Personal Learning Theory

What? Write your new definition of learning. It is important to decide for yourself what that word means so that you can determine how you will teach and how you will know if your students have "learned." For example, remember that behaviorists define learning as a change in behavior, while cognitivists define it as a change in thinking. Then, summarize how you believe people learn. Do they learn through active exploration? through training responses to certain stimuli? through observation? through individual cognitive processing? This is your personal learning theory.

So What? Write a few robust, detailed paragraphs about how your personal learning theory will translate into instructional strategies. For example, if you believe that learning is a process and that students learn through active exploration, then you will design complex learning environments in which students can experiment and discover concepts rather than lecturing incessantly.

Now What? What are your "fierce wonderings"? What aspect of teaching or Educational Psychology are you super excited to learn more about?

My original definition of learning was that "Learning is a continual, active process made possible by new experiences, or new ways of looking at old experiences." and I still agree with that, but I would now add that you have to constantly add on to what you have previously learned to keep from forgetting. And that you have to be able to apply it to a worthwhile aspect for it to maintain relevance. In my future classroom, I want to be able to see a permanent change in my students that proves to me that they have learned something. It could be something as small as using scientific reasoning when confronted with something scientifically incorrect on the internet, or using some class vocabulary in real life, or ideally, they start recycling or doing something to benefit the world because of content we have covered in my class. Based on that, I have a pretty behaviorist idea of what learning is, but it is the constructivist ideas that really excite me the most. I want to use a bunch of the models we discussed in this class, and in curriculum, in my future class. I love how diverse they are, while all being student centered. It was lessons like this that were most impactful to me when I was in school. Like I mentioned before, I would really love to have my students do a service-learning project that deals with my content because it would be educational, exciting, applicable to real-life, and it would be a great thing for my students to put on resumes. I would probably use the service-learning as an alternative to a more practical project since service-learning projects would be pretty impractical, and biased. I think I would have at least a few students who would be interested in a service-learning alternative though, it would be awesome!
Overall, this class was a lot more interesting and useful than I had anticipated it would be. I hadn't thought it would really be useful to me, just be some little tidbits of information that wouldn't actually impact my future class. But, the theories we have talked about are actually really important to know so that I can know how best to reach my students, and how to engage them in my class. 

Lesson Reflection

Reflect on your teaching experience. Write a paragraph response to each of the following questions, and don’t forget to use and underline vocabulary from the theories we have learned to answer these questions.

• How well do you feel your lesson helped develop your students’ abilities to use metacognition to be successful? Explain.
• How well do you feel your lesson helped develop a growth mindset in your students? Explain.
• How well do you feel your lesson motivated your students? Which strategies were successful and how could you improve?
• How well do you feel your lesson met your students’ cognitive development needs? Explain.

• How well do you feel your lesson met your students’ identity development needs? Explain.
• How well do you feel your lesson met your students' moral development needs? Explain.
• Did the learning theory you chose work well for these students? Why or why not?
• How might using another theory have improved the lesson or made it less effective?

When I was planning my lesson, I didn't really think about developing my student's metacognition. But, the lesson I constructed did have a couple elements that could be applied to metacognition. For example, I had the students create a dichotomous key, but to do this, they first had to plan out a vague idea of how they would separate their candies. While they were creating the key, they had to monitor how it was going, and make sure they were including everything. And after they had finished their dichotomous key, they then had to evaluate the key, and go back and change their descriptions if there was anything that didn't fit. But, I don't know if this counts as metacognition since they were using those steps in creating a key, and not in evaluating their learning habits. So, although I think it was a good lesson to teach the concept, I don't think it would have been very successful if my goal had been to develop my students' ability to use metacognition.

Because I had placed in my lesson many different points for the students to check, and re-evaluate their dichotomous key, I think it worked pretty well to help promote a growth mindset. If I had not given the students plenty of room for error, then any small mistakes they made would have seemed bigger, and could have devastated a students want to improve. The different checkpoints I had the students go through, along with the scaffolding I used to first introduce them to the process, was designed to make sure students were confident knowing they would be able to succeed before they started making their own keys. And if they did make a mistake, it was not a big deal, they could just modify a few things and move on. Plus, they were working with partners, so they had an extra buffer in case they got stuck. Overall, I think it was a lesson that helped develop a growth mindset in the students.

When I first started the lesson, I had some students come up to the front of the class, and we made a dichotomous key based off their t-shirts. This was fun for all of the students, and having a live example motivated pretty much all of the students to participate. When I had the students work on their own dichotomous keys using candy, the candy was a huge extrinsic motivator because I told them they couldn't eat the candy unless they were able to successfully key it out first. I could tell some of the kids were more motivated by the candy than they were the activity itself, because they just hurried and made a key using similar descriptions as we had used in the t-shirt example, but some kids did seem intrinsically motivated to get as creative as they possibly could-that was really fun to watch. I hope some (or most!) of the students were intrinsically motivated by the clue/puzzle aspect of dichotomous keys that is really fun for me, but the extrinsic motivation of the candy was easier for me to see. Overall though, the students were motivated to understand and complete the task I set out for them.

