Reflection #6

Description:

The reading this week in EDAT 6115 focused on grouping, differentiation, and technology use in education.  The students that enter today's classroom come from different backgrounds and have various needs that teachers have to meet.  Schools group students and differentiate instruction in several ways to support their students.   The use of technology is also used in numerous ways to support and increase the achievement of students.

Analysis:

Effective instruction is so much more than just preparing and delivering a good lesson.  It is vital that teachers are aware of the necessary elements needed for effective instruction.  The QAIT model explains that quality, appropriateness, incentive, and time are elements that need to be considered for effective teaching to occur.  Each element is connected and needs to have equal consideration.  If this does not happen, effective instruction will not occur (Slavin, 2108).  Slavin (2018) offers that instruction is considered high quality when the information that is presented is interesting to them, understandable and simple to retain and use.  Incorporating organized opportunities for cooperative learning, technology, and fun games will facilitate student understanding.  The appropriateness of a lesson needs to consider the backgrounds, levels, and diversity of all the students that are in the class.  Teachers need to check for understanding to make sure students understand the presented material.  The pace of the lesson may also need to be adjusted.  Student motivation needs to be considered when instruction is happening.  Learning is hard, and the content may not always be interesting or exciting for students.  Teachers can do what they can to pique student curiosity or share how the information can be used when they are not in school (Slavin, 2018).  Slavin (2018) explains that the time taken for a lesson depends on two things; how much time is allotted for the instruction, and the amount of time students are engaged and pay attention to the instruction.   Behavior issues and poor classroom management may hinder the time students are learning.

            Students are grouped in various ways to accommodate achievement differences.  Between-class ability grouping is mainly used in middle school and high school.  Students are placed into classes depending on their ability (Slavin, 2018).  According to Slavin (2018), research does not support the use of this kind of grouping.   When students are grouped in this manner, low-achieving students do not have positive role models; they will have a negative stigma because they are in the “low” class and it has been shown that the teaching is of lower quality in low-track classes.  With-in class ability grouping is mostly used in elementary schools.  Classes are constructed with mixed abilities, and students are grouped within the class for necessary instruction for different subjects depending on performance levels (Slavin, 2018).  Slavin (2018) offers that research has shown that there is higher student learning when teachers use flexible groups, and it does not hold the same stigmatization if between-class grouping.  What happens when students are struggling and have not mastered relevant content?  It has been found that students should not be retained or socially promoted to solve the problem.  Students need special attention, intervention, and tutoring until achievement success is evident (Slavin, 2018). 

            There are many ways to support struggling students and increase their achievement (Slavin, 2018).  Differentiated instruction is one way to make sure student needs are met.  It requires teachers to adjust the content, process, and products of instruction to address the varying needs of the students in a class.  All students are expected to reach mastery of the standards, but some may need extra assistance, more time, or an alternate way to show they have learned the content (Slavin, 2018).  Slavin (2018) also offers that peer tutoring can be utilized to meet student needs.  Students can assist their peers with learning and practicing skills.  When enough training and monitoring is provided, cross-age or same-age peer tutoring can be successful.  Tutoring by a teacher is also a very effective way to provide instruction that meets student need.  Reading Recovery, a one on one tutoring program, has been shown to have a positive impact on reading achievement, primarily when it’s used as a way to give students a good foundation in reading.  It is also noted that phonics programs taught by trained paraprofessionals are just as effective as tutoring provided by certified teachers (Slavin, 2018). 

