Reflection 1
My personal learning is a mixture of both behaviourism and social constructivism. Students learn through making connections to their environment and the outside world, and through positive reiforcement.I have seen students in the classroom understand a task by making a personal connection. We are currently asking the students to find a type of connection from the text that they are reading in class at the moment eg: text - text, self - text connection from something they have done, seen or read about. If they students are able to make a connection, whether to their self, someone else or the outside world, they are more likely to understand and are more likely to remember that part of information or task.
Giving positive reinforcement the students helps them to gain cofidence in themselves therefore are more willing to attempt new things,. and solve problems either with thei peers or independently. Some students in Class are happy to sit back and listen and not join in with their thoughts and ideas, therefore they need to be encouraged to participate and their thoughts and opinions need to be priased so that they are more willing to participate. In the classroom I an in, the students help set the ruls and bondaries which helps to manage students behaviour as they know the consequences as they have contributed to the rules. We have a traffic light system in the classroom I am in and all students start on greeneveryday, but if inappropriate behaviour continues after a warning from the teacher they are moved onto the orange, then if their choice is to continue that behaviour they are moved onto red and this leads to a visit to the principle's office.Allowing students to know their concequences often reduces the inappropriate behavior choices.
Vygotsky's Theory
Vygotsky’s theory is one of the foundations of constructivism. It asserts three major themes:
Major themes:
- Social interaction plays a fundamental role in the process of cognitive development. In contrast to Jean Piaget’s understanding of child development (in which development necessarily precedes learning), Vygotsky felt social learning precedes development. He states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological).” (Vygotsky, 1978).
- The More Knowledgeable Other (MKO). The MKO refers to anyone who has a better understanding or a higher ability level than the learner, with respect to a particular task, process, or concept. The MKO is normally thought of as being a teacher, coach, or older adult, but the MKO could also be peers, a younger person, or even computers.
- The Zone of Proximal Development (ZPD). The ZPD is the distance between a student’s ability to perform a task under adult guidance and/or with peer collaboration and the student’s ability solving the problem independently. According to Vygotsky, learning occurred in this zone." Lev Vygotsky (1978)
Vygotsky's theory proves how the social interaction plays such a fundamental role in the students' development and how The More Knowledgeable Other is not always the teacher but can be technology or another student in certain tasks.
Pavlov's Theory
Pavlov's theory on behaviourism "Posted in Behaviorist Theories states:
Classical Conditioning (Ivan Pavlov)
Several types of learning exist. The most basic form is associative learning, i.e., making a new association between events in the environment. There are two forms of associative learning: classical conditioning (made famous by Ivan Pavlov’s experiments with dogs) and operant conditioning." Ivan Pavlov (1927)
http://www.learning-theories.com/classical-conditioning-pavlov.html
Pavlov's theory suggests that students learn by making connection between an event and the environment. "Learning is characterised by observing a change in a students behaviour. Students learn through practice, positive reinforcement and reshaping what they have learnt through the process. They are lead through a series of steps in programmed instruction." A Brief Overview of Learning Theory CQU https://my.cqu.edu.au/user/s0157189
De Bono's six thinking hats
Scaffolding
Higher order thinking scaffold can be used to encourage the students to think in many creative and complex ways by assisting them in considering multiple perspectives on a single topic. The students are also able to contemplate alternatives rather then simply comming to a conclusion instantly. Scaffolding allows students to use computers/technology in an educatioal and social level."The learning design scaffolds the learning in a more comprehensive manner as it proposes that learning is mediated by others and describes the type of support is required.
Scaffolding best facilitates learning when students are first introduced to a new task/subject
- Displaying graphics
- activating prior knowledge
- modeling activity beforehand
- introducing motivational techniques to gt the students interested" Ascilite (2007)
As a teacher there are many learning outcomes that can be demonstrated through the use of scaffolding, problem solving and problem solving skill development are the more common outcomes but there are so many more to be noted like assesing prior knowledge and assessing progress and error checking, which is very important that as a teacher you know about your students past and present so that you can enhance their knowledge and allows the teacher to monitor all students. at all times throughout the year. Scaffolding can promotes and engages motivation in the students, allows the students more knowledge of themselves and shows their persistance on a task, which then can promote praise of the students work. The rules and principle concepts and structural knowledge can be implemented and information of net working, mappings, applying arguments, setting goals and allocations can be achieved by all the students and viewed by the teacher.
Reference list
Ascilite. (2007). Scaffolding support in an ecology course usinga sociocultural learning design, Retrieved from http://www.ascilite.org.au
Cqu E-Learning. (2013). A Brief Overview of Learning Theory retrieved from https://my.cqu.edu.au/user/s0157189
Cqu E-Learning. (2013). A Brief Overview of Learning Theory retrieved from https://my.cqu.edu.au/user/s0157189
De Bono's six thinking hats (6th March 2013). Retrieved from https://www.google.com.au/search?q=De+Bono's+six+thinking+hats&hl
Pavlov,p,Ivan.(1927).Classic - conditioning Theory.Retrieved from http://www.learning-theories.com/classical-conditioning-pavlov.html
Pavlov,P,Ivan.(1927) Pavlov images. Retrieved from https://www.google.com.au/search?q=pavlov&hl
Vygotsky.Lev.(1978). Social Learning theory. Retrieved from http://www.learning-theories.com/vygotskys-social-learning-theory.html
Vygotsky.Lev.(1978). Vygotsky imsges. Retrieved from https://www.google.com.au/search?q=vygotsky&hl
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