week 11, april 1, thursday

1. week 11, april 1, thursday • Introduction to Module 3 • Psychological perspectives on subject-matter learning • Two perspectives: Behaviorism & Cognitivism the one five o

2. assignments Readings • Soltis, J. F., & Philips, D. C. (2009). Perspectives on Learning. Chapter 3, Behaviorism. • Ullucci, K. (2005). Picking battles, finding joy: Creating community in the "uncontrolled" classroom. Other assignments: Check with your instructor the one five o

3. psychological perspectives on subject-matter learning • What is a psychological perspective? • What is subject-matter? • Why does subject matter? the one five o

4. why does subject matter? • When examining issues of learning or teaching, why is it critical to consider the subject matter? • It is not enough “to love kids” or “to want to help.” • Good teachers understand – really understand - their subject-matter. • So, whenever you’re examining learning or teaching, it is important to ask, “What is the subject matter?” the one five o

5. psychological perspectives on learning Behaviorism and Cognitivism • The dominant theoretical perspectives in educational psychology • What are the distinctive characteristics of each perspective on learning? the one five o

6. psychological perspectives on learning Behaviorism and Cognitivism: Each perspective offers a unique perspective on: • What it means to have learned something • How learning takes place • What motivates students to learn • How learning can be assessed the one five o

7. paradigms Behaviorism and cognitivism more than just different points of view. • Its not like walking around a person and seeing different side of that person. Much deeper than that. the one five o

8. paradigms Behaviorism and cognitivism more than just different points of view. • From each perspective, one sees different things, asks different questions, uses different methods to explore questions, offers different explanations, holds different views of human nature, has different values, etc. • Perspectives that are part of a network of thoughts and values are called Paradigms the one five o

9. contrasting paradigms Examples • Heliocentric vs. Geocentric views of the cosmos the one five o

10. geocentric & heliocentric the one five o

11. 16th century diagram of the cosmos the one five o

12. the one five o 16th century diagram of the cosmos

13. contrasting paradigms Examples • Behaviorism & Cognitivism views of learning • Shifting from one view to another is so dramatic, it has been called a “revolution” the one five o

14. contrasting paradigms • Shifting from one view to another is so dramatic, it has been called a “revolution” • The Copernican revolution: the shift from heliocentric to geocentric views of the cosmos • The Cognitive revolution: the shift from a behaviorist &cognitivist view of learning the one five o

15. contrasting paradigms • Typically, paradigms are scientific perspectives • But, other contrasting views might be similarly deep rooted. Example, differentviews of compassion. the one five o

16. paradigms: contrasting views Compassion: Sympathetic concern for another’s suffering the one five o

17. paradigms: contrasting views Compassion: Sympathetic concern for another’s suffering the one five o

18. How might some people explain these people’s suffering? What might some people recommend as a response to this situation? the one five o

19. contrasting views of compassion …lead to different responses to these questions • Are they passive victims of racism or vast economic forces? • Do they need to realize that they can't blame "the system" for their own wrongdoing? • Do we help them by communicating the message of personal responsibility and self-reliance? • Do we give optimistic assurance that they must try and that they will make it? the one five o

20. back to views of learning Summary Different paradigms of learning will direct your attention to different aspects of the students’ experience and lead you to make different responses as a teacher. the one five o

21. behaviorist & cognitive paradigms • B. F. Skinner – behaviorist • Jean Piaget - cognitivist the one five o

22. behaviorism • What it means to have learned something • How learning takes place • What motivates students to learn • How learning can be assessed the one five o

23. cognitivism • What it means to have learned something • How learning takes place • What motivates students to learn • How learning can be assessed the one five o

24. exercising your vision Consider this…. • A student in your preschool class has just dumped a box of blocks on the floor and then moved on to do something else. You’ve asked him several times to pick up the blocks, but he doesn’t. • What would you do? the one five o

25. exercising your vision PTC – responding to a student who did not clean up (48:45) • Take the view of the behaviorist or cognitivist perspectives. Describe and analyze the situation. Make recommendations. • Possible Q: Are things going well? Why or why not? the one five o

26. exercising your vision PTC – teaching students the idea of simile (42:30) simile: a figure of speech comparing one thing to a different thing to make a description more vivid • Take the view of the behaviorist or cognitivist perspectives. Describe and analyze the situation. Make recommendations. • Possible Q: Are things going well? Why or why not? the one five o

27. exercising your vision Consider this… • You a student in xx class at MSU. You are doing well in this class. • Take a behaviorist or cognitive perspective on your learning. What might you see? the one five o

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