Slavin (2018) offers that there are educational programs available for students who are at risk.  “Compensatory education programs are designed to overcome the problems associated with being brought up in low-income communities” (Slavin, 2018, p.225).   The Title I program is the most extensive program available to at-risk students and their teachers.  The funds provided by Title I must be used to make positive changes in student achievement for disadvantaged students, including purchasing technology, hiring paraprofessionals, or providing professional development for teachers (Slavin, 2018).  Slavin (2018) asserts that “schools that closely integrate remedial or instructional Title I services with the school’s main instructional programs, and especially schools that used Title I dollars to enhance instruction for all students in schoolwide projects, obtained the best outcome” (p.226).  Early intervention programs focus the attention on preventative measures for children, rather than providing services only after the child has not made adequate progress.  It has been found that when students from birth to age five are equipped with special services, at-risk students will have positive long-term effects on their achievement in school (Slavin, 2018). 

Technology is beginning to be a regular presence in today’s classroom, and it is used in various ways to assist students in learning.  Computers, tablets, interactive whiteboards, and electronic response devices are all used by teachers to enhance instruction (Slavin, 2018).  Slavin (2018) offers that students are learning how to use word processing and publishing software.  The quantity of writing increases, the quality of writing improves, and student have a better attitude about their writing when word processing programs are used.  Spreadsheets help with the organization of data and databases retain a lot of information for students to reference.  Tutorial programs and instructional games are also available to assist in student learning (Slavin, 2018).  According to Slavin (2018), the internet is becoming available to all students, and therefore, its use is quickly growing in schools.  The internet is allowing students to develop into effective imaginative learners and provides an avenue for students to communicate with each other, even when they live far away from each other.   Slavin (2018) asserts that when text and videos are used together, student learning increases.  It has been found that “children who watch a lot of educational television become better readers, whereas those who watch a lot of noneducational television become worse-than-average readers” (Slavin, 2108, p.237).  Assistive technology, computer-assisted tutoring, and students bringing devices to school are ways that technology is changing the world of education.  When all students have access to the internet, ordinary teaching and learning can be combined with a variety of applications.  Blended learning, flipped classrooms, and digital homework are just the beginning of how learning is changing.  The internet is also providing resources to assist teachers in planning, communication, and professional development (Slavin, 2108).

Reflection:

     Providing effective instruction and meeting the needs of my students both play a vital part in my job as a teacher.  As an elementary teacher, I utilize with-in class ability grouping to ensure all students are receiving instruction that is appropriate for their needs.  There would be no way I could effectively provide instruction, particularly in reading and math, without utilizing that format.  Early in my career, there was a time where I did not group my students according to performance levels, and I did not see the kind of improvement that I see with my current practice.  My experiences coincide with the research that says more learning occurs when students are grouped within their class (Slavin, 2018).

     One concept I was not familiar with before its presentation was the QAIT model.  I am familiar with the elements within the model; I just didn’t know that there was a name for it.  The way the information is presented and explained in the reading helped me to have a better understanding of how the elements worked together.  If you are missing any piece of the puzzle, there is no way that instruction can be effective. Therefore, you will not have an impact on student achievement. 

     The majority of my career has been spent teaching in a school supported by Title I funds.  I have seen first hand the positive impact the extra funds have had on the at-risk students that I served for over 15 years.  We were able to provide top-notch technology to the students and teachers received high-quality professional development, which had an immediate impact on the students we served.  At the time, I did not realize the value of the professional development that I received and sometimes took it for granted.  I currently work in a non-Title I school and can see the vast difference in the amount and quality of the professional development that I receive now.  Title I funds, if used appropriately, can provide support to the students and the school as a whole.

     How much technology is too much technology in today’s classroom?  I can see how the introduction of technology has supported student learning and made the lives of teachers a little bit easier when it comes to planning and communication.  I understand that there will be a digital world our students will enter after they graduate, and we have to prepare them to be a successful part of that world. However, I worry that technology may not always have a positive impact on our students, especially when it comes to social interactions.  I’m worried that soon, all they will be doing is working with technology and not receiving any of the other benefits of going to school.  Students nowadays are on technology so much at home, and again at school. I just feel that we, as teachers, need to make sure there is a balance.  I would love to do some more research about technology and see what has been found about the effects of its use on students. 

Reference:

Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.

