SPE 509
Week 2: T-L process & theories of learning
The questions that p___________ face as they raise
ch__________ from in________ to adult life are not easy
to an__________. Both fa________ and m________ can
become concerned when health problems such as
co________ arise any time after the e________ stage to
later in life. Experts recommend that young
ch________ should have plenty of s________ and nutritious
food for healthy growth. B________ and
g________ should not share the same b________ or even
sleep in the same r________. They may be afraid of
the d________.
Poultrymen
chickens
incubation
answer
The questions that p___________ face as they raise
ch__________ from in________ to adult life are not easy
to an__________. Both fa________ and m________ can
become concerned when health problems such as
co________ arise any time after the e________ stage to
later in life. Experts recommend that young
ch________ should have plenty of s________ and nutritious
food for healthy growth. B________ and
g________ should not share the same b________ or even
sleep in the same r________. They may be afraid of
the d________.
farmers
merchants
coccidiosis
egg
chicks
sunshine
banties
geese
barnyard
roost
dark
Approaches to Learning and Teaching
• Operant Learning Theory (Behavioral Theory)
• Cognitive Strategy Instruction
• Information Processing and Schema Theories
• Sociocultural Theory of Cognitive Development
Behavioral Theory of Learning
• Behavior can be learned and unlearned.
• Teachers use reinforcement to increase desirable
behavior.
• Learners go through stages of learning from the simple to
the more difficult.
• Learning has occurred when the learner evidences the
appropriate response to the particular stimulus.
• Student correctly reads a list of words.
Cognitive Learning Theory &
Cognitive Strategy Instruction
• Cognitive learning theories attempt to explain
learning in terms of cognitive processes and
structures that are hypothesized to operate within
the learner
• The goal of instruction is to change the cognitive
process in an individual’s mind
• Making the cognitive ‘steps’ explicit
• Systematic teaching of strategies for thinking
• Learning is evidenced by a change in knowledge
which makes a change in behavior possible. Learning
itself is not directly observable.
• “Memory”, “perception”, “metacognition”
Cognitive Strategy Instruction
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Strategy Steps
Modeling
Self-Regulation
Verbalization
Reflective Thinking
Teaching Implications of Cognitive
Strategy Instruction
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Analyze the target behavior
Determine the strategies
Select strategy steps
Teach prerequisite skills
Teach strategy steps using modeling, self-instruction and selfregulation
• Give explicit feedback
• Teach strategy generalization
Information Processing and Schema
Theories
• Learning means changes in the learner’s cognitive structure.
• Instruction should support the various internal processes by
activating mental sets
• Affect attention and selective perception
• Provide an organization of the new data
• Properly sequence instructional materials/lessons
Information-Processing and
Schema Theories
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Sensing
Attention
Perception
Short-Term or Working Memory
Long-Term Memory and Schemas
Executive Functioning or Metacognition
Background knowledge
Sage, N. A. (2000)
Teaching Implications of InformationProcessing and Schema Theories
• Provide cues
• Have students study the critical feature differences
between stimuli
• Have the students use the context to aid in perception
• Facilitate the activation of schemas, and provide labeled
experiences
• Teach students to use specific memory strategies
• Use organization techniques to assist students in
organizing their long-term memories
• Teach students how to be flexible thinkers
Cognitive Processes Required For Reading
• Perception
• Auditory
• Visual
• Tactile-Kinesthetic
• Visual motor integration
• Memory
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Immediate
Long term
Retrieval
Attention
Executive Function
Sociocultural Theory of Cognitive
Development
• Learning occurs in social interaction
• Students’ previous social and cultural experiences count
• Interdependence of personal, interpersonal, and
community planes
• Use interactive dialogues or instructional conversations
to provide language models
• Foster cooperative knowledge sharing
• Create meaningful and socially embedded activities.
• Thematic unit, literature response, sharing chair,
author’s center, partner reading and writing, etc.
Scaffolded instruction
• Use of scaffolds
• Systematic sequencing of prompts
• Contents
• Materials
• Tasks
• Teacher support
• Peer support until…
• Gradual removal of support
Examples of scaffolding
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Help students to sound out
Provision of graphic organizer
Engage students in a discussion about text
Provide starters for writing
Provide word choices
Read aloud with students as they are reading
Word walls
…
Provision of scaffolding
• Text: “Zoom”
• Author: Istvan Banyai
• Task: How do you apply knowledge about teaching and
learning process and learning theories in chapter 1 and 2 to
plan and implement a reading lesson?
