ppt课件-learningandteachingtheories-winthrop.pptVIP

Learning and Teaching Theories Developmental trends Information – Processing Strategy Instruction Warm-up: What are learning strategies and how are they helpful to students with disabilities? What are the developmental issues concerning students with learning disabilities? Any extras about CBM from chapter 8? Constructivism Students construct their own solutions and processes to problem solving based on interactions with the problem. Thus, a child builds on previous learning (scaffolding) through exploration. Teacher designs instruction that allows students to explore learning and learn by what they did and what they found. Learning is implicit in the discovery. Assessment through interviews and observations of the process of learning. Behaviorists/Reductionists Tasks need to be broken down to small components and taught sequentially (task analysis) Student learning should be closely monitored and recorded CBM – incremental growth monitored across several days. Direct Instruction – a method of teaching skills through teacher directed (explicit), structured, and sequential lessons. Paradigm wars Why must there be a balance between reductionism and constructivism? Gallagher (1989) Teacher involvement Student involvement Information-processing Based on learning strategies and computer model An interaction between short and long term memory. Short-term memory Restricted to about 7 items Long-term memory Encoding takes up to 20 mintues (STMtoLTM) Knowledges: Declarative (facts); Procedural (fluent steps); Conditional (metacognitive, the when and why) Strategy Instruction Metacognitive purposes Teaching how to learn rather than only what Students who are passive might revert to learned helplessness when encountered with a unique or difficult challenge Learning strategies are on the website /learningtoolbox Strands (acquisition, storage, academic competence) Fluency Students need opportunities to work in timed situations: to retrieve facts and follow known procedure