Reflection #5

Description:

The reading this week in EDAT 6115 focused on student-centered and constructivist approaches to classroom instruction.  It is vital that educators understand the concepts of the constructivist view of learning and how to incorporate various methods that support this way of teaching.  It includes cooperative learning and promoting problem-solving and critical thinking.   

Analysis:

The constructivist theory, which is based on much of the work by Piaget and Vygotsky, views students as individual learners who must assemble knowledge on their own.  Students hold an active role in their learning and are continually discovering and altering complicated information and making it their own.  Because students play such an active role in this type of learning, it is also described as student-centered instruction.  It is also believed that learning is a social experience, and students are more successful when they interact with adults and capable peers.   (Slavin, 2018).  Slavin (2018) continues to explain that it is vital for students to learn within their zone of proximal development, using cognitive apprenticeship and mediated learning. 

Constructivist or student-centered learning emphasizes the use of top-down instruction, which provides students with more difficult problems and encourages them to discover the necessary skills needed to solve the problem.  It also encourages students to talk and interact with one another, so discovery and comprehension of complex concepts will be easier (Slavin, 2018).  Slavin (2018) suggests a variety of evaluated cooperative learning methods that could be used in a classroom setting, which include Student Teams, Jigsaw, Peer-Assisted Learning Strategies, and Informal Learning Structures.   It has been found that for cooperative learning to be productive, teachers need to make sure that there is some recognition for the groups that are successful in meeting group goals, and there also needs to be individual accountability.  Teachers also need to make sure to provide a structured environment where behavior expectations and communication skills are explicitly taught.  When cooperative learning is organized and managed in this manner, more learning will take place, and self-esteem and attitudes about school will improve (Slavin, 2018).

Slavin (2018) states that students can be taught various ways to solve problems they encounter, but it requires practice with distinct problems that necessitate thought.  Graphical representations, like diagrams, outlines, and flowcharts, can be provided to summarize and support finding solutions (Slavin, 2018).  Slavin (2018) suggest that because the problems that students will encounter in real life are not always so cut and dry like the problems they may experience in school, teachers need to teach students how to creatively solve their problems.  It is important to remember that there should be an incubation period to escape rushing to just any solution.  Students need to be encouraged to think through their varying solutions before deciding on the best one.  The environment that students are in should be one that is relaxed and fun and accepting of all ideas.  It is also vital that teachers provide students with problems that engage and excite them.  It builds motivation if they can solve a problem that they are interested in or mean something to them (Slavin, 2018).

Critical thinking is also an area where the student needs guidance and instruction.  “One key objective of schooling is enhancing students’ abilities to think critically and make rational decisions about what to do or what to believe” (Slavin, 2018, p.208).  Critical thinking entails practice and an accepting environment where students are thinking about familiar topics.  Students are encouraged to “question what they hear and to examine their own thinking for logical inconsistencies or fallacies” (Slavin 2018, p.209).

Reflection:

Reading about the constructivist theory brought me back to the years I spent studying for my undergraduate degree.  Most of the course work I completed and participated in was based on the constructivist theory.  I have tried to keep and use many constructivist approaches throughout the years I have taught.  Rereading the content this week has confirmed for me that many of those approaches I incorporate in my classroom are beneficial for students.  I find science one of the most natural subjects for me to include constructivist methods. Students enjoy working together to learn about force and motion by using their combined knowledge to build their own roller coasters.  Slavin (2018) suggests that using “hands-on, investigation laboratory activities” and providing cooperative learning experiences to identify misconceptions correlate with the constructivist approach (p.197). 

This week’s reading has sparked the question, “What more can I do to provide even more student-centered instruction to my students?”  I think I can do a better job at including more opportunities for my students to think critically.  Many times, I feel I am guilty of “thinking” for my students instead of giving them the chance to practice this essential skill.  Just because they are young learners does not mean that they are not capable.  Slavin (2018) suggests students give “reasons for opinions rather than only giving correct answers” (p.208).   I can easily begin to utilize this strategy to support students and encourage them to think for themselves instead of doing it for them.