• What would be the goals of instruction and learning?
• How do you plan for instruction? Steps?
• How do you provide instruction, evaluate, and modify
instruction?
• What are teacher and learner roles in the lesson?
Systematic instruction
• Carefully planned sequence for instruction, similar to a
builder’s blueprint for a house.
• Clearly linked within, as well as across the five major
areas of reading instruction (phonemic awareness,
phonics, fluency, vocabulary, and comprehension).
• Lessons build on previously taught information, from
simple to complex, with clear, concise student objectives
that are driven by ongoing assessment.
Direct instruction
• Direct instruction utilizes explicit and structured teaching
routines.
• Teacher models, explains, and guides the students
through extended practice of a skill or concept until
mastery is achieved.
• The lessons are fast paced.
• Direct instruction is appropriate instruction for all
learners, all five components of reading, and in all
settings (whole group, small group, and one-on-one).
• Children who are motivated to read spend more
time reading (Guthrie et al., 1999; Morrow,
1992; Wigfield & Guthrie, 1997).
• There are consistent associations between
reading achievement and the availability of
books in the child’s environment (Chambliss &
McKillop, 2000).
• Reading motivation has also been linked to the
development of lifelong readers (Morrow,1992;
Wang & Guthrie, 2004).
A teacher’s account of learning
theories
• What primary learning theory does each
example remind you of? Why?
• Are there any key words in the descriptions that
remind you of any particular learning theory?
• Do you like this teacher’s ideas? Why or why
not?
• What other ideas do you have for each of the
scenarios?
• In general, how did the teacher’s knowledge of
learning theories influence the way she planned
for her lessons?
Picture –Question-Answer Relationship
(P-QAR) Types
• Right there
• Artist and you
• Students make inferences about what they think is
happening
• Use both picture and background knowledge
• On my own
• Make inferences based solely on their own knowledge
• Putting it together
• Make connections
• Draw conclusions
Lesson objectives
• Categorize questions according to the four P-QAR
relationships.
• Answer basic and inferential questions using the pictures in a
text
• Explain reasoning when answering comprehension questions
• CCSS.ELA-Literacy.RI.1.1 Ask and answer questions about key details in a
text.
• CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to
describe its key ideas.
• CCSS.ELA-Literacy.RL.2.1 Ask and answer such questions as who, what,
where, when, why, and how to demonstrate understanding of key
details in a text.
• CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations
and words in a print or digital text to demonstrate understanding of its
characters, setting, or plot.
Video questions
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What learning theories guide the planning of the lesson?
What components of literacy instruction are observed?
What are strengths and weaknesses of the lesson?
How would you have done it differently?
How is instruction provided, evaluated, and modified?
Alphabetic Principle
•letters represent sounds
•upper and lower case
•putting letters together
makes words
Concepts About Print
•how books work
•parts of a book
•concept of word
•left-to-right
•written words are spoken
words written down
Responding to Literature
•personal response
•literary elements:
•sequencing story
•character mapping
•description
•theme
Reading Comprehension
and
Cognitive Strategy
Instruction
•predicting, questioning,
searching, summarizing,
clarifying, main idea, details
Phonological Awareness
and Phonemic Awareness
•ability to hear sounds
in words
•knowledge of phonemes
•segmentation and blending
Balanced
Reading Instruction
Hearing Good Readers
Read
teacher read aloud
partner reading
books on tape
Word Identification
Strategies (Word Attack)
•“sounding out” is critical
•picture cues
•skip and read on
•what makes sense
•are there any chunks?
Vocabulary Development
•sight word vocabulary
-patterned words
-most used words (Dolch)
•receptive vocabulary
-wide reading
-theme/unit words
Reading Fluency
•“feeling” fluent
•choral reading
•partner reading
•big books
•book-in-a-bag
•repeated reading
Increasing Opportunities to
Read
reading lists (brainstormed)
home/school literacy
accelerated reader
sponge reading