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.

 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.

Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.

Slavin (2018) Chapter Two: Cognitve Development

Description

The focus of this week’s reading was on Cognitive Development. Chapter two in Slavin (2018) focused on the theories of  Piaget, Vygotsky, and Bronfenbrenner and how they viewed cognitive development. Cognitive Development is very important in order for students to function inside and outside of the classroom.

Analysis

In order for you to understand and reach your students you must put yourself in their shoes by asking what would the students say or do. “One of the first requirements of effective teaching is that you understand how students think and how they view the world” (Slavin, 2018, page 23). Students’ development occurs in stages over a period of time. "Piaget divided the cognitive development of children and adolescents into four stages: sensorimotor, preoperational, concrete operational, and formal operational" (Slavin, 2018, page 26). Sensorimotor takes place from when a child is born until they turn about two. Then after this state, preoperational occurs from about two years to seven years of age. The next stage concrete operational occurs at about seven years to eleven years of age. The last stage formal operational occurs at about eleven years of age and extends into adulthood. There are major accomplishments at each stage. One aspect of sensorimotor is they child begins to have reflexes. "Infants soon learn to use these reflexes to produce more interesting and intentional patterns of behavior" (Slavin, 2018, page 27). One aspect of the preoperational stage is centration: "paying attention to only one aspect of a situation" (Slavin, 2018, page 27). One aspect of the concrete operational stage is transitivity, "the ability to infer a relationship between two objects on the basis of knowledge of their respective relationships with a third object" (Slavin, 2018, page 27). Last, one aspect of formal operational is they have to ability "to deal with potential or hypothetical situations; the form is now separate from the content" (Slavin, 2018, page 27). 

Vygotsky had a different view on cognitive development. He believed students cognitive development "occurs as the child internalizes these signs so as to be able to think and solve problems without the help of others, an ability called self regulation" (Slavin, 2018, page 33). Vygotsky believed it was three steps to the development of self regulation "learning that actions and sounds have a meaning"(Slavin, 2018, page 33), practice, and "the use of signs to think and solve problems without the help of others" (Slavin, 2018, page 34). 

Bronfenbrenner had a different approach to cognitive development. He "created a bioecological model to describe how family, school, community, and cultural factors impact a child's development"(Slavin, 2018, page 43). I think that all three theorist made valid points and pieces can be taken from each of the theories and can be meshed together to describe how a child develops cognitively. 

Reflection

As stated above, my view on a child's cognitive development is I think that all three theorist made valid points and we can take pieces from each of the theories and mesh them together to describe how a child develops cognitive. I believe there are stages to development and they occur as the child's environment changes. For example, at home students develop some of the skills to think cognitively but at school, church, our out in the community a student can also learn necessary skills to help them develop their cognitive skills. 

In my classroom, I always stop and think to myself what would a student do or say while I am planning. Sometimes I have to put myself in the student's shoes to get the best outcome. For example, when I am given a county assessment to administer I first read through the questions. I ask myself if the students were reading this question would they know to divide or would they be confused. Then it becomes my job as the teacher to help with their cognitive development by using vocabulary to ensure the students know exactly what to do when they see certain question worded different. 

I believe Bronfenbrenner's theory touched basis on what is needed in order for a child to develop fully. Yes, children do develop in stages, and by self regulation, but a child needs their family, teachers, friends, neighbors, and any human in their environment to fully develop. Kids learn by seeing and doing and their environment is a strong factor on their development. It could be the reason they lack but it can also be the reason they prosper.

Slavin, R. E. (2018). Educational Psychology: Theory and practice (12th ed.). NY, NY: Pearson.