Incorporating student-centered instruction is not always the easiest way for a teacher to teach.  It has its challenges, which might lead a teacher into not wanting to use many of the constructivist methods.  Instead of focusing on the benefits it provides for students, they may focus on the extra things that they may have to do or teach for students to be successful in a student-centered classroom. Teachers may also have a hard time not being in control of student learning for fear of errors happening and time being wasted (Slavin, 2018).  It makes me sad to think that some of my colleagues may think more about what’s best for themselves, then what’s best for the students in their classroom. 

One thing I learned about constructivist learning that I did not know before its presentation was the Student Teams-Achievement Divisions (STAD) method of cooperative learning.  I like how this method encourages peer interaction with peers making sure that all members of the team have mastered the lesson.  Students strive to score higher than their previous scores and teams that work together and meet the required criteria will be rewarded (Slavin, 2018).  I am excited to share this information with 2^nd-5^th-grade teachers at my school.

Reference:

Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.

Reflection #4

Description:

The reading this week in EDAT 6115 focused on using effective lessons in the classroom.  It is vital that educators understand how to incorporate the aspects of direct instruction, so there is an optimal transfer for learning.  It is also necessary to know how to facilitate and prepare for large and small group discussions. 

Analysis:

Direct instruction describes a model of teaching where information is presented to students in a direct and explicit format.  Clear objectives are communicated, and students are provided structured class time to reach their goals as efficiently as possible (Slavin, 2018).  Slavin (2018) states that there are seven parts of the direct instruction model.  Stating objects will give students an idea about what they will learn and how they will learn it.  It has been found that clearly stating the objectives can improve student success with their goals.  It is also vital to find out what students already know about the new concept that is about to be presented.  Slavin (2018) suggests that missing knowledge or skill needs to be reviewed before moving forward with the new learning.   Presenting the new material is the next step in the direct instruction model.  There is a variety of effective way teachers can offer new content to their students.  These include providing worked examples, demonstrations, models, and illustrations.  Slavin (2108) says that the teacher also needs to think about how to maintain the attention of their students.  Lessons presented with humor, graphics, and enthusiasm have been shown to hold student’s attention and improve teacher effectiveness.  Once the lesson has been taught, it is essential for the teacher to use learning probes to check for student understanding of the new learning.  Questions and all-pupil responses are great strategies to check for gaps in knowledge (Slavin, 2018).  Students need an opportunity to show and apply their new learning.  Independent practice is an excellent way to allow students to process and rehearse the new learning in the working memory so that it can be transferred into long term memory (Slavin, 2018).  Slavin (2018) suggests that students need to be assessed at the end of every lesson to see how well they have mastered the new learning they were presented.  Assessment does not always have to be formal, just as long as it is done, and feedback is given to students promptly.  Along with assessing how well students have mastered the objectives, it also provides information to the teacher on the level of effectiveness of their lesson (Slavin, 2018).  Slavin (2018) suggests that continuous practice and review spaced out over a length of time can boost the retention of knowledge.  Although homework is an excellent way for students to review newly taught concepts, it is not clear if it is beneficial at the elementary level (Slavin, 2018).

In our discussion this week, we discussed the differences between teacher preparation and participation in whole and small group discussions.  My classmates brought up some excellent points and made me think a bit more about this topic.  Each format for learning has very different preparation and participation levels.  Whole group discussions require less participation of the teacher. The teacher “plays a less dominant role” and is encouraged to allow the students to lead the discussion but is still an active participant in the discussion by guiding students in the right direction (Slavin, 2018, p.180).  To get students to be successful, the teacher has to prepare the students to get to this point.  It includes assessing prior knowledge and making sure students are ready to discuss the current topic (Slavin, 2018).  Small group discussions require a bit more preparation on the teacher’s part.  Teachers need to make sure students understand the routines and procedures of how the discussion will work.  Research has found that “if students are well prepared to work in small groups and if the group task is well organized” there will be a more significant effect on student achievement compared to traditional lessons (Slavin, 2018, p.182).  Teacher participation, however, is lower in small group discussions.  Students work independently, which allows the teacher to be available for students who need extra help (Slavin, 2018).

