Packing a Suitcase: Connections within
the primary theories of teaching and
learning
By Jessica Sanchez-Carillo, Lynsey Krekemeier and
Rebecca Bonnett
EDPS 497
Start the
Packing
Process
When’s the last time you packed a
suitcase?
How did you go about the process?
Did you make a list?
Did you toss your stuff in hoping not to forget anything?
Consider how this process may relate to effective teaching.
To Next
Slide
Our Concept Map
Our Concept Map connects the different views on learning with the
overarching idea of a suitcase. Each new idea has an explanation that will
automatically appear after four seconds. To move through the slides,
click the red buttons. Sometimes, you will have the option to keep
moving through the explanation of one theory, or the option to click on a
different box directing you to another slide. This shows the connections
we have made between the different ideas. Feel free to move through as
you would like, as you will have the opportunity to return to different
theories throughout the presentation.
Let’s Get
Started
Essential Item: Camera
A camera is the one object nearly everyone who goes on a vacation brings with them.
To: Learner
Diversity
To: Social
Cognitive
Theory
As we have learned in class, there are several
different views on learning. They all have valid and
important implications for the classroom, even
though they all look a little bit different. In the end,
they all explain the learning process and how it
occurs. This is very similar to different camera
lenses. Each lens in the end produces the same
result, a photograph. However, depending on the
lens, the end result can vary.
To: Packing
Process
(Information
Processing Model)
To:
Behaviorism
The Packing Process
The Information Processing Model
When packing a suitcase, it obviously does not work to just
throw everything inside and sit on it, hoping it zips up (and
even if it does, it’s not very efficient or organized!) There
needs to be a process to ensure that everything fits and is
easily accessible upon arrival, during customs, etc. The
information processing model is represented in our concept
map by this process of packing a suitcase.
To: Sensory
Memory
Sensory Memory
Everything Possible to Pack
?
To Working
Memory
Seeing everything on the floor or around the room is a lot to
take in, similar to the way our sensory memory is constantly
bombarded by stimuli. Students are constantly bombarded
by stimuli in the classroom, and we need to make sure that
we as teachers are able to focus their attention on the
learning process.
For example, while playing music may be soothing to some
students, others may struggle to focus.
Working Memory
Adding Items to the Suitcase
So then we have to decide which ones are
important enough to pay attention to in our
working memory, similar to picking which
items will actually be important on the trip.
The general rule is 7+/- 2, so introducing a list
containing 20 new Spanish vocabulary words
is probably not the best idea for working
memory.
To:
Storing
Storing & Encoding
Often, we over-pack, so we must
take stuff out in order to make
room for new things. This is
similar to the selecting which
information we’ll choose to store
into our long term memory (LTM)
where we “make a copy” (or
finalize in our head that we really
need this thing on vacation) and
move it to LTM.
To: LTM
Finally, we encode information
into our long term memory by
building connections, similar to
finding just the right place in a
suitcase for travel items. This
involves allowing students plenty
of opportunities to produce the
new language components in a
Spanish language classroom.
Return
to:
Camera
Long Term Memory
When we arrive at our destination, we immediately begin
looking for certain things. Many items are really easy to
find because we really like them, there are many of them,
or they are a necessity for the trip; therefore, we
automatically find them right away just like we find similar
information in our LTM. But other items may be less useful
or harder to find, just like it is often difficult to access
information in our LTM because we did not build enough
connections to the piece of information.
Providing students with multiple contexts for words helps
them make associations and connections for easy retrieval.
To:
Currency
To:
Compartments
To: Voltage
Converters
To: Complex
Cognitive
Processes
Voltage Converters
Storage & Encoding
The voltage converters represent the storing and encoding
process. Just as we need to be able to use electronic devices in other
countries, we need to efficiently store new information into Long
Term Memory.
To: Long Term
Memory
International Currency
Pathways to Information
The different currencies represent the
pathways to information. While all
currency has the same overall purpose to
buy a product, all pathways have a similar
purpose of leading to important
information. Building efficient pathways to
use to access information is the same as
knowing which currency to use in different
countries in order to buy necessary items
and souvenirs.
To: Long Term
Memory
Suitcase Compartments
Schema
The different compartments within
the suitcase represent different
schema in our brain. Schema
constantly overlap and are
constantly assimilated or
accommodated to new information,
much how different items are placed
into different compartments based
on their size, purpose, etc.
