The Summit is Near…

1. The Summit is Near… EDU2200 Class Session #7 Spring, 2012-13

2. Agenda • Checking-In • TBM Chapters 9-12 • bPortfolio Writing Practice • PBS Episode #4 • Developmental Theory II • Work-Time for In-Class Lesson Presentations

3. 1. Checking-In

4. 2. TBM Chapters 9-12 Chapter 9 • Differences • Gender, Maturation, Environment, Biology, etc. • Impact of abuse/neglect on brain development and cognition • Learning Delays vs. Learning Disabilities • Developmentally Appropriate in regards to time (e.g. how many minutes) • Relevance, Activity, Repetition, & Specificity (pg. 118) • Danger & Opportunity of “stable state” – Consistency (pg. 121)

5. 2. TBM Chapters 9-12 Pro/Con Discussion: • The President proposed providing national Pre-K (i.e. Headstart) services for all US children. Disregard the financial arguments for the moment and consider this in terms of TBM, Ruby Payne, and developmental theory. • Potential Points to Consider: Consistency, Environment, Family, Values, Culture, Opportunity, Resources, etc.

6. 2. TBM Chapters 9-12 Chapter 10 • Memory/Memories flexible and dynamic • Quote: “In general, we are not very good at recalling words, names, equations, or facts: Much of what’s taught in school.” (pg. 127) What does this mean for us as educators? • [Don’t stress the biology/neural pathway specifics, etc.] • Multiple pathways for making and retrieving memory; this points to diverse, dynamic instruction

7. 2. TBM Chapters 9-12 Chapter 10 • Breaking down step-by-step directions rather than just giving them all out at once. Consider developmental level of students. [anyone remember what this is called?] • Episodic Memory: connecting with and/or creating experience. • The “flip side” of memory’s malleability: students’ memories can change/alter even in incorrect ways. The need for a spiral curriculum. • Strategies for improving memory [pg. 140-143]

8. 2. TBM Chapters 9-12 Chapter 11 • Remember: this is just one model • Glean, stand on the shoulders, etc.

9. 2. TBM Chapters 9-12 Chapter 12 • “Schools with the Brain in Mind” • Welcome to Paul Hewson Elementary School! • Member of the school’s leadership team discussing: • Curriculum • Assessment • Staff Development

10. 3. bPortfolio Writing Practice • Forced inspiration/reflection • Natural inspiration/reflection

11. bPortfolio Posting Elements of a Successful Entry [250-400 words and evidence] • Citation of program standard & interpretation of what the standard means. • Evidence with description & context. • Connecting evidence to program standard. • Summary of what was learned from evidence and/or experience. • Comment on implications for student learning (i.e. teaching) • Identify some ways to increase effectiveness in this specific area.

12. 4. PBS Episode #4 • Contention about working/failing schools • The power of the A Nation At Risk report  NDEA funding • Birth (rebirth?) of the standards and high-stakes testing movement • Capitalism  Successful Educational Models? • Does Pro-Choice (e.g. vouchers, charters, etc.) work? • Reoccurring Themes (Non-Sectarian, Church & State, Who is “Expert”?, Progressive vs. Essentialist, etc.)

13. 4. PBS Episode #4 “Excellence without equity is elitist, but excellence doesn’t have to be elitist.” -Diane Ravitch Here in WA: SB5329

14. 5. Developmental Theory II • Piaget • Bandura & Vygotsky

15. 5. Developmental Theorists & Implications Behaviorists • Everything you needed to know, but were afraid to ask… • What were the “Big 3” names?

16. 5. Developmental Theorists & Implications Behaviorists • Names • Pavlov, Watson, Skinner • Behavioral Training • Unconditional Stimulus (US) • Conditional Stimulus (CS) • Unconditioned Reflex (UR) • Conditioned Reflex (CR) • Desire to be objective and “scientific” • Still alive in education • Classroom management • SPED (FBA, BIP, IEP, etc.)