Reflection:

I feel very knowledgeable about the topic of direct instruction.  In my previous county, we were expected to teach all of our lessons using the direct instruction model of teaching.  We were provided with extensive professional learning about direct instruction.  When I first began learning about the components, I was a bit overwhelmed with all the expectations and parts that needed to be included in our lessons.  Just like with anything else, once you start doing it, it becomes more comfortable, and it became second nature for me.  Reading and reviewing direct instruction this week reminded me about how effective it can be and how much the achievement level of my students can be affected.  The county I currently work for does not require teaching with direct instruction, but I feel it is an excellent practice to utilize, and so I continue to use it every day in my classroom.

The one very positive aspect of direct instruction I feel is how learning objectives and expectations are clearly stated and communicated to the students, so there is no question about what they are going to learn.  I had my students repeat the learning objective so that they could verbalize it, and I believe that helped them to internalize and even better understand precisely what they will be learning.   I feel that there is a negative aspect when it comes to direct instruction, and it may have been more of the requirements of my county than the model itself.  Sometimes I felt like a robot when I delivered the instruction in the direct instruction method.  It was so regimented that I felt like I didn’t have the autonomy to adjust parts of the lesson if I thought my students needed it.  I feel like it was communicated to me that if the instruction was not delivered in the suggested order that it would not be as effective.  Again, this may have been more about how my former county viewed direct instruction.   

One thing that I will do differently based on the new learning I have done this week is how I address and think about seatwork.  I believe the information Slavin (2018) provided about seatwork was very interesting.  Slavin (2018) suggested that “student time spent receiving instruction directly from the teacher is more productive than time spent in seatwork” (p.173).  Many times, teachers give seatwork thinking that they are helping students to apply the skills that they just learned, but this is not always the case.  If students are not motivated, have lower reading skills or weak organization skills, seatwork is just a waste of time (Slavin, 2018).   It is useful information to remember and share with my team at school.  There are so many other ways for my students to apply their new learning during their independent practice time effectively. 

Slavin (2018) suggests that small group discussion is not as effective in students younger than fourth grade.  I tend to agree with this statement, and because I have mostly taught kindergarten, I do not have very much experience managing or organizing this type of activity.  I found Slavin's (2018) suggestion of having a group leader and a group recorder to be a great way to manage this experience when I may have the chance of using small group discussions in the future.  It is definitely something I did not know before doing the readings this week.

Reference:

Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.

Reflection # 3

Description:

The reading this week in EDAT 6115 focused on cognitive theories of learning and how the mind processes and remembers information.  It is vital that educators understand the theories of cognitive learning, so they utilize appropriate strategies that promote students success in the classroom.  Brain research can have a significant impact on how teachers address and support their students.

Analysis:

The human mind is very complex.  The information-processing theory addresses questions about how information is absorbed and retained in the brain (Slavin, 2018).  Slavin (2018) states that the information-processing model has three parts: the sensory register, working memory, and long-term memory.  The five senses bring in different stimuli into the sensory register. The things that matter to us are not forgotten and passed on to the working memory.  We use what we already have in our long-term memory to evaluate the new stimuli that are brought in.  If the stimuli are deemed useful, it is then moved into long-term memory (Slavin, 2018).  The learner, who controls the learning process, uses executive processing to decide what they want to put into their long-term memory.  It will determine how much effort the learner will put into thinking and evaluation about the new stimuli before it is formed into long-lasting memories (Slavin, 2018).