To: LTM (In
Information
Processing)
To: Postcards
(Disequilibrium)
To: Guidebook
(Types of Memory)
To: Ticket
Stubs/Receipts
(ZPD)
Two Swimsuits
Assimilation
Likened to adding additional
information to a preexisting
schema (the suitcase). You already
have a swimsuit (previous
information) but you want a
variety, maybe because might be
jet skiing and sometimes you might
be sun tanning , so you a different
style (learn/new information) into
what you to what you already have
(your suitcase containing a
swimsuit/schema).
To: Postcards
(Disequilibrium)
Winter Coat
Accommodation
Okay, so maybe the winter
coat doesn’t fit with the
wardrobe you already have in
your suitcase, but you still
want to keep it because it’s
snowing back home. The
new information (the coat)
needs to be put in the
suitcase (the schema) but
there is no
room/compartment for it
because it’s so bulky so you
have to create space for it
(accommodate it).
To: Postcards
(Disequilibrium)
Postcards
Disequilibrium
Return to:
Suitcase
Compartments
(Schema)
Traveling to foreign places and
knowing how to think, speak, and
act is not the same based on
where you go. You can experience
confusion (disequilibrium), and
work to assimilate or
accommodate the new
information.
In the foreign language classroom,
students experience this when
learning irregular verb tenses.
To: Winter Coat
(Accommodation)
To: Two
Swimsuits
(Assimilation)
To: Postcard Message
(Egocentrism)
Postcard Message
Egocentrism
The message you will write to your
loved ones back home will be all
about YOU!! You’ll include places
you’ve been, people you’ve seen
and talked to, and things you plan
to do in the future. You won’t talk
about the other people in your tour
group or their experiences unless
you’ve reached the stage in your
development (according to Piaget)
where you can see things from
others perspectives instead of just
your own.
Return to:
Postcards
(Disequilibrium)
Ticket Stubs/Receipts
Zone of Proximal Development
Learning how to function in a foreign
country can be difficult. You experience new
people, places, and things and you don’t
know how to interact based on your own
culture or language norms. But there are are
locals and experienced travelers ready and
willing to help you navigate the new place.
In a foreign language classroom, provide
students with ample opportunities to see,
hear, and write the new concepts before
having them produce it on their own. Guide
them through this process until it is out of
their ZPD and well within their abilities.
To: Translation
Tool (Scaffolding)
Return to:
Suitcase
Compartments
(Schema)
Translation Tool
Scaffolding
A translation tool is an educational support
used initially on your trip. You will need it
less and less as you become more fluent
in the language. After a while, after you
have really learned the new language, you
wont need it at all!
The scaffolding provided by the tool will
be taken away slowly as you learn until
you have it mastered and it’s no longer
needed.
Return to: ZPD
Complex Cognitive
Processes
To: Coloring
Book (Creative
Thinking)
To: Journal
(Metacognition)
Weather Specific
Clothing
(Reasoning)
To: Map
(Problem
Solving)
To: Sudoku
(Critical
Thinking)
Return to: Long
Term Memory
(Information
Processing Model)
Journal
Metacognition
The journal within the suitcase represents
metacognition. Just as each journal is unique based
upon the author, each person learns in their own
unique way. This also connects to the reflection
process – an important aspect of metacognition. It
is important to think about why different
instructional, learning, or any other strategies did
or did not work in a classroom in order to improve
in the future. For example, in the foreign language
practicum I attend, each grading period
the students have to fill out a journal entry
reflecting on their participation. They comment on
what they have accomplished, why/how they see
their choices/actions affecting their participation,
what their new goals are, and how they can go
about doing better during the next unit.
To: Complex
Cognitive Processes
Sudoku
Critical Thinking
Critical thinking is systematically examining
information to draw conclusions that are evidence
based. When traveling there are a plethora of ways
in which critical thinking could be valuable. On the
unending trans-(insert ocean) flight, critical thinking
is extremely evident while many passengers solve
page after page of the Sudoku puzzles. Because of
the numerical requirements within each 3x3 box, the
conclusions are evidence based. Either a number fits
or it does not.
In a foreign language classroom, certain
grammar rules can be taught through critically
thinking exercises using patterns. (What do
these sentences have that others don’t, and
why? – or how does the usage of feminine/
To: Complex
masculine articles change?) Scientists constantly
Cognitive Processes
use critical thinking processes to encourage
learning through the systematic testing of
hypotheses.
Coloring Book
Creative Thinking
Similar with the idea of Sudoko, airplanes are also
notorious for the children filling their coloring books
with scribbles or carefully designed pictures. This skill,
a very domain-specific skill, is independent of a
person’s IQ. No matter the type of creative thinking,
be it musical compositions, hand-crafting a coffee
table, representing a math problem in a new way, this
must be taught and practiced.
