Description
Slavin (2018) chapter eleven discusses how to have effective learning environments.It touches on how to prevent and manage student behavior to refrain from losing instruction time because time is important. Last, how effective learning environments have an effect on intentional teaching.
Analysis
The chapter begins off with discussing what an effective learning environment is. An effective learning environment, is having enough strategies for providing a successful classroom experience. Effective learning environment is often related to good classroom management. According to Slavin (2018), classroom management is "strategies for providing effective learning environments include not only preventing and responding to misbehavior but also, and even more important, using class time well....." (page 272). It is important to get the students engaged, motivated, and participating in organized activities.While keeping the students attention, it is important to have good timing. Slavin (2018) stats, "Engaged time, or time on task, the number of minutes actually spent learning, is the time that is most frequently found to contribute learning...." (page 273). Time should be used to prevent lost of time, late starts and finishes, interruptions, handling routine procedures, maintaining a rapid pace if instruction, and minimizing time spent on discipline. Organization and use of time is very important in a classroom. To have effecting classroom management planning is vital. Some things one can do to have effective classroom management is to start the year off right and set class rules and procedures. When you start the year off right and lay the foundation disciplinary issues can be kept to a minimum. To manage student discipline in order to not lose class time one can use least intervention. Slavin (2018) stated, "In dealing with routine classroom behavior problems, the most important principle is that you should correct misbehaviors by using the simplest intervention that will work" (page 280). Some things a teacher can use is nonverbal cues, praise of correct behavior that is opposite of bad behavior, praise for other students, verbal reminders, repeated reminders, and consequences. All of these strategies will help save classroom time. Students tend to behave in a negative way when they want the teachers attention or the approval of their peers. Another reason is because they are bored and want to be released. It is important for teachers to use reinforcers that change the behavior. Teachers can use behavior modifications. According to Slavin (2018), a behavior modification is "the systematic application of antecedents and consequences to change behavior" (page 285). Teachers who can accomplish good classroom management are intentional teachers. Intentional teachers are able to handle everything that comes their way. "Intentional teachers are leaders in their classroom who take responsibility for managing time, activities, and behaviors" (Slavin, 2018 page 297).
Reflection
One thing I believe will help me from this chapter is how to manage behavior. I did not know that behavior can be handled in so many different ways. In my classroom, I am quick to kick a student out or call their parents because I do not tolerate the distractions. In the beginning I set my rules and procedures but I still end up with the 1-2 students who are defiant. I will take the strategies from the readings and start to implement them next year. I think this will help me improve on classroom management. The readings from Slavin are filled with effective strategies one can use to improve their instruction, classroom management, planning etc. Chapter eleven, taught me how to have an effective learning environment but other things have to be in play for it to be successful.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
Wednesday, June 27, 2018
Sunday, June 24, 2018
Slavin (2018) Chapter Nine: Grouping, Differentiation, and Technology
Description
Chapter nine in Slavin (2018) discussed a lot of
elements for effective instruction. This chapter discussed different types of
grouping to reach students with different needs and differentiation. It also discussed
programs for students who may be academically challenged. Last, it discussed
how to use technology effectively in a classroom.