The sensory register receives sizable quantities of data from the five senses.  A great deal of this information is lost if it does not receive attention from the learner.  If information is ignored, and appropriate time is not given for it to be brought into consciousness, students may have trouble learning presented material (Slavin, 2018).  Slavin (2018) says that perception, attention, and gaining attention need to be taken into consideration when thinking about how our students are registering sensory stimuli. 

Working memory consists of the thoughts that are currently being contemplated.  These thoughts are held for a very small amount of time in the short term or working memory (Slavin, 2018).  Slavin (2018) asserts that the working memory is always active and is where the mind operates, organizes, and connects the information to other information.  Teachers can utilize the rehearsal strategy to help maintain information in the working memory.  Taking time to rehearse information will provide students will mental work, which is essential for learning new and possibly more difficult material (Slavin, 2018).

Long term memory is where we store information for long periods.  We may lose the capability to locate the information within our memory, but it will never be forgotten (Slavin, 2018).  Slavin (2018) suggests that there are three parts of long-term memory.  These include episodic, semantic, and procedural.  Episodic memory is used to remember personal experiences; semantic memory is used to remember facts, concepts, or rules, and procedural memory is used to remember how to do something (Slavin, 2018). 

There are other information processing models that help explain how the brain processes and remembers things.  The level-of-processing theory states that only the highest, thorough level of processing is what is retained in a person’s memory (Slavin, 2018).  Slavin (2018) states that the dual code theory of memory states that information that is presented both visually and mentally will be stored in the long-term memory.

There has been a lot of research conducted on the brain and how it works.  The brain is divided into two sections or hemispheres that serve different purposes.  The left hemisphere of the brain is used more for language, and the right hemisphere is used for more spacial and nonverbal functions.  It has been concluded that although the two hemispheres of the brain have different jobs, they cohesively work together and are needed to perform all tasks that are done (Slavin, 2018).  Slavin (2018) asserts that the brain begins developing as early as conception and continues to change throughout a person’s life.  Slavin (2018) continues to say that there can be lasting impacts on the brain if it is engaged in activities that strengthen and support its different areas.

Brain research can have effects on education and child development.  It has been found that early brain stimulation in a child’s life is connected with higher learning and memory.  Research has also found that as a person gets older and gains knowledge and ability, their brain becomes more efficient (Slavin, 2018).  This information can affect how students with reading disabilities are taught.  It is vital to understand that the way the brain organizes and makes connections with information is just as important as how information is added (Slavin, 2018).

Once teachers understand how the brain works, they can then use this information to apply brain-based research into their teaching.  Slavin (2018) suggests that all learning is not the same and that some learning may be more difficult.  It is also important to remember that the brain has to be ready to experience things that will affect it.  If the brain not ready, nothing will make an impact.  Slavin (2018) continues to state that learners are affected by all new activities and skill that are acquired.  Due to the ongoing research that is being conducted on the brain, many times, the research can be misunderstood, and neuromyths can develop.  Neuromyths are statements made about the educational implications of neurosciences that are not true or not justified (Slavin, 2018).  Educators need to be aware of these myths and make sure they are using strategies and information that supports current research about how the brain works.  Providing students with opportunities to rehearse newly learned skills, having new material presented in both verbal and visual ways and allowing students to act out newly acquired concepts are all examples of these supportive strategies (Slavin, 2018). 

Various factors affect how hard information is to remember.  Interference happens when information gets jumbled up with other information.  New information needs to be mentally rehearsed before any further information is added.  Retroactive inhibition occurs when information that was learned previously is lost because it is blended with similar new information.  Proactive inhibition prevents new information to be learned because it interferes with the knowledge that was previously learned (Slavin, 2018).  Some factors can help or facilitate the ability to remember information.  Previously learned information that helps with remembering new information is called proactive facilitation, and retroactive facilitation is using new information to better understand previously learned information (Slavin, 2018).  It is also important to note that people tend to remember and learn items that are presented first and last.  It is called primacy and recency effect.  Teachers need to utilize this information and teach important information first thing and spend the end of class reviewing and summarize new learning (Slavin, 2018). 