The information I was giving the students wasn't anything too ground-breaking, but it was something new to them. Although they had never heard of dichotomous keys, they have been classifying things based on physical characteristics their whole lives. So, they just had to assimilate the new terms and organized way of using a dichotomous key to their already existing schema of classification. This system of classification works well with the concrete operational stage that they, as 7th graders, are still in, or just around there. One of the descriptions of the concrete operational stage is the ability to classify objects according to several features and order them in series  (https://en.wikiversity.org/wiki/Motivation_and_emotion/Book/2013/Developmental_changes_in_motivation) which worked great for my dichotomous key lesson! So, I think the lesson worked well for the students cognitive development needs!

The lesson I made gave students plenty of opportunity to be creative and unique, which I think is important for the students because most of them are probably struggling with an Identity vs Role confusion crisis in their junior high age. It is important for them to be able to be creative so they can see themselves as a unique individual, while still accomplishing the task that I set out for them. The opportunity to accomplish the task works well for the industry vs inferiority crisis because, as I explained before, it was set up with fail-safes so everyone could accomplish the task if they tried. This would be good for them feel a sense of accomplishment, instead of inferiority if they were to fail, which nobody did, they all did great! So, I think the lesson worked well for the students identity development needs!

I didn't really put anything in place for the students to develop their moral reasoning in my lesson. But, because they all seem to be in the conventional stage of moral development, they all just accepted the rules I laid out for them, and just behaved how I wanted them to. I'm not sure if this was because they are in the interpersonal stage, so they were just doing it to make me and the teacher happy, or if it was more the law and order stage where they just obeyed the rules of our classroom society. I didn't really question it, because it just worked out pretty easily for me. Plus, the lesson I planned didn't really have anything that would have caused moral issues, at least not that I'm aware of.

Like I mentioned in my Lesson Description post, I didn't think to actively form my lesson plan around a specific learning theory, but the one that it most closely relates to is the Information Processing model, because my goal was to use as many senses as I could cram into a little lesson as possible. But, now that I've gone through the module on modern constructivism, it would have been cool for me to use some of those models to teach the lesson. For example, I could have tried a Problem-based learning experience where I just told the students their assigned task, and let them have at it. I had a couple examples they could use as resources if they wanted to. It would have been really interesting for me to see what they came up with! But, that might have required a little bit more time than I had. For my future class, though, that is something I would like to do! So, the information processing theory worked well for my lesson, but I think modern constructivism might have worked better.

Lesson Description

Identify the learning theory (behaviorism, information processing, social learning theory, modern constructivism) that most heavily influenced your lesson. Use and underline vocabulary from the theory to describe how you implemented it in your lesson, providing specific examples for each term used.

The learning theory that most influenced the lesson I gave was Information Processing because I tried to use a lot of different senses to try and get the information to be converted to long-term memory instead of just being forgotten from short-term memory after a couple days. The lesson I gave was about making and using dichotomous keys. So, I first explained to students what dichotomous keys are, how scientists use them in the field, and then showed them a textbook sized dichotomous key I had used in one of my classes earlier this year. So, by explaining it, I gave them aural stimulus hoping to activate their echoic memory. And then by showing them a visual stimulus, I hoped to activate their iconic memory. Then, I had some students volunteer to come up and we made a dichotomous key based on their T-shirts. Again, this used both visual and aural stimulus. Once we had made the dichotomous key, I had the students go through the key with me a few times to rehearse what we had done, so they would have a better chance of remembering how to do it. Then, I divided the students into groups and handed each group a baggie of different candies, and had them make a dichotomous key to differentiate the candies from each other. This was a rehearsal of what we had just done as a class, and added touch and haptic memory to the aural and visual stimulus. When they had made their key, they had to get it checked off with either myself, the TA, or the teacher, and then trade keys with another group to practice their keying skills (more rehearsal). When everyone had had turns practicing and were sure they knew how to do it, they were allowed to eat their candy. Technically, they might have been getting an olfactory memory from the smell, but all the candies were in wrappers, and since I’m sure most of the students were already exposed to those candies in other contexts, I doubt they made a long-term memory from the smell of the candies.

When I did the lesson, I wasn’t actively thinking “I need to use the Information Processing Theory to teach this lesson”, I just wanted to use as many senses as possible because I knew that would increase understanding, and hit as many different learning styles as possible. But upon further inspection, it's really cool how nicely it fits into the Information Processing Theory. I'm betting most lessons fall nicely into the different theories, and we just don't realize how they are being influenced. It is cool to know the theories though so we could intentionally apply them and get better results, more motivation, more student involvement, etc in our different lessons.

Modern Constructivism

Modern Constructivism: How does the teacher use modern constructivist techniques (e.g., discovery learning, inquiry-based learning, problem-based learning, etc.) to promote student learning? Be thorough in your coverage of the theory, addressing multiple concepts to demonstrate your understanding. Cite specific examples and be sure to include a reference in your response. 