Analysis
The reading begins with discussing elements of effective instruction. The model discussed in the reading was QAIT model. QAIT model stands for quality, appropriateness, incentive, and time. Quality of instruction is "the degree to which the presentation of information or skills helps students easily learn the material" (Slavin, 2018 page 214). Appropriateness is "the degree to which the teacher makes sure that students are ready to learn a new lesson...." (Slavin, 2018 page 214). Incentives is motivation for the students to get them willing to work. Last, time is how much time students are given to master material. Slavin (2018) stated, "For instruction to be effective, each of these four elements must be adequate" (page 214). Next, grouping is discussed to accommodate the differences in students. Students differ in the way the learn, how they are motivated, how the retain material, and the skills they may have. There are two types of grouping. They are between- class ability grouping and within- class ability grouping. Between- class ability grouping is "classes that are more or less homogeneous in performance levels" (Slavin, 2018 page 217). This type of grouping is designed to meet learners at their needs. Within- class ability grouping is when students are separated based on how well they read. Slavin (2018) stated, "Differences in prior knowledge and learning rates are more difficult to deal with" (page 217). Besides grouping, there are some ways to differentiate instruction. Differentiation instruction is often called personalized instruction. Differentiating instruction is "tailoring instruction precisely to a student's needs" (page 222). To differentiate instruction, a teacher can use peer tutoring, and tutoring by teachers. Peer tutoring is when "one student teaches another" (Slavin, 2018 page 222). There are two principal types of peer tutoring cross- age tutoring and same- age tutoring. Cross- age tutoring is when the student tutor is older while cross- age is when they are the same age. Slavin (2018) stated, "one- to one adult- to child tutoring is one of the most effective instructional strategies known, and it essentially solves the problem of appropriate levels of instruction" (page 223). The only downfall to this type of tutoring is how much it may cost. Students parents may not be able to afford it. Besides tutoring, one of the programs used to assist students is Reading Recovery. This program provided one on one tutoring to first graders who are not reading at their perspective level. Some other programs that are funded by Title I are Compensatory Education Programs, Early Intervention Programs, Comprehensive School Reform Programs, and After- School and Summer School Programs. All of these programs are designed to remediate students who have difficulties in reading. In addition, Title I is used to fund technology. Technology is taking over education. Slavin (2018) stated, "Teachers now routinely use digital technology to enhance their lesson to whole classes or groups of students" (page 230). Technology for teaching can include computers, tablets, or interactive whiteboards, and electronic response devices. Multimedia technology includes animations or videos. Technology for learning include word, excel, computer assisted instruction, databases, drill and practice, tutorial programs, and instructional games. When using technology in the classroom one may face challenges. Some challenges they may face is cyber bullying, wrong use of cell phones, and an unsafe sites. Technology should be heavily monitored when being used in classrooms. All of the concepts discussed in this chapter assists with effective instruction.
Reflection
Reflection
Differentiation has always been a challenging topic. One thing that could go both a strength and weakness is differentiated
instruction. In my classroom, I am able to differentiate instruction but I have
not been able to differentiate for all learning styles and to meet all needs.
One thing I need to work on is planning for differentiated instruction. I can
do this by knowing my students learning styles and monitoring what or what does
not work for my students. I plan to improve on all of my weaknesses and perfect
my strengths. This chapter reflected on a lot that is stressed at my school. After reading this chapter, I feel confident to present in a professional development. Another thing that was important in this chapter was the uses of technology. In both courses Knowledge: Students/ Learning and Infusing Technology, different technologies were discussed that could be used in the classroom. This chapter assisted me in ways to use technology and what to use. I enjoyed reading this chapter from Slavin and gained so more much needed knowledge.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
Sunday, June 17, 2018
Slavin (2018) Chapter Eight
Description
Chapter eight focuses on Student- Centered and Constructivist Approaches to Instruction. It address key concepts of the constructivist view of learning and supports it with classroom practices. This chapter discusses how to use cooperative learning in the classroom to where it is effective. Next, it discusses how to teach students problem- solving and thinking skills. Last, it touches on student- centered and constructivist approaches as it relates to intentional teaching.
Analyze
Students must be able to gain knowledge outside of what the teacher will give them. This approach is called constructivist which is often related to student- centered instruction. "The essence of constructivist theory is the idea that learners must individually discover and transform complex information if they are to make it their own..." (Slavin, 2018 page 188). Students need the chance to learn without the teacher lecturing or constantly being heavily involved.
Slavin (2018) stated,
Chapter eight focuses on Student- Centered and Constructivist Approaches to Instruction. It address key concepts of the constructivist view of learning and supports it with classroom practices. This chapter discusses how to use cooperative learning in the classroom to where it is effective. Next, it discusses how to teach students problem- solving and thinking skills. Last, it touches on student- centered and constructivist approaches as it relates to intentional teaching.
