Professional Documents
Culture Documents
Exemplary (4)
All tasks were done with
outstanding
quality; work exceeds
expectations
Superior (3)
Satisfactory (2)
Unsatisfactory (1)
Fewer than half of tasks
were done; or most
objectives met but with
poor quality
My Portfolio
Portfolio is complete,
clear, well-organized and
all supporting
documentation are
located in sections clearly
designated.
Portfolio is complete,
clear, well-organized and
most supporting
documentations are
available and/or in logical
and clearly marked
locations.
Portfolio is incomplete;
supporting
documentation is
organized but lacking.
Submission
Before deadline
On the deadline
Observation/
Documentation:
My Analysis
My Reflection
Sub Totals
FS 4 Instructor
______________________
Date
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MY TOOLS
Interview a teacher. Ask if they perform these series of actions in the
teaching process.
PLAN
IMPLEMENT
EVALUATE
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2
Behavioral teaching and learning tends to focus on skills that will be used later. You
learn facts about American history, for example, because it is assumed that knowing
those facts will make you a better citizen when you are an adult. You learn basic
mathematics computational skills because you may need them when you get a job.
Behavioral learning does not, however, generally ask you to actually put the skills or
knowledge you learn into use in a "real" or "authentic" situation. That will come later
when you graduate and get a job.
The behavioral emphasis on breaking down complex tasks, such as learning to read,
into subskills that are taught separately is very common in American schools today. In
the elementary school classroom, for example, students may spend many lessons on
phonics skills such as consonant clusters, vowel digraphs, and diphthongs. Other
literacy skills such as appropriate uses of the comma may also be taught in separate
lessons, often by whole class lectures followed by individual drill activities.
Types of Instruction of Behavioral Theories
Behavioral theories support a number of different approaches to teaching. Almost all
of them fall under the general category of "direct", or "teacher-centered" instruction.
The approaches include tutorials, drill and practice, behavioral simulations, and
programmed instruction. An approach that combines all these teaching strategies into
one "system" is called an "integrated learning system" or ILS.
The sections below explain several popular types of behavioral instruction. The
explanations are, however, very brief. You may want to explore the links in each
section that take you to examples of the different types of software. "Playing" with the
software will give you a much better feel for what drill and practice or behavioral
simulation software are.
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4
This week in class we are learning about Cognitive Learning Theory, and learning about
and using tools that support cognitive learning in the classroom. Dr. Orey (Laureate
Education, Inc., 2011) discusses several components of Cognitive Learning Theory in
the Laureate Education video. Among those discussed are Pavio's dual coding
hypothesis, Information processing to short term to long term memory flow, and specific
components of long term memory, such as long term memory storing declarative facts
and information, procedures, and episodic memory.
Our class textbook Using Technology with Classroom Instruction that Works gives
several examples of these theories being used in the classroom. Expository advance
organizers (Pitler, Hubbell, Kuhn & Malenoski, 2007) include brochures, definitions,
rubrics, and programs. These are all examples of supporting Pavio's dual coding
hypothesis, as pictures are associated with concepts and have a better chance of being
retrieved in the future.
Organizing and brainstorming software (Pitler et al, 2007), such as Kidspiration, allow
learners to add and organize information as it is being introduced. This supports the
idea that declarative facts are stored in long-term memory, and that long-term memory
is improved by the connections made between ideas. If data is not organized going in,
retrieval will be more difficult or impossible. Using organizing software also can give
that visual picture which once again supports Pavio's dual coding hypothesis.
Multimedia again supports Pavio's hypothesis as pictures and images are associated
with concepts. Virtual field trips takes this one step further and gives the episodic
experience that helps with long-term memory. If students are able to view important
historical places online or take a live tour of a museum, that long-term memory will be
strengthened and that concept will have a much more chance of being recalled at a
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MY ANALYSIS
1. Explain why teaching and learning give life and meaning to the curriculum.
2. Discuss why the deluge of information poses a great challenge to both teaching
and learning.
MY REFLECTIONS / MY INSIGHTS
I LIKE TEACHING BECAUSE..
MY PORTFOLIO
Make a collage of pictures of the teaching process.
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