Vygostky Main Ideas teachers need to meet students where they're at. if a student is in the Zone of Proximal Development, then the teacher should help the student by scaffolding them with the topic. Once the teacher helps the student achieve complete understanding of a topic, they are to let the student go and do it on their own. Terminology Zone of Proximal Development Social Development Theory More Knowledgeable Other Application in Classroom Practice In math, we constantly need to follow Vygotski's idea of the Zone of Proximal Development. We always begin a topic by teaching with examples and explaining in detail how it is we solve a problem. We then give the students the freedom to try and do problems on their own. during this time, it is important for us to scaffold wherever needed and help a student achieve complete understanding. Once a teacher see's that a student comprehends the topic completely we slowly let the student take over by themselves. Darling Hammond Main Ideas: Curriculum frameworks that focus on learning goals and more performance-oriented assessments. Teachers need to be thoroughly educated in order to best support students. Testing is not the solution for more success. We need to look at other countries to create a better model for our education system. Terminology: Deeper Learning Educator Quality Application: Darling-Hammond’s ideas are best put into practice from a policy level. Teacher training and assessment must be more comprehensive and in-depth with opportunities for real world connection and application. If teachers are better prepared and the way students are tested is changed, the education system will only benefit. Learning should shift the focus back on the student with the teacher having enough knowledge of their students and education theory to tailor school individually for success. Marzano Main Ideas: Students should learn to eliminate unnecessary information, substitute some information, keep important information, write/rewrite, and analyze information. Students should be encouraged to put some information into own words How it looks: Teacher Models summarization Identify key concepts Bullets Outlines Narrative organizers Quick writes Terminology: Key concepts Analyze information High yield instructional strategies that boost student achievement. 9 strategies in total. I attached a document that has all of them on it. Identifying similarities and differences Summarizing and Note Taking Reinforcing effort and providing recognition Homework and Practice Non-linguistic representation Cooperative learning Setting objectives and providing feedback Generating and testing hypothesis Questions, cues, and advanced organizers Organizers and structured questioning. KWL Charts. Etc Marzano – “Homework and Practice” from classroom instruction that works (2001) by Marzano, Pickering, and Pollock Main Ideas / Application in Classroom Practice - The amount of homework assigned to students should be different from elementary to middle to high school. - The more homework that high school students do the better their achievement - o For every 30 minutes of additional homework, overall grade point average increases o Recommended total minutes per day for high school homework is 60 to 180 minutes. Purpose of homework should be identified and articulated: o For practice: material should be very familiar to students, practicing with unfamiliar material can crate misconceptions o For preparation of elaboration: students don’t need in-depth understanding, prepares students for new concepts If homework is assigned, it should have some type of comments Assign homework that’s likely to be completed, do not overdo it - Mastering a skill requires a fair amount of focused practice While practicing, students should adapt and shape what they have learned Design practice assignment that focus on specific elements of a complex skill or process - Terminology - Problem solving Slavin Main Idea(s): Collaborative/cooperated learning. Has participated in research that students learn better in groups rather than on their own. He also has done research on it benefitting students with disabilities/handicap students. He’s stated that these students learn to work in a professional environment. Terminology: Cooperative learning, “Success for All” movement. Application in Classroom Practice: Slavin’s theory/research is applied through planning our lessons and reinforcing it in the classroom. More often than not, you will see teachers allow students to work with a partner or within their table groups (usually of 3-4 students). Very rarely do I see students working alone. This theory is correct because I do see the students socializing but they also learn to refocus their attention back on their work and they ask each other questions when they don’t understand something. Sometimes that one person that speaks up in the group is actually helping another one or two student(s) who are afraid to ask for help when they need it, and in turn, that helps everyone learn together. Piaget Main ideas: Piaget discusses his stages of cognitive development. He describes this in 4 stages that explain at what age a child is capable of performing different cognitive tasks. Terminology: sensorimotor, preoperational, concrete operational, formal operational. Application: These stages include key ideas such as schema, adaptation, assimilation which help develop the thinking skills of children. This allows a teacher to select appropriate activities based on the logic and reasoning skills the students have. As well as how much a student can be left to be doing tasks independently or dependently based on the help of a teacher or peers. Main ideas: Piaget developed the 4 Stages of Cognitive Development theory – children progress through the sensorimotor, preoperational, concrete operational, and formal operational stages as they mature. Children also create schemata, which is a “unit” of knowledge, that helps them to understand and react to situations Terminology: 4 Stages of Cognitive Development, Schema Application: students need to progress through each stage before they can reach the higher stages; students learn best through doing and exploring, have manipulatives and student-led inquiries incorporated into teaching Johnson and Johnson Cooperative learning: working with other students to achieve a common goal. There are five pillars of coop learning, individual accountability, positive interdependence, face-to-face promotive interaction, Group processing, and Interpersonal and Small group skills. http://www.teach-nology.com/currenttrends/cooperative_learning/johnson_and_johnson/ Terms: cooperative learning, individual accountability, positive interdependence, face-to-face promotive interaction, Group processing, and Interpersonal and Small group skills Application: group work. But there are many different kinds of group work, such as, informal, formal, and base groups (long term groups) http://www.co-operation.org/what-is-cooperativelearning Stiggins Main Idea: Looking to make assessments more effective for teachers and schools to gain information out of as well as provide students understanding of their assessments, selfassessments and otherwise as motivation to do better within the classroom. https://www.youtube.com/watch?v=w2Ejil7PPfk Rick Stiggins: Keys to Achieving Excellence in Local Assessment Systems Webinar Gain practical strategies from Rick Stiggins on how to design a plan that balances formative and summative assessments. Learn more at: https://us.corwin.com/enus/nam/revol... www.youtube.com https://rickstiggins.com/ Terminology: Assessment for learning, record-keeping, learning targets Application into the Classroom: Allows teachers to clarify the reason for every assessment and what it will serve the students, making sure we focus on the right competencies and set consistent ways to achieve success, to ensure it is a quality assessment, sharing assessment information with students to get the most information out of it and best support diverse learners, hopefully display this information to insight student motivation. Gardner Main Idea: Gardner identified seven distinct intelligences that show students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways. Terminology: Visual-Spatial, Bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Linguistic, Logical-Mathematical Application in Classroom Practice: Using a mix of media or multimedia in the classroom like visuals, motion, sound, printed words, etc. we can work to appeal to multiple types of learners within one lesson. Gange Appended Theory: Gange Gange describes a hierarchy of learning as he stratifies various types of learning by behavioral and cognitive complexity. Lower order behavioral (ie Pavlovian) types of learning are ancillary to higher order types of learning and cognitive processing, the highest order of which is problem solving. All these orders iterate upon each other, meaning with growth come more effort and consideration on the part of the students. Learning, to Gange learning events are coordinated through a series of stimuli and learner responses to drive permanent changes in behavior. These deliberate methods of earner engagement form the conditions of learning. Key Terms: Higher Order Cognitive Learning Lower Order Behavioral Learning Learning Complexity Learning Events This mindset has direct pertinence to the classroom as it is up to the instructor to ensure those necessary learning event to build permanent changes in behavior take place. This will be done in being cognizant of student capacities as referenced by the hierarchical order of learning and thought processing they occupy.