Analyze
Students must be able to gain knowledge outside of what the teacher will give them. This approach is called constructivist which is often related to student- centered instruction. "The essence of constructivist theory is the idea that learners must individually discover and transform complex information if they are to make it their own..." (Slavin, 2018 page 188). Students need the chance to learn without the teacher lecturing or constantly being heavily involved.
Slavin (2018) stated,
"In a student- centered classroom the teacher becomes the "guide on the side" instead of the "stage on the stage" helping students to discover their own meaning instead of lecturing and controlling all classroom activities (Noddings, 2008; Weinberger & McCombs, 2001; Zmuda, 2008)" (page 188).
Student centered instruction is vital in letting students be independent. There are many components of constuctivists including Top- Down processing, Peer Interaction,Self- Regulated Learning, Scaffolding, and Discovery Learning. The term top- down means that "students begin with complex problems to solve and then work out or discover (with your guidance) the basic skills required" (Slavin, 2018 page 190). Peer interaction is just what it says peers interacting with one another to sole problems. Discovery learning is when students are to learn by being independent. "Students are encourage to learn largely on their own through active involvement with concepts and principles, and teachers encourage students to have experiences......" (Slavin, 2018 page 190). Self- Regulated Learning is when the learners have intrinsic motivation and are able to extend their learning. Scaffolding is setting the foundation for students and then gradually releasing the students to be independent.All of these strategies help students to be actively involved in their own learning. Next, cooperative learning is discussed. Cooperative learning is when students work in groups to assist one another in learning. Cooperative groups hold each member responsible for their individual learning and ensure they are putting in effort. With all of these strategies being used "students cannot be said to have learned anything useful unless they have acquired the ability to use information and skills to solve problems" (Slavin, 2018 page 204). Here is where problem solving and thinking skills are important. When teaching students how to problem solve, Slavin (208) suggested a five- step strategy called IDEAL. Where you identify, define, explore, anticipate, and look back of the components of a problem. When teaching thinking skills one must consider different strategies to reach students. Problem solving skills are taught through a series of steps. Each component is vital for it to be successful. Thinking skills need a organized program in order for students to obtain them correctly.
Reflection
This chapter activated my prior knowledge . It touched basis on things that I learned in college and already have in place for my classroom. One strategy I found interesting is the top- down process. One complaint I have is I can't move on to Depth of Knowledge levels three to four because the students lack the basic skills to solve the questions from Depth of knowledge one to two. I want to take the top- down process and incorporate it into my instruction. I think this will help me move my low students and push my high students higher. This was the only strategy that stood out to me from this chapter.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
Wednesday, June 6, 2018
Slavin (2018) Chapter 7: The Effective Lesson
Describe
This week's reading focused on having an effective lesson. In this chapter, Slavin looks at different ways to deliver instruction. It focuses on the most important way to instruct students which is through direct instruction. Direct instruction is vital for students' successful learning.
Analzye
Effective instruction is a vital component a teacher should have. There are many ways to instruct students. The most effective way to teach students is using direct instruction. Direct instruction helps students retain information. Slavin (2018) states, "direct instruction is used to describe lessons in which you transmit information directly to students, structuring class time to reach a clearly defined set of objectives as efficiently as possible" (page 160). There are several parts of direct instruction; state learning objectives and orient to students to the lesson, review prerequisites, present new material, conduct learning probes, provide independent practice, assess performance and provide feedback, and provide distributed practice and review. When stating learning objectives a teacher should explain the significance of the lesson the students will be learning this will also help orient the students to the lesson. When reviewing prerequisites one must activate the students prior knowledge. Then new material is ready to be presented. Slavin (2018) discusses how the lesson should be organized and clear for students to be able to understand. Next, you will conduct learning probes. "a variety of ways of asking for brief student responses to lesson content" (Slavin, 2018 page 168). Learning probes help to check for understanding and seeing if students are mastering what needs to be mastered. Next, independent practice is provided. Independent practice is where students get to show their mastery of newly learned skills by practicing them. Slavin (2018) states, Independent practice is most critical when students are learning skills such as mathematics......" (page 171). One important thing about independent practice is it should not be assigned until teachers know that students are fully prepared to practice the problems. Slavin (2018) states, "Independent practice is practice, not instruction, and the students should already be able to do most of the items they are assigned to do on their own (Freiberg & Driscoll, 2005)" (page 173). Independent practice will tell you if students are ready for an assessment. The next step of direct instuction is assess performance and provide feedback. Here we see if the students have mastered the objectives. There are many different assessments one can use such as oral questioning or a ticket out the door. Assessment should be given daily and should be followed up with effective feedback. The last part providing distributed practice and review, "increases retention of many kinds of knowledge (Greene, 2008)" (page 175).
