Name: Kim Culhane Jigsaw to Matrix

Required Elements Behaviorism

Brief History
1. Focuses on observable behavior. 2. Rejected the emphasis on the unconscious mind. 3. Rose to prominence in the early 20th century. 4. Started with Ivan Pavlov 5. An outcome is behavior modification.

Information Presented Congnitivism

1. Replaced behaviorism in the 1960s 2. Edward Tolman studies rats and mazes, publishing "Cognitive maps of Rats and Men" in 1948. 3. Albert Bandura in a 1977 experiment showed that learning can occur without reinforcement being present. 4. Responded to behaviorist claims that we merely respond to external stimuli, but have actual internal processes. 5. In the 1920's Kohler experimented with chimpanzees and food acquisition and saw how they "mapped out" solutions to novel problems with prior knowledge. The learner is viewed as a black box and understanding the human mind is valuable to find out how people learn. 1. Learning is an internal process. 2. Learning can take place without reinforcement 3. Learning is organized within a structure in the brain, called schema. 4. Only humans have certain thought processes 5. Learning is an active process

Constructivism
1. Piaget theories and studies of how children learn contributed to the constructivist theory 2. John Dewey introduced the idea that problems need to be based upon real experiences. 3. Vygotsky introduced the Zone of Proximal Development 4. Bruner added that learning is an active, social process 5. Seymour Papert's introduced using computers to teach in a constructivist environment

Brief Description
(for easy recall)

Key Principles
(minimum 5 required)

All things that people and animals do should be considered behaviors and these behaviors can be shaped and modified by the environment. 1. Learning in shown by a change in behavior. 2. The environment shapes behavior. 3. Classical conditioning. 4. Operant Conditioning 5. Reinforcement needs to be provided closely in time to the behavior

People construct their own knowledge by activating prior knowledge and applying it to new situations. 1. 2. 3. 4. 5. Start with the whole and lead to the part Learning is an active process Build upon background knowledge The process is as important as the product Knowledge is ever changing

Theorists & Contributions

(minimum 3 required)

Goals for Instruction

(5-7 required)

1. Ivan Pavlov 2. John B. Watson 3. B.F. Skinner 4. Edwin Ray Guthrie 1. Specifically state the desired behavior

1. Albert Bandura 2. Rummelhart 3. Gagne 4. Bruner 1. Learner has ability to transfer knowledge in an efficient manner

1. 2. 3. 4. 1. 2.

Jean Piaget Lev Vygotsky Jerome Bruner John Dewey Use cooperative groups Use dialogue and discussion

2. Create a positive and nurturing environment 3. Reinforce behavior 4. Provide consequences for negative behavior 5. Model appropriate behavior

2. Helping the learner to find efficient strategies for learning. 3. Helping the learner organize information 4. Set objectives 5. Use advance organizers 1. 2. 3. 4. 5. Schema Information processing Symbol manipulation Information mapping Mental models

3. Build on background knowledge 4. Provide real world experiences 5. Create problems that cause students cognitive dissonance

Keywords to describe the learning process

(minimum of 5)

How Learning Takes Place

at least 5 examples

Instruct ional strategi es Marzan os 9 Instruct ional Strategi es that are best applied for each theory
Give a minimum of 5 example s for each theory.

1.) Identif ying Simila rities and Differe nces 2.)

Summar izing and Note Taking

1. Positive Reinforcement 2. Negative Reinforcement 3. Consequences 4. Punishment 5. Control behavior 6. The learner is a clean slate and responds to external stimuli 1. Reward with positive comments 2. Reward with tangibles 3. Extinguish negative behaviors with punishment 4. Withhold tangibles 5. Use intermittent reinforcement Teacher would model and give specific examples.

1. 2. 3. 4. 5.

Construct knowledge Problem Solve Cognitive dissonance Hypothesize Inquire

1. 2. 3. 4. 5.

Summarize Use advance organizers KWL Through explanation Through step building

Teacher would use a Venn Diagram and model specific examples.

1. Create authentic problems 2. Use cooperative learning 3. Build upon background knowledge 4. Create problems that cause cognitive dissonance 5. Use experiments The teacher would give a problem in context and would have students make their own organizational tool and then share out with the class. UDL Options that increase individual choice and autonomy and that enhance relevance, value, and authenticity The teacher would provide students with a problem and let them pick their own resources to summarize and take notes. She would have students share out their strategies for summarizing and note-taking. UDL Options that increase individual choice and autonomy and that enhance relevance, value, and authenticity

UDL Customize the display of information

UDL Customize the display of information using graphic organizers Verbal and visual The teacher would give the students two column notes and model specific examples.

