What?
When I took the quiz I found that I was very close between all three theories, but cognitive came out on top. I am a firm believer in the cognitive theory. I like the definition of cognition, "the act or process of knowing in the broadest sense; specifically, an intellectual process by which knowledge is gained from perception or ideas". I think that the way that children learn best is through schema, which is prior knowledge. I think that students need topics to be related to things that they already know. The brain plays a big part in my learning theory. Learning is effected by the way that the information is being processed. The knowledge has to go through certain steps in order to be retained. First the knowledge or content has to go through the sensory register, if the knowledge is related to something the student already knows it is encoded and then attention takes place or the knowledge is lost. If attention takes place then the content is put into Working memory. The content must be made sense of before it goes into Long term memory. Transferring from working memory to long-term memory is called in-depth processing which is connecting new knowledge to prior knowledge.
So What?
Knowing the process that the brain takes to store information will help me to determine how to teach certain things and how to get the students to retain the information. One thing that I will need to do is get the students attention so the information can go into the working memory and then I need to relate the information to something concrete in the students life.
Now What?
My learning theory needs a lot of work. As times goes on and I begin teaching my theory will evolve. I would like to learn more about the brain. I think the the human brain is the most fascinating thing in the world. I want to learn different things about the lobes and how certain things affect parts of the brain. I also want to learn more about the other theories, and try to implement things from them into my own theory.
Tuesday, December 16, 2008
Thursday, December 11, 2008
Learning Log (Ch. 10)
What?
Today in class we talked about social constructivism. This topic was hard for me to understand. The metaphor for social constructivism is a video projector, because it is recording everything that people do and then students mimic or copy what they see. The definition of learning for this theory is, interpersonal process that may or may not lead to behavior change. We talked about reciprocal causation and how all three factors are all involved. We talked about the power of expectation, which is if the students get reinforced or punished for a behavior depends on what they expect to happen next time they display that same behavior. We talked about the Bo Bo Doll I think that is what it is called. And how the children watched an adult beat this clown doll and then they were put into the room with the doll and they did the same thing to the doll. This is a case of Modeling. We talked about modeling, self-efficiency, self-regulation, and vicarious learning. We made PowerPoint's and presented them to the class.
So What?
This information is very important because it gives me an opportunity to explore these different aspects of social constructivism. I think that social constructivism is a theory that is very useful to me as a future teacher, because it employs the way that children learn by watching others.
Now What?
Now that I know this information I can become a more well rounded person. I like this l\theory because I think that it will be easy to implement, because the students are always watching you and wanted to act just like you. That can be a good thing and a bad thing. It keeps us on our toes. I can now use the social constructivism theory in my classroom.
Today in class we talked about social constructivism. This topic was hard for me to understand. The metaphor for social constructivism is a video projector, because it is recording everything that people do and then students mimic or copy what they see. The definition of learning for this theory is, interpersonal process that may or may not lead to behavior change. We talked about reciprocal causation and how all three factors are all involved. We talked about the power of expectation, which is if the students get reinforced or punished for a behavior depends on what they expect to happen next time they display that same behavior. We talked about the Bo Bo Doll I think that is what it is called. And how the children watched an adult beat this clown doll and then they were put into the room with the doll and they did the same thing to the doll. This is a case of Modeling. We talked about modeling, self-efficiency, self-regulation, and vicarious learning. We made PowerPoint's and presented them to the class.
So What?
This information is very important because it gives me an opportunity to explore these different aspects of social constructivism. I think that social constructivism is a theory that is very useful to me as a future teacher, because it employs the way that children learn by watching others.
Now What?
Now that I know this information I can become a more well rounded person. I like this l\theory because I think that it will be easy to implement, because the students are always watching you and wanted to act just like you. That can be a good thing and a bad thing. It keeps us on our toes. I can now use the social constructivism theory in my classroom.
Friday, December 5, 2008
Learning Log (Chapter 9)
What?
Today in class we talked about Chapter 9, which is Behaviorism. We talked about all types of punishment and all types of reinforcements. A lot was clarified in today's discussion. We talked about positive and negative reinforcement and the way that is relates to a hot air balloon. Positive reinforcement is the fire being pumped into the hot air balloon making it go higher. Negative reinforcement is the sand bags that hold the balloon down and as you let them drop they make the balloon go higher. So both the fire and the sand bags make the balloon go higher, but with positive you are adding something and negative is taking something away. We also talked about contiguity which means the reinforcement happens right after the behavior occurs. We also talked about operant conditioning which is voluntary. Classical conditioning is involuntary, it is the experiment that was done with the dogs and saliva.
So What?
Learning what we learned today is important because behaviorism is used everyday in so many ways. I will have the opportunity to use behaviorism in my classroom and I need to know what that entails and how that is going to effect my students. I am not a strong believer in behaviorism because I believe that it promotes students to do things for the wrong reasons.
Now What?
Now that I know this information about behaviorism I can implement this in my classroom. Behaviorism can be a good thing, but for me I will not use it as much as some think is necessary. My cooperating teacher hardly ever if she did ever use behaviorism in her classroom. And yet the class was well structured and well behaved. But I still need to know about it so if I do need to use it I can.
Today in class we talked about Chapter 9, which is Behaviorism. We talked about all types of punishment and all types of reinforcements. A lot was clarified in today's discussion. We talked about positive and negative reinforcement and the way that is relates to a hot air balloon. Positive reinforcement is the fire being pumped into the hot air balloon making it go higher. Negative reinforcement is the sand bags that hold the balloon down and as you let them drop they make the balloon go higher. So both the fire and the sand bags make the balloon go higher, but with positive you are adding something and negative is taking something away. We also talked about contiguity which means the reinforcement happens right after the behavior occurs. We also talked about operant conditioning which is voluntary. Classical conditioning is involuntary, it is the experiment that was done with the dogs and saliva.
So What?
Learning what we learned today is important because behaviorism is used everyday in so many ways. I will have the opportunity to use behaviorism in my classroom and I need to know what that entails and how that is going to effect my students. I am not a strong believer in behaviorism because I believe that it promotes students to do things for the wrong reasons.
Now What?
Now that I know this information about behaviorism I can implement this in my classroom. Behaviorism can be a good thing, but for me I will not use it as much as some think is necessary. My cooperating teacher hardly ever if she did ever use behaviorism in her classroom. And yet the class was well structured and well behaved. But I still need to know about it so if I do need to use it I can.
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