Reflect
I believe the first thing to an effective lesson is effective planning. During a planning period one must decide what to teach, how to teach, when to teach, and what to use to teach before it can be instructed. I agree with Slavin that the most important instruction is direct instruction. In my classroom, I use direct instruction except it is broken up into different components known as explicit instruction. Explicit instruction consists of four components for its effectiveness; direct instruction, guided practice, independent practice, and assessment. This model can be changed around as necessary to fit the students needs. For example, if you see specific students are not performing well during independent practice you can jump back to direct instruction or if you see students are grasping the concept and do not need guided practice students can jump to independent practice. I have been teaching for two years and explicit instruction is proving to work for my classroom and my school. The way Slavin describes direct instruction, it matches up to the explicit instruction model with different titles. A lesson focuses on the teaching of concepts and it is a teachers' duty to teach their classroom using what works for them and their students.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
This week's reading focused on having an effective lesson. In this chapter, Slavin looks at different ways to deliver instruction. It focuses on the most important way to instruct students which is through direct instruction. Direct instruction is vital for students' successful learning.
Analzye
Effective instruction is a vital component a teacher should have. There are many ways to instruct students. The most effective way to teach students is using direct instruction. Direct instruction helps students retain information. Slavin (2018) states, "direct instruction is used to describe lessons in which you transmit information directly to students, structuring class time to reach a clearly defined set of objectives as efficiently as possible" (page 160). There are several parts of direct instruction; state learning objectives and orient to students to the lesson, review prerequisites, present new material, conduct learning probes, provide independent practice, assess performance and provide feedback, and provide distributed practice and review. When stating learning objectives a teacher should explain the significance of the lesson the students will be learning this will also help orient the students to the lesson. When reviewing prerequisites one must activate the students prior knowledge. Then new material is ready to be presented. Slavin (2018) discusses how the lesson should be organized and clear for students to be able to understand. Next, you will conduct learning probes. "a variety of ways of asking for brief student responses to lesson content" (Slavin, 2018 page 168). Learning probes help to check for understanding and seeing if students are mastering what needs to be mastered. Next, independent practice is provided. Independent practice is where students get to show their mastery of newly learned skills by practicing them. Slavin (2018) states, Independent practice is most critical when students are learning skills such as mathematics......" (page 171). One important thing about independent practice is it should not be assigned until teachers know that students are fully prepared to practice the problems. Slavin (2018) states, "Independent practice is practice, not instruction, and the students should already be able to do most of the items they are assigned to do on their own (Freiberg & Driscoll, 2005)" (page 173). Independent practice will tell you if students are ready for an assessment. The next step of direct instuction is assess performance and provide feedback. Here we see if the students have mastered the objectives. There are many different assessments one can use such as oral questioning or a ticket out the door. Assessment should be given daily and should be followed up with effective feedback. The last part providing distributed practice and review, "increases retention of many kinds of knowledge (Greene, 2008)" (page 175).
