Packing a Suitcase: Connections within the primary theories of teaching and learning

1. Packing a Suitcase: Connections within the primary theories of teaching and learning By Jessica Sanchez-Carillo, LynseyKrekemeierandRebecca Bonnett EDPS 497 Start the Packing Process

2. 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

3. 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

4. Essential Item: Camera A camera is the one object nearly everyone who goes on a vacation brings with them. To: Learner Diversity 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: Social Cognitive Theory To: Packing Process (Information Processing Model) To: Behaviorism

5. The Packing ProcessThe 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: SensoryMemory

6. Sensory MemoryEverything Possible to Pack ? 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. To Working Memory

7. Working MemoryAdding 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

8. 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. 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. To: LTM

9. Long Term Memory Return to: Camera 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: Complex Cognitive Processes To: Voltage Converters To: Currency To: Compartments

10. Voltage ConvertersStorage & 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

11. International CurrencyPathways 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

12. Suitcase CompartmentsSchema 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: Postcards (Disequilibrium) To: LTM (In Information Processing) To: Ticket Stubs/Receipts (ZPD) To: Guidebook (Types of Memory)

13. Two SwimsuitsAssimilation 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)

14. Winter CoatAccommodation 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)

15. PostcardsDisequilibrium 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: Postcard Message (Egocentrism) To: Winter Coat (Accommodation) To: Two Swimsuits (Assimilation)

16. Postcard MessageEgocentrism 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)

17. Ticket Stubs/ReceiptsZone 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)

18. Translation ToolScaffolding 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

19. 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)

20. JournalMetacognition 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

21. SudokuCritical 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/ masculine articles change?) Scientists constantly use critical thinking processes to encourage learning through the systematic testing of hypotheses. To: Complex Cognitive Processes

22. Coloring BookCreative 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.

23. MapProblem 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

24. Weather Specific ClothingReasoning 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. 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. To: Complex Cognitive Processes

25. Learner Diversity To: Cosmetic Bag To: Vaccination Record Return to: Camera

26. Cosmetic BagDifferent 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

27. Vaccination RecordTeaching 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

28. GuidebookTypes 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

29. 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. “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. ME To: Camera To Part 2 of the Social Cognitive Theory

30. Social Cognitive Theorycontinued… 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. 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. Return to part 1 of the Social Cognitive Theory

31. 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 CR – Sweating/nervousness 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 To: Camera

32. Picture Bibliography • http://images02.olx.com/ui/15/78/92/1314994685_246447692_1-Pictures-of--Leica-M3-camera-body-with-multiple-lenses-cases.jpg • http://www.picturesof.net/_images/A_Person_Packing_a_Suitcase_Royalty_Free_Clipart_Picture_081113-143879-542018.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-A-Suitcase.jpg • http://4.bp.blogspot.com/-JrAxeWPjbc8/TgqBFkB8GaI/AAAAAAAAAAg/Y2qJlDqiyhE/s1600/overstuffed-suitcase1.jpghttp://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 • http://image.shutterstock.com/display_pic_with_logo/170788/170788,1211806727,6/stock-photo-international-currency-13049557.jpg • 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 • http://www.airliners.net/postcard/postcard_ex_back.jpg • http://www.herda.com/sample/images/tickets.jpg

33. 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-kids-boys.gif • : http://mexicochannel.net/maps/jalisco_sct.jpg • http://img.diytrade.com/cdimg/847915/7810805/0/1231232936/raincoat.jpghttp://keetsa.com/blog/wp-content/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