To: Complex
Cognitive Processes
Sure it is important that children know a
Thanksgiving turkey is brown, but if they would like
to represent it in their favorite color pink, there is
nothing wrong with that expression.
Map
Problem Solving
When traveling and deciding on destinations, it is
imperative to have a map. However, just because
one is equipped with a map does not mean it will
actually be helpful or that you will know how to
use it. – In problem solving, you must determine if
the problem is well-defined or ill-defined. Do you
know only the name of the hostel you will be
sleeping at or do you know the name, address,
hours, and closest metro stop?
It is advisable as a teacher to rely on a systematic
approach to problem-solving. Students need to learn
this as well. When giving them a project to
complete, help the class outline what exactly they
need (like ingredients for an experiment or how
many minutes a group presentation has to be.) With
a map, it is helps to know what the symbols mean,
how to interpret them, and how to employ them
effectively. Different strategies exist for different
maps (topographical, the metro) just as different
types of problems require different methods of
attack.
To: Complex
Cognitive Processes
Weather Specific Clothing
Reasoning
Reasoning is a skill that requires knowledge, the
ability to analyze and draw conclusions. In my
suitcase I have all of my personal items, but I
know that the monsoon season is in full swing
during my trip. This knowledge helps me analyze
the type of clothing I need according to my
destination’s season. My conclusion would
definitely be I need an umbrella and a poncho or
rain jacket.
To: Complex
Cognitive Processes
When working with students, it would be helpful to
explore the seasonal differences between Nebraska
and Argentina during the month of July. Students
must use their knowledge of the southern hemisphere
affect on seasons, and analyze how that would make
the weather in Argentina different from Nebraska.
Hopefully they would arrive at the conclusion that a
winter coat is necessary during July in many parts of
Argentina.
Learner Diversity
To:
Vaccination
Record
To: Cosmetic
Bag
Return to:
Camera
Cosmetic Bag
Different Students
A cosmetic bag holds all the elements a person
needs to care for and enhance their personal
hygiene. For example, I have two foundation
colors, 1 for summer and the other for winter. In
order to teach diverse students, a teacher must be
willing to learn more about their students’ cultures,
how to approach them, and how to include them in
the classroom. Students will need various teaching
approaches as well. Do not think of items like
shampoo and concealer as ways to scrub or hide
minority cultures within the mainstream. Consider
them part of the tools that enhance the beauty and
positive contributions that all students can make in
a classroom. One can see this demonstrated in the
classroom by asking students to share about their
personal cultural experiences with family. This
could greatly “enhance” a class discussion.
To: Learner
Diversity
Vaccination Record
Teaching Certification
The teacher certification shows you have taken
the EDPS and methods courses. Of course
getting vaccinated does not mean you will not
catch an illness, so staying healthy, following
safety guidelines will help. A teacher certification
does not mean you are ready for everything, but
it does say you have the capacity to be in front of
a class.
To: Learner
Diversity
Guidebook
Types of Memory
Declarative and Procedural Knowledge are
also represented by the Guidebook. It is
essential to know the difference between
these two types of knowledge and how and
when to use them, especially when planning a
lesson. In order to map out a vacation
(procedural knowledge), one must first read
the guidebook to get the facts (declarative
knowledge) to select which attractions,
restaurants, hotels, etc. are worth visiting.
To: Suitcase
Compartments
(Schema)
Click this when
viewing for Types of
memory
Social Cognitive Theory
“Learning is the result of interacting variables - personal, behavior, and environmental
factors”. A suitcase holds all the items a person needs for their trip (not including
emergencies). Upon arrival in a new place, an individual brings their own baggage (bad
pun intended) in the form of personal experiences and perspectives. Immediately this
individual will begin to observe the situation, ambiance, and people in the new location.
The individual will utilize the tools in their suitcase to navigate and hopefully enjoy the trip.
ME
To: Camera
“The main contributions that sociocognitive
theory offers to education: the concepts of
social learning, reciprocal causation,
modeling, and self-regulation,” cannot be
properly represented by any one item in a
suitcase. Others may disagree, but from
personal experience, the sociocognitive
theory can be seen in action through people
and students experiencing culture shock and
reverse culture shock.