Reflect
I believe the first thing to an effective lesson is effective planning. During a planning period one must decide what to teach, how to teach, when to teach, and what to use to teach before it can be instructed. I agree with Slavin that the most important instruction is direct instruction. In my classroom, I use direct instruction except it is broken up into different components known as explicit instruction. Explicit instruction consists of four components for its effectiveness; direct instruction, guided practice, independent practice, and assessment. This model can be changed around as necessary to fit the students needs. For example, if you see specific students are not performing well during independent practice you can jump back to direct instruction or if you see students are grasping the concept and do not need guided practice students can jump to independent practice. I have been teaching for two years and explicit instruction is proving to work for my classroom and my school. The way Slavin describes direct instruction, it matches up to the explicit instruction model with different titles. A lesson focuses on the teaching of concepts and it is a teachers' duty to teach their classroom using what works for them and their students.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
Sunday, June 3, 2018
Class Sizes
In the 2018- 2019 school year, Clayton County's class sizes will be increasing to around 35 students per class. Do you feel that you will be able to have effective learning in a class size with 35 students instead of the normal 23 to 27? Why or Why Not? Explain.
Tuesday, May 29, 2018
Slavin (2018) Chapter Six: Cognitive Theories of Learning
Description
The focus of this week's reading was the cognitive theories of learning. Chapter six in Slavin (2018) has five learning outcomes that focused on human cognition, how the brain works, the retaining of information, meta cognition, and intentional teaching.The way students think is an important aspect of their learning.
Analysis
First, the retaining of information is vital to a human's learning. Teachers must assist their students in learning knowledge and then retaining it. The information- processing theory is "a dominant theory of learning and memory" (Slavin 2018, page 122). This theory is explained using a model. The model has three essential parts which are the sensory register, working memory, and long- term memory. Sensory registers "receive large amounts of information from each of the sense (sight, hearing touch, smell, and taste) and hold it for a very short time, no more than a couple of seconds"(Slavin, 2018, page 124). Working memory is "a storage system that can hold a limited amount of information for a few seconds"(Slavin, 2018, page 125). Last, long term memory is "the part of our memory system where we keep information for long periods of time"(Slavin, 2018, page 127). All of these have an effect on the brain.
Next, the brain is a working part of the body. The brain controls everything a human does. The brain has major areas. These areas include the Cerebrum, Corpus Callosum, Limbic Area, Hippocampus, Brainstem (RAS), Amygdala, Hypothalamus, and Thalamus. Each part of the brain has their own specific function and all parts are vital for the successful functioning of the brain.
Next, the word meta cognition means thinking about thinking. It is a term that is used simultaneously to help improve students to get through tasks.
Last, there are many strategies one can use to help students learn, extend their thinking, and retain information. "Note- taking, selective directed underlining, summarizing, writing to learn, outlining, and mapping can effectively promote learning" (Slavin, 2018, page 155). In addition, these strategies can help with the retention of information.
Reflection
After reading this chapter, I learned some much needed information. For example, I learned the brain has several parts and all are needed for it to function properly. One thing I did not know is that no matter how much the brain is studied, scientist still can not figure everything out. Next, another important thing I learned was about meta cognition and the retaining of information. When I am speaking to my colleagues, one of my complaints is always the students are not retaining the information. By reading about sensory register, working memory, and long- term memory I was able to get an insight of why my students are not retaining information. The good thing is the chapter provided strategies to help students memory level. One negative thing about this chapter is the work load of information. Although, all of the information is based off of each other, it was very hard to retain all of the necessary material. With myself struggling to retain the information, it gave me insight on what my students may do when given a heavy workload.
The focus of this week's reading was the cognitive theories of learning. Chapter six in Slavin (2018) has five learning outcomes that focused on human cognition, how the brain works, the retaining of information, meta cognition, and intentional teaching.The way students think is an important aspect of their learning.
Analysis
First, the retaining of information is vital to a human's learning. Teachers must assist their students in learning knowledge and then retaining it. The information- processing theory is "a dominant theory of learning and memory" (Slavin 2018, page 122). This theory is explained using a model. The model has three essential parts which are the sensory register, working memory, and long- term memory. Sensory registers "receive large amounts of information from each of the sense (sight, hearing touch, smell, and taste) and hold it for a very short time, no more than a couple of seconds"(Slavin, 2018, page 124). Working memory is "a storage system that can hold a limited amount of information for a few seconds"(Slavin, 2018, page 125). Last, long term memory is "the part of our memory system where we keep information for long periods of time"(Slavin, 2018, page 127). All of these have an effect on the brain.