The main goal as a teacher is to make presented information meaningful to our students by connecting it to information that they already know (Slavin, 2018).   Slavin (2018) suggests that rote learning is sometimes necessary when teaching concepts to students, and perhaps its overuse has given it such a negative connotation.  Sometimes things are taught that can not be used or applied to our daily lives.  It is called inert knowledge (Slavin, 2018).  It is a problem if you have the information in your memory but cannot use it.  Teachers need to help and support students in making information accessible and then connecting it to previously learned information so that students can apply it outside of the classroom walls (Slavin, 2018).  Slavin (2018) suggests many strategies to support students and their learning.  Practice tests, note-taking, underlining, write to learn and concept mapping are among her suggestions. 

Teachers can remind students about what they already know, utilize questions and link new information to prepare students to learn new things (Slavin, 2108).  Slavin (2018) states that advanced organizers can support students in relating material they already know to new information they are about to learn.  Analogies can support linking new information to prior knowledge and elaboration can be used to help students comprehend lessons by connecting information that is already in the students mind (Slavin, 2018).

Reflection:

After reading this chapter, I am feeling very out of the loop when it comes to current research about the brain and how information is processed.   When I was in school to get my undergraduate degree, I learned all about how specific tasks use either the left brain or the right brain.  Slavin (2018) makes it very clear that current research is now saying that both hemispheres of the brain are used when completing most cognitive tasks.  As I work through my master’s degree and read more current trends and findings in education, I understand that it is imperative to stay up to date on current research.  This updated research can have positive impacts on classroom instruction.

The concept of short-term working memory is significant when it comes to the context of my classroom.  Students work hard at organizing and connecting information, and I need to remember that they need ample time to rehearse previously learned information in their working memory.  They need practice with remembering the information, so it can then be transferred into their long-term memory (Slavin, 2018). It is very important for me to keep this in mind as I am teaching.  There are so many concepts and things that I need to teach my students, I sometimes find myself going from concept to concept to concept and thinking I am providing time for rehearsal, but in actuality, I am not giving my students adequate time to rehearse and apply the new skill.  And then I wonder why no one can answer my questions the next day about what we talked about the day before!  I need to slow down and allow time for their memory to process the information. I will probably see a difference in how my students remember important information.

As a teacher, I have personally seen positive results in the classroom when I present information, both visually and orally.  It is just something that I have always made sure to do for my visually and auditory learners.  What I didn’t realize is that there is a theory about this very concept.  Reading about the dual code theory was exciting and reinforced and supports what I have always done in my classroom.  

The information provided about suggested study strategies will directly improve my teaching.  The approach that sticks out the most to me is about writing to learn.  I now understand the positive effects writing can have on the retention of information across all curricular areas (Slavin, 2018).  I plan on beginning to add more writing wherever I can so hopefully my students will have the same positive results.  It can even be done in math at a kindergarten level. Students can read a bar graph and answer the typical questions about which group has more or less, but now, also, I can try having my students write a sentence about the information they learned from the graph as well.  I am always willing to add tools to my teacher toolbox if it means my students will have another opportunity to influence their achievement positively. 

Reference:

Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.

Reflection #2

Describe:

The reading this week in EDAT 6115 focused on behavioral and social theories of learning for children.  Understanding how children learn and the theories behind the learning can better prepare a teacher for success in the classroom. 

Analysis:

            Learning can be defined as “a change in an individual caused by experience (Slavin, 2018, p.98).  My role as a teacher is to lead my students to new learning that will be useful to them in the future and at the same time, making sure I am presenting the new learning in a manner that focuses their attention and mental energy, so they have success with obtaining and retention of the new material (Slavin, 2018).  Pavlov and Skinner are both early researchers that made an impact on discovering how people learn (Slavin, 2018).  Pavlov “showed how learning could affect what were once thought to be involuntary, reflexive behaviors” and Skinner focused on how behavior can change in a controlled environment (Slavin, 2018, p.99). 