17. 5. Developmental Theorists & Implications Piaget’s Cognitive Developmental Theory • Buckle up, here comes the info…

18. 5. Developmental Theorists & Implications Piaget’s Cognitive Developmental Theory • Name • Jean Piaget • The “breakthrough” of Stage Theory • Children proceed at different rates of development, but there is an order or a sequence to the progression • Each stage is qualitatively different • Stages are based on patterns of development • Stages build on each other • Stages have the same pattern/progression throughout all cultures

19. 5. Developmental Theorists & Implications Piaget’s Cognitive Developmental Theory

20. 5. Developmental Theorists & Implications Piaget’s Cognitive Developmental Theory • Constructivist • Child makes their own meaning… • Importance of curiosity/interest • Teacher observing/learning child • Learning takes time • Term “developmentally appropriate” • Curriculum, lesson plans, etc. based on developmental theory (i.e. no calculus in Kindergarten)

21. 5. Developmental Theorists & Implications Experiments Illustrating Piaget’s Theory [aka: Messing with Children’s Minds] • Object Permanence • Symbolic Activity • Conservation of Liquids • OP • http://youtu.be/PuP53BbIY0A • http://youtu.be/BFUInSY2CeY • SA • http://youtu.be/RDJ0qJTLohM • CL • http://youtu.be/gnArvcWaH6I

22. 5. Developmental Theorists & Implications Compare/Contrast Small Group Activity You want to teach your students a classroom management signal so they know when to stop talking, become quiet, and listen for directions. What is your plan? Behavioral • What skill(s) will you focus on? • What will you do to “teach” the students the skill(s)? Piaget Developmental • What skill(s) will you focus on? • What will you do to “teach” the students the skill(s)?

23. 5. Developmental Theorists & Implications The WHAT, WHO, & WHY of Social Learning Theory WHAT: Social context has an impact upon our learning. Yes we construct our own meaning, but outside factors (social factors) have an influence on our constructions; on our construction process.

24. 5. Developmental Theorists & Implications WHO: Albert Bandura (1925 – present) • Modeling behaviors (Bobo, symbols, media, etc.) • Socialization (aggression, gender roles, “Pro” social Bx, Self-Regulation, etc.) • Self-Efficacy & the power of beliefs http://youtu.be/hHHdovKHDNU

25. 5. Developmental Theorists & Implications WHO: Lev Vygotsky(1896 – 1934) • Humans use psychological tools as well as physical tools (e.g. speech, writing, numbers, etc.) • These tools remove our thinking from the immediate facilitating reflection (past) and preparation (future) • Zone of Proximal Development (akin to scaffolding, but recognizing social influence of teacher)

26. 5. Developmental Theorists & Implications The WHAT, WHO, & WHY WHY:What are the implications of… • Bandura’s idea of modeling? • Bandura’s idea of self-efficacy? • Vygotsky’s idea of ZPD? • This overarching notion of social learning?

27. Activity Self-sort by teaching level (i.e. ES, MS, HS), then join a level table group and answer these questions: • What are three classroom behavior expectations you want in your classroom? • How will you teach those rules in consideration of social learning/cognition? • How will you reinforce those rules in consideration of social learning/cognition?

28. 6. In-Class Lesson Presentation Prep • ROLE-PLAY ACTIVITY • How well does Richard do when he has to REALLY teach?

29. 6. In-Class Lesson Presentation Prep (A) Submitted Lesson Plan Outline: • identifies specific content being taught, • identifies the institutional/state/national/etc. standards aligned with this lesson, • identifies the methods of assessing understanding and connects this with developmental/learning theory, • demonstrates articulate professional writing, and • was electronically submitted (posted to Blackboard) prior to in-class presentation so that instructor and peers had adequate time for review.

30. Next Week • In-Class Lesson Presentations • Inform Richard of your choice for final exam • Remember that you can do this, and keep focused on the truly important things in life