Reading Reflection: My Name is Brain Brian & Dyslexia
Michelle_Michy
2021TheoriesthatinformClassroomEnvironmentAutosaved1.pptx
Theories And Philosophies of teaching and learning
Shannon Tovey
A “seminal work” means research that:
Virtually every other educational intellectual agrees makes sense based on logic, supportive evidence, and repeated studies.
Has made a major contribution to changes in educational practice.
Theories can inform us of WHO we teach
Carl Rogers
People are motivated by their self-concept.
They have actual selves and ideal selves.
They are motivated by what moves them more toward their ideal self.
Nel Noddings
Caring Theory
Relationships and caring are essential parts of teaching and learning.
All children deserve our respect.
Children need to learn to care and respect one another.
Maxine Greene
The purpose of knowledge is to know ourselves and others and make meaning of our lives.
The arts are a critical part of learning in every subject and lead to self-awareness and life meaning.
Teachers self-reflection, self-discovery, and life-long personal growth are critical for becoming excellent teachers. This can be done through travel, reading, the arts, etc.
Albert Bandura
Self-Efficacy Theory
People need to believe that they can do something and that learning is within their control.
They can develop self-efficacy in four ways: a. by mastering a task through effort and persistence b. by watching people like us be successful c. by being persuaded by others that we can do something d. by having positive emotions and energy (not being depressed) e. by visualizing success.
Social Cognitive Theory
People acquire much of their knowledge by observing the sequence of a process.
George Miller
Information Processing Theory
Comprehension must be modeled by the teacher.
Before teaching, students’ attention and interest needs to captured.
Information goes into short term memory, then, when more deeply processed, into long-term memory
Theories can inform WHERE we teach (classroom environment)
Urie Bronfenbrennar
Learning experiences are formed by our gradually growing sphere of influence: parents/caregivers and their work/societal influences, school, community, larger society
Implication is that families and communities are an important part of learning.
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Theories Can Inform Us of Why We Teach
John Dewey
Authentic Learning
Reality must be experienced to be learned.
Students need to interact with the environment for learning to be authentic.
The classroom is a small society that should mirror a democratic society and teach children to be responsible citizens.
Sonia Nieto
Multicultural Education
We live in a multicultural world and teaching children to get along with others different from themselves is an important part of education for
We need to pursue equity in education for all children.
Gloria Ladson-Billing
Culturally Responsive Teaching
Excellent teachers use “culturally-relevant” pedagogy in their classrooms. They get to know their students, students’ communities, and students’ families and incorporate that knowledge into lessons.
Excellent teachers have high expectations for all students, regardless of their socio-economic background
Excellent teachers use a social-justice oriented approach in their classrooms. They teach for a reason.
Theories can inform us of HOW we plan lessons
Lev Vygotsky
We construct our understandings of the environment through interpersonal and intrapersonal language.
We learn through interaction with more knowledgeable others. Implication is that students need support with step-by-step instructions and visual aids that remind them of the steps.
Children need to work within their zone of proximal development. Implication is that lessons must be differentiated based on what the know and that they need modeling and guided practice.
Jean Piaget
We learn by interacting with our environment.
Children develop abilities to think abstractly around age 12 and learn through concrete objects and representations from age 7 to 12.
New information is assimilated or accommodated to related prior knowledge
These form schema or scripts that affect future learning.
Benjamin Bloom
There are different levels of thinking, and lessons should include lower and higher-level thinking.
Knowledge level: stating facts
Comprehension level: explaining facts
Analysis level: breaking information into components
Application level: use learning to understand something new
Synthesis: combine new learning with old learning to create something new
Evaluation: to use learning to critique how something was said, done, etc.
Carol Ann Tomlinson
Children are on different trajectories and learn in different ways
As teachers, we need to be aware of their learning needs (affective and academic) to be successful.
Theories can teach us WHAT to teach and HOW to Approach Subject-Area Learning
Louise Rosenblatt
Meaning does not reside solely in a text.
Meaning is different for different people and for the same person at different times, based on their personal connections and prior knowledge.
Donald Leu and Julie Coiro
New Literacies
Technology requires new types of literacy and literacy instruction.
These include inquiry and research skills and visual literacies.
Michael Halliday’s theory of language as socio-semiotic resource
We need to understand how people are using words, phrases, and other sign systems to understand the full meaning of what is being said.
Questions to Ask Yourself Throughout the Class
Am I oriented more toward teaching “stuff” or developing human beings to fullfl their potential in the world?
If I choose the second one, how does my own personal development come into play?? And how do I approach learning, particularly the teaching of literature and writing, in such a way that I contribute to the “big picture” of what it means to teach?