            According to Slavin (2018), “the most important principle of behavioral learning theories is that behavior changes according to its immediate consequences.  Pleasurable consequences strengthen behavior; unpleasant consequences weaken it” (Slavin, 2018, p.101).  Behavior is reinforced when the consequence that is given strengthens or raises the number of times the behavior happens.  A consequence is a punisher if it weakens the behavior (Slavin, 2018).  Slavin (2018) also suggest that a more timely and immediate consequence has more of an effect on behavior.  Many times, to have the appropriate reactions and behaviors, children need to go through a shaping or extinction process with reinforcements (Slavin, 2018).  A schedule of reinforcements can also be used to improve the effects of reinforcements on behavior.  There are four schedule options that each serve a different purpose, depending on the behavior that needs to be altered.  They include fixed ratio, variable ratio, fixed interval, and variable interval (Slavin, 2018). 

            When understanding human learning, social learning theory needs to be addressed.  Bandura developed the social learning theory which focuses mainly on how behavior is affected by cues in our environment and “the effects of thought on action and the effects of action on thought” (Slavin, 2018, p.112).  Bandura believed that “human learning is not shaped by its consequences but is more efficiently learned directly from a model” (Slavin, 2018, p.112).  Slavin (2018) states that self-regulated learning is an important idea in social learning theory.  “Bandura hypothesized that people observe their own behavior, judge it against their own standards, and reinforce or punish themselves” (Slavin, 2018, p.114).  Along with many other things we as teachers have to teach children, they may sometimes need help or guidance in learning how to self-regulate.  They can be reminded about appropriate self-regulation strategies until it eventually becomes a habit (Slavin, 2018).

Reflection:

Behavioral and social learning theories relate directly to what happens in my classroom every day.  In this week’s discussion post, I discussed how, for some students, a trip to the office could actually be a reinforcement of their behavior and not a diminisher.  These students like and thrive off of the attention they receive and the whole production of sending them to the office.  They also get out of class work or a situation that they don’t want to be in, so in essence, they get what they want.  The behavior’s consequence is actually a good thing for them.  As a teacher, I need to make many decisions every day about how to handle behavior situations that happen in my classroom.  The better I understand how children learn, and the theories behind their behavior, the better decisions I will make for the students in my class.

It has been nearly twenty years since I took my first educational psychology class.  If I don’t use and refer back to the information that I learn regularly, it is forgotten.  As I work through EDAT 6115, I am relearning so much valuable information that is crucial to know as an educator.  One thing I learned, or relearned, that I didn’t know or had forgotten before its presentation in this class is the research that was done by B.F Skinner about operant behaviors and conditioning.  Skinner “focused on the relationship between behavior and it’s consequence” and believed that behavior would change depending on the pleasant or unpleasant consequences that are given (Slavin, 2018, p.99). 

I can see how the knowledge of Skinner’s research could help me immensely to be a better teacher, especially when trying to understand and support the students in my classroom when behavior issues arise.  I can use this information to prevent situations and use more positive consequences to help students behave appropriately.   

I think one thing that I will do differently after reading and learning more about social learning theory is how I address self-regulation.  As a kindergarten teacher, there are many opportunities during the day where I can teach and remind students about how to self-regulate various behaviors.  I have always known that this was an important skill to acquire, but I don’t always try to teach these skills and strategies explicitly.  If it comes up as a teachable moment, then I address it, but that’s pretty much it.  I can do a better job at making a point to purposefully teach students how to monitor and regulate their learning (Slavin, 2018).  If I begin doing this with my students, I think it can have a positive effect on their success in school as they get older. 

Reference

Slavin, R. E. (2018). Educational Psychology: Theory and practice. NY, NY: Pearson.