialogue among the learning community. The structure
Shepherd, T., Braham, J., & Elston, C. (2010, January 13). Learning and Interpersonal Skills Review. pp. 1-2.
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.