Next, the brain is a working part of the body. The brain controls everything a human does. The brain has major areas. These areas include the Cerebrum, Corpus Callosum, Limbic Area, Hippocampus, Brainstem (RAS), Amygdala, Hypothalamus, and Thalamus. Each part of the brain has their own specific function and all parts are vital for the successful functioning of the brain.
Next, the word meta cognition means thinking about thinking. It is a term that is used simultaneously to help improve students to get through tasks.
Last, there are many strategies one can use to help students learn, extend their thinking, and retain information. "Note- taking, selective directed underlining, summarizing, writing to learn, outlining, and mapping can effectively promote learning" (Slavin, 2018, page 155). In addition, these strategies can help with the retention of information.
Reflection
After reading this chapter, I learned some much needed information. For example, I learned the brain has several parts and all are needed for it to function properly. One thing I did not know is that no matter how much the brain is studied, scientist still can not figure everything out. Next, another important thing I learned was about meta cognition and the retaining of information. When I am speaking to my colleagues, one of my complaints is always the students are not retaining the information. By reading about sensory register, working memory, and long- term memory I was able to get an insight of why my students are not retaining information. The good thing is the chapter provided strategies to help students memory level. One negative thing about this chapter is the work load of information. Although, all of the information is based off of each other, it was very hard to retain all of the necessary material. With myself struggling to retain the information, it gave me insight on what my students may do when given a heavy workload.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
Slavin (2018) Chapter 5: Behavorial and Social Theories of Learning
Description
The focus of this week's reading was the behavioral and social theories of learning. Chapter five in Slavin (2014) focused on the theorist Ivan Pavlov, B.F. Skinner, Bandura, and Meichenbaum. These theorist creates studies on how they believe student behavioral learn.
Analysis
First, what is a behavioral learning theory? According to Slavin (2018), "Behavioral learning theories focus on the ways that pleasurable or unpleasant consequences of behavior change individuals' behavior over time and the way individuals model their behavior on that of others" (page 97). While behavioral learning focuses on behavior changes, social learning focuses on actions. Slavin (2018) stated, "Social learning theories focus on the effects of thought on action and of action on thought" (page 97). There are two important theorist who presented research on behavioral learning theories. Ivan Pavlov research presented an idea called Classical Conditioning. He stated there can be different behaviors based on the conditions. There are four important conditions that can happen. The conditions are unconditioned stimulus, unconditioned response, neutral stimuli, conditioned stimulus, and classical conditioning. B. F. Skinner presented research saying that the "use of pleasant and unpleasant consequences to change behavior is often referred to as operant conditioning" (Slavin 2018, page 99). In addition, Skinner developed the Skinner box, "a device that contains a very simple apparatus for studying the behavior of animals, usually rats and pigeons" (Slavin (2018, page 99).
Second, there are several principles of behavioral learning. They are the role of consequence, reinforcers, punishers, immediacy of consequences, shaping, extinction, schedules of reinforcement, maintenance, and the role of antecedents. All of these describe how behavior shapes. Many of these principles can be positive or negative. "Intentional teachers are aware of principles of behavioral and social learning and use them flexibly to help students become productive and capable learners" (Slavin 2018, page 117).
Last, there are two social learning theories that contributed to the understanding of how students may learn. "Social learning theory is a major outgrowth of the behavioral learning theory tradition" (Slavin 2018, page 112). One theorist who provided research of the social learning theory was Bandura. Bandura believes humans learn based on modeling and observation. "Bandura's (1997) analysis of observational learning involves four phases: the attentional, retention, reproduction, and motivational phases" (Slavin 2018, page 112). The last theorist is Meichenbaum. He believes in a model of self regulated learning. Meichenbaum believes students regulate their learning by asking themselves questions and monitoring their own progress and achievement.
