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Educational Psychology 302. Session 8 Content Area Learning Behaviorism. Reading . . . . Emergent Literacy —Foundational skills of reading and writing. Phonological Awareness —Hearing distinct sounds within the spoken word.
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Educational Psychology302 Session 8 Content Area Learning Behaviorism
Reading . . . • Emergent Literacy—Foundational skills of reading and writing. • Phonological Awareness—Hearing distinct sounds within the spoken word. • Word Decoding—Blend together the sounds associated with the words letters to determine what the word is.
Keys to Teaching Reading . . . • Help students achieve automaticity (sight-reading, retrieve meaning). • Provide authentic reading materials (tied to personal experiences, contextually relevant) • Provide time and opportunities for interaction around reading content.
Writing . . . • Involves translating ideas into written language. • Knowledge telling—students write their thoughts in the order in which they retrieve them from long-term memory • Knowledge transforming—students tailor their presentation to the things that their intended audience is likely to know and eventually understand (audience)
Keys to Writing Instruction • Emphasis on process vs. Emphasis on mechanics • Encourage revision (word processing programs) • Collaborative writing—complexity of texts, and writing improves • Encourage writing in curriculum areas—fiction, business memo, science lab report, etc.
Mathematics • Foundation begins with numbers and counting (self-strategies) • Next stage: applying concepts, principles and algorithms (formal) • Ultimate objective is in helping students understand why the mathematical procedures they use are appropriate
Strategies for Teaching Math • Encourage Interaction—peer tutoring, dyads and small group work • Means/End analysis—Encourage students to justify new principles and procedures • Employ the use of calculators and computers—ease the load on the working memory, also facilitates experimentation
Science • At an early age, learners have constructed personal theories about the many observations they have made about the world. • Constructive Process—As learners gather more and more information about the world they construct increasingly complex and integrated theories. • Scientific Method—Recognizing that the value of inquiry lies in applying specific steps.
Science • Confirmation bias: Tendency to look for evidence that confirms and hypothesis but to ignore evidence that runs counter to an hypothesis • Toward integrating knowledge • Illustrative case/benchmark lesson/experiment • Analogies • Physical models (diagrams, physical replica’s) • Emphasize content organization (concept maps/ summaries)
When students believe that knowing science means understanding how various concepts and principles fit together to explain ideas When students understand that theories change over time When students believe knowing science means memorizing facts When students believe that theories are fixed Metacognitive Factors in Science Facilitative Inhibitive
Strategies for Teaching Science • Authentic Science—Applied in real-world settings addressing credible issues. • Discussion—helps students acquire more accurate ad integrated understandings of scientific phenomena • Technology—virtual environments for experimentation, extended data for analysis.
A focus on meaningful learning and higher level thinking skills that transfer events and conditions from one issue to another Events are a matter of perspective gained by arriving at conclusions based on the evidence at hand Social studies is dependent on the acquisition of discrete facts Events are not negotiable to interpretation Factors in Social Studies. . . Facilitative Inhibitive
Keys to TeachingSocial Studies • View historical events as outcomes of larger key principles in process • Carefully assess prior knowledge • Help students understand they can contribute to the knowledge base of social science
Behaviorism • Focus on environmental stimuli as the cause of human behavior • Learning is a result of behavior change • Observable events are the indicators that behavior changes, stimulus—response is the process that facilitates change.
Classical Conditioning • Unconditioned Stimulus • Unconditioned Response • Neutral Stimulus • Conditioned Stimulus • Conditioned Response • Generalization • Extinction
Operant Conditioning Definition: when behaviors are followed by desirable consequences they tech to increase in frequency. When behaviors produce results, they decrease or disappear. • Response precedes reinforcement • Reinforcement is contingent on the desired behavior
S R The response occurs as the result of the stimulus—the learner has no control over whether the response occurs R S The response is usually voluntary—the learner can control whether or not it occurs ConditioningClassical vs. Operant
Reinforcement • Reinforcer: Any response the increases the frequency of a particular behavior • Primary vs. secondary • Shaping • Positive Reinforcement—concrete, social, activity. Extrinsic/Intrinsic. • Negative Reinforcement—increase of behavior through removal of a stimulus. • Punishment—Presentation/Removal.