The teacher would model a passage or content to summarize and then would have the students copy down her notes verbatim.

UDL Provide alternatives for visual and auditory information such as the teacher wearing a microphone for amplification Modeling skills and practices Tiered assignments Repetition

UDL Graphic Organizers vocabulary development Justify connections

3.) Reinfo rcing Effort and Provid ing Recog nition 4.) Home work and Practi ce

1. Use stickers for positive reinforcement 2. Use praise 3. Use rewards the students like 4. Withhold tangibles 5. Use punishment such as taking away recess. UDL Options that provide personal goal setting such as providing a rubric

The teacher would provide students with positive reinforcement and would give specific recognition about their work.

The teacher would question the students about work that they thought was worthy of recognition and would question them as to why it was a quality project.

UDL Options that guide personal goalsetting and expectations

UDL Options that scaffold coping skills and strategies and develop self-assessment and reflection.

1. Provide incentives for homework 2. Reward homework with tangibles. UDL Options that vary levels of challenge and support such as modifying the length of an assignment Options that increase mastery-oriented feedback. The teacher would ability group the students.

The teacher would provide specific homework for practice. UDL Options in the tools for composition and problem solving Options that define vocabulary and symbols

The teacher would give students a choice for homework practice. UDL Enhance relevance, value, and authenticity such as justifying connections

5.) Coope rative Learni ng

The teacher would put the students in small groups according to interests or by randomly picking names. UDL Options that foster collaboration and communication The teacher would model a graphic representation and then the students would create their own graphic representation. UDL Options in the mode of physical response, means of navigation, and accessing tools and assistive technologies. The teacher would model how to set an objective and then have the students set their own objectives.

The teacher would provide students with an authentic problem and put them in small groups and walk around and facilitate.

6.) Nonlin guistic Repre sentat ions

UDL Options that guide information processing such as strict guidelines and expectations The teacher would model a mental picture, physical model, or graphic representation. UDL Provide options for physical actions

UDL Group interaction, projects and problem based learning. The students would create their own graphic representations, physical models or mental pictures. UDL Provide options for expressive skills and fluency Role playing, music, photo collage, movies, models, media for communication

7.) Settin g

The teacher would set the objective for the student and then provide feedback on the progress.

Students would set their own goals and the teacher would use questioning techniques for the student to reflect upon their own work.

Object ives and Provid ing Feedb ack 8.) Gener ating and Testin g Hypot heses 9.) Cues, Questi ons, and Advan ced Organi zers
Technology Integration
(minimum of 5)

UDL Scaffold for practice and performance Options that heighten saliency of goals

UDL Options for self regulation

UDL Options for self regulation

The teacher would come up with a hypothesis and the whole class would test that hypothesis. UDL Options that facilitate managing information and resources

The teacher would model an example and then would have the students generate their own hypotheses and then test it. UDL Options that facilitate managing information and resources such as advance organizers

Students would be given a problem where they would devise a method to generate and test hypotheses. UDL Options that highlight critical features, big ideas, and relationships

The teacher would provide direct instruction on questioning techniques and would have the students copy down her Advance organizer. UDL Options that increase mastery-oriented feedback Customize the display of information such as large print

The teacher would model an example and then would have the students choose the best Advance Organizer.

Teachers would facilitate discussions on what cues students see and then she would let the students create their own Advance organizer.

UDL Options that support planning and strategy development, managing information and resources, and enhance capacity for monitoring progress * Use Webspiration for organizing information. * Use Gizmos *Graphic Organizers in Word * Evernote

UDL Options that guide information processing Non verbal cuing such as pictures

*Online rote practice games. *Use power point to present information. *Use computer to present information *Have a computer program that rings a bell every time the student does well. (haha ) 1. http://www.learningtheories.com/behaviorism.html 2. http://projects.coe.uga.edu/epltt/index. php?title=Behaviorism 3. http://en.wikipedia.org/wiki/Behaviorist _theory

* Use movie making software to create projects * Use internet for analytical research * Use Wordle Cloud Generator * Glogster Poster Tool *Use Skype to interact with other classrooms

Key Resources (links) for each theory.

Minimum of 3 resources

1. http://www.learningtheories.com/cognitivism.html 2. www.hsc.csu.edu.au/pro_dev/teachin g_online/how_we_learn 3. http://en.wikipedia.org/wiki/Cognitivis m_(psychology)

1. http://www.thirteen.org/edonline/concept2class/ constructivism/index_sub4.html 2. http://en.wikipedia.org/wiki/Constructivism_(lear ning_theory) 3. http://en.wikibooks.org/wiki/Constructivism_&_T echnology/Introduction