Reflecting on classroom practice Flashcards
A classroom teacher is finalizing his classroom management procedures at the beginning of the year. He decides to open the school year by modeling appropriate ways to act in the classroom so that students can learn by observing the expected behavior.
Which theorist’s principles is the teacher using?
Bandura;
Bandura’s observational learning theory held that students learn best by seeing a desired behavior modeled while they observe.
Vygotsky’s theory of cognitive development includes approaches that Vygotsky believed are beneficial for student learning. Several strategies used in the multiplication lesson adhere to principles from Vygotsky’s theory.
Describe two instructional strategies used in the video that align with Vygotsky’s theory of cognitive development, and include a brief explanation of how you saw each strategy being used.
Scaffolding—The teacher reviewed what was previously learned, coached students as they went further into multiplication, provided support as they worked through problems, and eventually pulled away as they were able to solve the problems independently.
Learning from peers/peer discussions/social interactions—The students worked with classmates and explained the strategies they used to their classmates. The teacher incorporated social interactions, which Vygotsky believed aids in cognitive development. Vygotsky also believed that students could learn from more skilled peers.
Zone of proximal development—The teacher provided opportunities for the students to learn from her as well as peers who were more skilled.
Think, pair, share—The students solved the problems in their heads and shared their strategies with a partner and the class. Vygotsky believed that internal language helps develop cognition and that social interactions aid in learning.
Dr. Thomas has been teaching her students study habits. In order to get her students to understand the benefits of using the strategies she has been teaching them, Dr. Thomas gives her students 30 minutes to study their notes and readings prior to taking their assessment. They score their assessments immediately after finishing the assessment, and Dr. Thomas shows them that every student improved from the previous assessment by at least 10 percent. She discusses the study practices and benefits of studying with the class.
Which strategy is Dr. Thomas using, and which learning theory supports that strategy?
Direct feedback; behaviorism
Mr. Costa wants to help his students develop higher order thinking skills, so he has developed a lesson that will provide real-world experiences and ensure the students have an active role in their learning. He plans a problem-based learning experience where students will answer the question, “How can we get students through the lunch line more efficiently?” The students collaborate to make plans to solve the problem. They conduct interviews, research cafeteria procedures, and observe lunch shifts. Next, they develop a plan, and the principal agrees to put the plan into action. The students then observe their plan in action and evaluate the effectiveness of their plan by analyzing the results and reflecting on the process.
Which learning theory is being used?
Constructivist learning theory
Mr. Costa’s learning activity is an example of incorporating the constructivist learning approach. He has incorporated problem-solving, meaningful learning experiences, higher order thinking skills, and collaborative work.
Ms. Johnson has her students solve math problems on individual whiteboards, and then hold them up to show her their answers. For every problem, she gives them a thumbs-up if their answer is correct or a thumbs-down if it is incorrect. She has her classroom arranged so that each student can see her and she can see her students and their whiteboards.
Which learning theory is being used?
Behavioral theory
This is an example of continuous reinforcement, which is a principle of behaviorism and helps prevent incorrect responses from being learned. Ms. Johnson is providing her students with feedback every time they solve a problem.
Dr. Garcia, a middle school science teacher, models each step of a science experiment for his students. He then describes the high expectations he has for the students, encouraging them as he passes out the materials for them to complete the experiment. Since class is over in 20 minutes, he also gives each student a timer so they can manage their time.
Which learning theory is being used?
Social Cognitive theory
Correct! Dr. Garcia is practicing strategies that adhere to the social cognitive theory. First, he models the expectations as the theory believes students learn by observing models. Next, he sets high expectations and encourages them, which will motivate the students and contribute to their self-efficacy. Finally, he is helping them with self-regulation by providing them with timers to manage their own time.
During the first week of school, Ms. Kim, a high school English teacher, surveys her students to find out what interests them and what type of learners they are. She then uses this information to plan learning experiences throughout the school year. At the beginning of each month, she conferences with each student as they describe goals they would like to reach and how they can achieve their goals. Students complete research assignments on a topic of their choice, and time is set aside each day for the students to use tools of their choice as they work on their projects. Some of the available tools include different types of technology, books, tape recorders, writing logs, and journals.