Reflection
Behavior and Social Theories of Learning is a controversial topic because all students are not the same. So one theory may work for one but not for another. The theorist I agree the most with is Meichenbaum's. I believe students regulate their own learning. They can decide when to turn it on and off. It is the teachers responsibility to keep the students engaged so that they can keep it on. Yes, I do believe the way a student is reinforced or given consequences has an effect on their learning and behavior but then it comes back to what does that student decide to do. Slavin (2018) stated, Encouraging self- regulated learning is a means of teaching students to think about their own thinking" (page 115). In my classroom I try to encourage self- regulated learning. In order to promote self- regulated learning I give rubrics. This helps the students guide themselves and ensure they have all components of their tasks. With the advances in technology, a lot of teachers are turning to self- regulated learning. In my County, they have changed the Science curriculum to just about 90% of self regulated learning. I believe Science is the test for self- regulated learning and soon every subject will follow suit.
The focus of this week's reading was the behavioral and social theories of learning. Chapter five in Slavin (2014) focused on the theorist Ivan Pavlov, B.F. Skinner, Bandura, and Meichenbaum. These theorist creates studies on how they believe student behavioral learn.
Analysis
First, what is a behavioral learning theory? According to Slavin (2018), "Behavioral learning theories focus on the ways that pleasurable or unpleasant consequences of behavior change individuals' behavior over time and the way individuals model their behavior on that of others" (page 97). While behavioral learning focuses on behavior changes, social learning focuses on actions. Slavin (2018) stated, "Social learning theories focus on the effects of thought on action and of action on thought" (page 97). There are two important theorist who presented research on behavioral learning theories. Ivan Pavlov research presented an idea called Classical Conditioning. He stated there can be different behaviors based on the conditions. There are four important conditions that can happen. The conditions are unconditioned stimulus, unconditioned response, neutral stimuli, conditioned stimulus, and classical conditioning. B. F. Skinner presented research saying that the "use of pleasant and unpleasant consequences to change behavior is often referred to as operant conditioning" (Slavin 2018, page 99). In addition, Skinner developed the Skinner box, "a device that contains a very simple apparatus for studying the behavior of animals, usually rats and pigeons" (Slavin (2018, page 99).
Second, there are several principles of behavioral learning. They are the role of consequence, reinforcers, punishers, immediacy of consequences, shaping, extinction, schedules of reinforcement, maintenance, and the role of antecedents. All of these describe how behavior shapes. Many of these principles can be positive or negative. "Intentional teachers are aware of principles of behavioral and social learning and use them flexibly to help students become productive and capable learners" (Slavin 2018, page 117).
Last, there are two social learning theories that contributed to the understanding of how students may learn. "Social learning theory is a major outgrowth of the behavioral learning theory tradition" (Slavin 2018, page 112). One theorist who provided research of the social learning theory was Bandura. Bandura believes humans learn based on modeling and observation. "Bandura's (1997) analysis of observational learning involves four phases: the attentional, retention, reproduction, and motivational phases" (Slavin 2018, page 112). The last theorist is Meichenbaum. He believes in a model of self regulated learning. Meichenbaum believes students regulate their learning by asking themselves questions and monitoring their own progress and achievement.
Reflection
Behavior and Social Theories of Learning is a controversial topic because all students are not the same. So one theory may work for one but not for another. The theorist I agree the most with is Meichenbaum's. I believe students regulate their own learning. They can decide when to turn it on and off. It is the teachers responsibility to keep the students engaged so that they can keep it on. Yes, I do believe the way a student is reinforced or given consequences has an effect on their learning and behavior but then it comes back to what does that student decide to do. Slavin (2018) stated, Encouraging self- regulated learning is a means of teaching students to think about their own thinking" (page 115). In my classroom I try to encourage self- regulated learning. In order to promote self- regulated learning I give rubrics. This helps the students guide themselves and ensure they have all components of their tasks. With the advances in technology, a lot of teachers are turning to self- regulated learning. In my County, they have changed the Science curriculum to just about 90% of self regulated learning. I believe Science is the test for self- regulated learning and soon every subject will follow suit.
Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.
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