ED 300: Human Growth and Learning

1. ED 300: Human Growth and Learning Welcome Opening Prayer

2. Review: How students learn: • Cognitive • Stimulus – Short Term Memory – Long Term Memory • Behavior

3. Behaviourist Views of Learning • Our behaviour is a result of our experiences with our environment. • Learning involves a behaviour change. Reinforcer: Consequences that increase the behaviours Punisher: Consequences that decrease the behaviours.

4. Behaviourists View of Learning Rule of Thumb! Almost always true Positive Reinforcement will change behaviour over time. D&C 121:41 “ No power or influence can or ought to be maintained by virtue of the priesthood, only by persuasion, by long-suffering, by gentleness and meekness, and by love unfeigned;”

5. Behaviourists View of Learning Punishers will decrease or stop behaviour temporarily. Just because we focused on using positive reinforcement, doesn’t mean we should never punish a child. Sometimes a punisher is needed to get their attention. D&C 121:43 “Reproving betimes with sharpness, when moved upon by the Holy Ghost; and then showing forth afterwards an increase in love toward him whom thou has reproved, lest he esteem thee to be his enemy.”

6. Behaviourists View of Learning Positive Reinforcers: Concrete reinforcers: Something you can touch, e.g. snack, sticker, merit card, school supplies, etc. Social reinforcers: Smile, gesture (thumbs up, tap on shoulder), verbal praise, thank you Activity reinforcer: Free time in class, class party, etc.

7. Behaviourists View of Learning Brainstorm behaviours you often see in the classroom that are disruptive to the learning environment.

8. Absolutely Be consistent!!! Be consistent!!! Be consistent!!!

9. Behaviourist Views of Learning Content/ Objectives • I will identify strategies one can use to control their own learning. • I will identify the three principles of how motivation affects one learning. Language Objectives: • I will apply the steps of self-regulation to my own learning of a specific task. • I will discuss with the group to determine classroom activities to motivate students’ learning.

10. Social Cognitive View of Learning • People learn a great deal by observing others. Group/Class Discussion • Read case study pg. 323 • Discuss the question asked with your neighbor • Share thoughts with the class Models (and explaining) • Academic Skills • Long division • Compound elements • Writing an essay • Aggression • Copy others aggressions in life, movies, video games • Interpersonal Skills • Small group discussions, watching adults interact

11. Social Cognitive View of Learning • People have considerable control over their learning. • We can control what we pay attention to. • We can self regulate and take charge of our own behavior.

12. Social Cognitive View of Learning Self Regulated Learning Controlling our own thinking and behavior to help us learn better. Can we control our thinking and our behavior? Alma 12:14 “ For our words will condemn us, yeah all our works will condemn us; we shall not be found spotless; and our thoughts will also condemn us;” Proverbs 23:7 “ For as he thinketh in his heart, so is he:”

13. Social Cognitive View of Learning How do we self-regulate or control our thoughts and behaviors? • Goal Setting • Know what you want to accomplish as you read and study • Planning. • Determine ahead of time how to best use your time and resources • Self- Motivation • Use a variety of strategies to keep them on task • Promise yourself a reward when you are finished • Attention Control • Focus on the subject matter at hand and clear mind of distracting thoughts

14. Social Cognitive View of Learning How do we self-regulate or control our thoughts and behaviors? • Flexible use of learning strategies • Use a variety of strategies depending on the goal • E.g. scriptures vs. pleasure • Self – monitoring • Monitor progress and change strategies if needed • Appropriate help –seeking • Recognize when they need help and ask for it (Humility) • Self – Evaluation • Ask “Am I reaching my goals?”

15. Social Cognitive View of Learning Activity (10 points) • Choose something you are trying to learn, e.g. ITEP, TALL, Church lessons, scriptures, new skill, etc. • Following the steps for self-regulation, describe each step as it relates to what you are trying to learn.

16. Social Cognitive View of Learning • Goal Setting • I will be prepared to teach ED 300 every week. • Planning. • Use at least 2 class periods each day for reading and preparing. • Self- Motivation • Strategies: Break goal into smaller tasks • Mon. or Tues. at the latest complete reading and outline • Wed. Prepare power point • Thurs. prepare handouts, if needed • Fri. Begin reading for next week • Attention Control • Put everything else aside for those two class periods so I can concentrate on preparing.

17. Social Cognitive View of Learning • Flexible use of learning strategies • Preparing for school – I sit at a desk, so I can spread out the materials I need • Reading for scriptures – I sit up so I can focus • Reading for pleasure – I usually lay down, so if I fall asleep that’s OK • Self – monitoring • Monitor progress and change strategies if needed • If I’m not on schedule, I will take it home and work on it or I may forego observing a class • Appropriate help –seeking • Recognize when they need help and ask for it (Humility) • Pray a lot for guidance as to how I can best present the material • Self – Evaluation • Ask “Am I reaching my goals?”;Do I need to change strategies for the next week?

18. Social Cognitive View of Learning • Motivation has a significant impact on learning and performance. To be truly motivated – that is to consciously choose certain activities, work hard at them, and persist in the face of failure • Must have high self – efficacy and believe they will eventually achieve success • Self-efficacy – The belief that one is capable of achieving certain goals Many people take charge of their own motivation by imposing their own response-reinforcement contingencies. • Self-imposed contingency: Self reinforcement or self punishment that follows a behavior e.g. I reward myself by reading for pleasure, sewing, baking, visiting with a neighbor, etc.

19. Motivation and Affect Group/Class Discussion • Read case study pg. 361 • Discuss the questions asked with your neighbor • Share thoughts with the class

20. Motivation and Affect Motivation: A feeling inside of us that engergizes, directs, and sustains behavior. Extrinsic motivation: Motivation resulting from outside factors that may or may not be related to the task e.g. paycheck, ITEP certificate Intrinsic motivation: Motivation which comes from inside a person or related to the task

21. Motivation and Affect • All children and adolescents are motivated in one way or another • To feel physically safe • To believe they are competent • To socially and emotionally connect with people • For some school can satisfy these needs • Others may not feel safe at school, feel competent at school, or feel they can socially and emotionally connect with others at school

22. Motivation and Affect • A student’s motivation to do well in school is something that grows over time. • Interests • Are the topics and activities interesting • Expectancies • Does the student expect to succeed or fail (self-efficacy) • Values and goals • Does the family value education • Does the student have a long term goal? Do they know what they want to be or do after high school/mission?

23. Motivation and Affect • The conditions in the classroom play a major role in students’ motivation to learn and achieve. Activity: (10 points) • Use the handout “Six Target Principles of Motivation.” • With your group determine at least one example of how to implement each principle in the classroom.

24. Behaviourist Views of Learning Content/ Objectives • I will identify strategies one can use to control their own learning. • I will identify the three principles of how motivation affects one learning. Language Objectives: • I will apply the steps of self-regulation to my own learning of a specific task. • I will discuss with the group to determine classroom activities to motivate students’ learning.

25. Monday, Nov. 25, 9:00 -11:00 am Chapter 12: Instructional Strategies (Mary) Chapter 13: Creating a Productive Learning Environment (Rebwa)

26. Thurs., Nov. 28, 9:00 – 11:00 amLast Day of Class Chapter 14: Classroom Assessment Strategies (Tebakaro) Chapter 15: Summarizing Students Achievement and Abilities (Babai)