Which learning theory is being used?
Humanist theory
Ms. Kim’s classroom adheres to principles of the humanistic theory. The motivation is based on their needs as they set their own goals, choose their research topic, choose tools, and decide how they want to work. Her classroom is learner centered and designed to meet the needs of the students, so that they will show positive growth. Ms. Kim takes time to get to know her students and serves as a facilitator of the students’ learning.
Which scenario best aligns with a constructivist approach?
Dr. Martin has been focusing on enriching the vocabulary of his students through multiple activities. To assess their comprehension of the vocabulary words they practiced, each student is working on a computer completing a vocabulary matching assessment, matching illustrations with the vocabulary words.
Mrs. Kalani has her students sort objects into various geometric categories. She then provides a rubric identifying categories of geometric figures, which the students can refer to as they discuss with a classmate why they sorted their objects the way they did. She observes the students sorting their objects and listens to the peer discussions. She also asks them questions throughout the activity.
Ms. Patel is using a checklist as she observes her students going up and down the stairs, running, and skipping in order to assess their physical development. She will then review her observational notes and practice the skills with the students during recess.
Mr. Lee’s class just finished their English Language Arts unit on “Hamlet” and are now taking the end of unit multiple-choice test to assess their understanding of the vocabulary, theme, and moral of the story.
Mrs. Kalani has her students sort objects into various geometric categories. She then provides a rubric identifying categories of geometric figures, which the students can refer to as they discuss with a classmate why they sorted their objects the way they did. She observes the students sorting their objects and listens to the peer discussions. She also asks them questions throughout the activity.
A teacher assesses student progress by observing them during play and looking at symbols the students have created.
Which of Piaget’s stages of cognitive development are these students in?
Pre operational
A teacher assesses students as they present their projects to the class. Students are at the formal operational stage. The teacher uses a rubric that the students had as they completed their projects. Considering the developmental stage of the students and what you know about the classroom, do you believe this would be an effective and appropriate way to assess these students? If not, provide evidence to support your answer.
Yes, this would be an appropriate assessment strategy. The students are at the formal operational stage; therefore, they are capable of completing and presenting their projects independently. They are also able to self-reflect and follow a rubric given to them by the teacher. Providing the students with a rubric ahead of time will ensure that the expectations are clear. They will also learn from one another as they watch their classmates’ presentations.
What is each step of gibbs reflective cycle?
- Description of the experience
- Feelings and thoughts about the experience
- Analysis of the experience, both good and bad
- Synthesizing to make sense of the situation
- Conclusion about what you learned and what could have been done differently
- Action plan for how you would deal with similar situations in the future, or general changes you might find appropriate.
Describe a lesson using key components of constructivism. Identify the instructional setting (subject and grade level) and how you would incorporate the lesson into your classroom. Also describe how your lesson adheres to a principle of constructivism.
The response should identify the instructional setting, and it should be relevant to the lesson. Examples of what could be included in the lesson are as follows:
Students take an active role in the learning process to develop critical thinking/higher order thinking skills by
problem-solving,
real-world experience,
collaborative work,
role-play,
debates,
problem-based learning,
active learning,
activating prior knowledge, and
taking responsibility for their own learning.
Choose from the learning theory of either behaviorism or cognitivism and describe a learning activity you would implement that adheres to that theory. Explain how the activity adheres to a principle of your chosen theory, and include the instructional level and content area that your activity is designed for.
Behaviorism—Students’ learning/responses/behavior is shaped by environmental stimuli.
Example: Behaviorism is used in an eighth-grade math class. The teacher creates a jeopardy game as the students practice algebra equations. Each correct problem is worth one school dollar, and the dollars can be used at the school store. The teacher is providing positive reinforcement for the students’ knowing how to perform the algebraic equations.
Cognitivism—Information is organized into conceptual models, the organization of the material supports memory, transfer of knowledge: knowledge applied in other settings (e.g., vocabulary word used in conversation).
Example: Cognitivism is utilized to teach the water cycle in science to third-grade students. The teacher reviews previously learned vocabulary related to the content (transfer of knowledge—connecting to prior knowledge). The teacher uses a visual to show the water cycle and the steps of the cycle (organization of material supports memory).