To Part 2 of the
Social Cognitive
Theory
Social Cognitive Theory
continued…
Social learning, for example, comes in the form of being asked to wear
shoes in the house/apartment because you might otherwise catch a
cold. Your opinion may be that Flip Flops do nothing to guard against a
cold, but if that is socially expected, you will learn to comply.
Live modeling is best explained through an example: 1)A science teacher
wants to model safe equipment use in the lab whether that be with
disections, rocket-building, etc. A verbal explanation is useful but not the
only necessary step to ensuring safety. “Students, please hold your exacto
knife at about a 33.33° angle.” This needs to be demonstrated for students.
2) In a foreign language classroom, modeling the use of another culture’s
eating utensils or the proper way to order food in a restaurant is a more
efficient and effective way to teach different customs.
Return to part 1
of the Social
Cognitive
Theory
Amusingly enough, youtube.com and other such video streaming
sites have become fabulous resources for symbolic modeling.
Teachers can now take advantage of great shows like Myth
Busters or foreign TV programs to use (culturally/scientifically)
authentic materials. This is wonderful variety and a great way to
help meet different learning methods.
Behaviorism
Classical Conditioning
A flight passenger is subjected to multiple security measures
when passing through the checkpoint and subsequently misses
his/her flight. Now the flier dislikes flying and gets really
nervous when going through the checkpoint even though
they’ve arrived 3 hours before boarding time.
US – Missing previous flight because of security
UR – Sweating/nervousness
CS – Going through security checkpoint
To:
CR – Sweating/nervousness
Camera
Operant Conditioning
You buy goods in another country and the USA makes you fill
out a form detailing what you brought back with you. You
purchased fruit in Jamaica, but a customs official reprimands
you and it’s confiscated from you. You know on a return trip
that you are not able to bring fruit back with you.
Behavior Consequence Effect Type
Bought fruit reprimanded (stimulus added) Don’t buy fruit
again (Behavior decrease) Type I (Presentation)Punishment
Picture Bibliography
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http://images02.olx.com/ui/15/78/92/1314994685_246447692_1-Pictures-of--Leica-M3-camera-body-with-multiple-lensescases.jpg
http://www.picturesof.net/_images/A_Person_Packing_a_Suitcase_Royalty_Free_Clipart_Picture_081113-143879542018.jpg
: http://islamic-world.net/mkc/pic/bedroom.gif
http://images.clipartof.com/thumbnails/226289-Royalty-Free-RF-Clipart-Illustration-Of-A-Man-Packing-His-Clothes-In-ASuitcase.jpg
http://4.bp.blogspot.com/-JrAxeWPjbc8/TgqBFkB8GaI/AAAAAAAAAAg/Y2qJlDqiyhE/s1600/overstuffed-suitcase1.jpg
http://www.color-coded.net/blog/wp-content/uploads/2009/10/suitcase.jpg
http://3.bp.blogspot.com/-dX29w9vRUCM/TZzTLzM3yrI/AAAAAAAAAqo/y60qYAMJSlw/s1600/ode-to-suitcase.jpg
http://www.walkabouttravelgear.com/graphics/1004.jpg
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http://img.ehowcdn.com/article-page-main/ds-photo/getty/article/117/160/87615824_xs.jpg
http://www.bizarre-apparel.com/images/products/2011121102121521w300h300usports/two-piece-swimsuits.jpg
http://katdish.net/wp-content/uploads/2011/05/JC+Green+Swim+Suit.jpg
http://www.anpsale.com/NewImage/2009/images/Women%20Abercrombie%20&%20Fitch%20A&F%20Winter%20Coat%20(
122).jpg
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http://www.biszantz.com/wp-content/uploads/2011/08/Journal1.jpeg;
http://i43.tower.com/images/mm111743983/introduction-chinese-english-translation-lynette-x-shi-book-cover-art.jpg
http://www.sudoku.org.uk/Images/Sudoku_175x175.png
http://www.coloring-pages-book-for-kids-boys.com/images/thanksgiving_turkey_at_coloring-pages-book-for-kidsboys.gif
: http://mexicochannel.net/maps/jalisco_sct.jpg
http://img.diytrade.com/cdimg/847915/7810805/0/1231232936/raincoat.jpg http://keetsa.com/blog/wpcontent/uploads/2007/06/hemp-sandals-by-patagonia.jpg
: http://www.vemayca.com/files/Image/cosmetic-bags-hero.png
: http://www.johnbiggar.com/siteimages/andes-guidebook-third-edition.jpg
: http://www.planes-ticket.eu/wp-content/uploads/2011/07/cheap_tickets.jpg; immihelp.com