In the class I've been observing, the teacher is really good about using technology in a constructivist way as opposed to the behaviorist way I always used it in school. She uses computer games that really teach the students the concepts, and explains why they are right or why they are wrong.The technology I used in school was usually just online flashcards type of thing. One of the websites she used is called learngenetics.com and has tons of these really cool games that the students enjoy, and that really help them to solidify their understanding of the topics. Another one the students are crazy about is called CellCraft. She has been using it since the beginning of the year, and lets the kids play it sometimes when they have finished what they are supposed to do for the day. I'm not totally sure how it works, it seemed to be pretty complicated to me, but they are crazy about it! That's such a cool integration of technology into the classroom. The only technology thing that got me excited in school was a Bill Nye video, or Oregon Trail. And neither of those are as engaging and educational as the games I've observed in this classroom.
She also uses Problem Based Learning techniques pretty often. At first it even kind of bothered me because she would give them a problem and let them try to figure it out, without really giving them any background information. I didn't see how they would be able to figure it out, but they did!
Jigsaw is another technique I have seen used frequently, it's a fairly simple one. But, whenever I've been a student in a class that uses Jigsaw, I do become the "expert" on my topic, but then don't really learn from the other kids in my "learning group". I've always felt like it was high-pressure to become an expert, and then after that it didn't really matter because I couldn't be held accountable for the rest of the information because how is the teacher supposed to know if they taught it to me accurately? (I was apparently a pill in highschool).
Service Learning is the model that I find most compelling to use in my future biology class. There is so much that could be done in the community that relates to biology. Any sort of conservation, or animal-related service, or growing vegetables like in that video, would be awesome things to have my students use! This article (http://www.uwec.edu/SL/students/examples.htm) lists ideas for service learning projects in various content areas, it gives a few examples for biology, but there are so many other options that are available too. I could have students go volunteer some time at the animal shelter, or go help the conservation corps get rid of some Russian Olive Trees. There are so many videos of kids doing service learning activities on YouTube. Some of them are full blown organizations (https://www.youtube.com/watch?v=kRfE3CpTLUA), others are just kids doing something they would be doing anyway, but attributing it to service learning (https://www.youtube.com/watch?v=lXmE9yLSN2I). There is just so much that could be done with this! I'm really excited to apply it to my real classroom. I don't know if it would be more feasible to only make them do it once, as like an end-of-year final project, or throughout the whole year. Maybe use it as an alternative to regular homework or something. I don't know, but it's really exciting to me!

Information Processing

How does the teacher work with the students' information processing systems to promote learning? For example, how does the teacher focus students' attention, help them rehearse new information, and encourage them to encode and transfer information? Evaluate the teacher's use of wait time as part of this process. Cite specific examples and be sure to include a reference in your response.

The teacher I observe is really good about lecturing as little as possible. She usually introduces the new topic, and then has the kids do some sort of activity that helps them start to really understand the content. This works great because it keeps the students attention focused on the teacher for just a few minutes, so they don't really have time to get bored. One of the units I observed focused on how cells make up tissues, which make up organs, which make up organ systems, which make up organisms. On the first day of the unit, she had the kids do three or four activities that went over that same concept again and again to help them rehearse that new information. Then, every day of the unit she did some sort of activity that had the kids practice that concept. This was a good example of distributed practice throughout the unit. Since the activities the kids did each day were all different, it was a great way for the kids to transfer the information they remembered from the class before, to the new medium they were using that day. This link (http://thepeakperformancecenter.com/educational-learning/learning/memory/classification-of-memory/memory-process/) describes how encoding has the potential to lead to storage, and then to retrieval for future use. The activities used in class are a great way for the kids to encode information from the first time they learned the lesson, to then store the information through the fun activities, and then to retrieve the information in the class periods following the unit introductory lesson. The teacher I observed is also really good at using wait time in her process. Unlike the teacher in Ferris Bueller, she waits for the students to process the question before she prompts them to answer. Sometimes, if nobody seems to be inclined to answer, she will pull names from "the beaker of fate". Basically, she's been a really good teacher to observe because she is awesome at her job!

Behaviorism

How does the teacher use behaviorist techniques (e.g., shaping, Premack Principle, token reinforcement systems, etc.) to help students learn? Cite specific examples and be sure to include a reference in your response. How do students respond to this instructional method? *Note: this question refers to learning rather than motivation. 

When I first started observing my cooperating teacher, she told me how she had been having a really hard time getting the students to stop flipping their water bottles. She told them that if they could refrain from flipping them, she would let them do a water bottle flipping lab. It worked! I never saw any students flip their water bottles until the day when they got to do their much anticipated water bottle flipping lab. This is a good example of using the Premack Principle because the water bottle flipping was a preferred behavior for the students, that was then used as a reward (positive reinforcement) for good behavior.(http://study.com/academy/lesson/applying-the-premack-principle-in-the-classroom.html) And, although there is not a core standard for water bottle flipping, there is a standard for using the scientific method, so it was not a waste of class time either!
One of the punishment techniques I've seen the teacher use is making a rowdy student move up and sit by her desk. I've never seen her make them sit there for the whole class period, just until they start another activity, then she'll let them go back to their seat. But although it works for the time he is at the other desk, it's not very effective once he is back to his original seat.
It's a lot harder to notice the way these techniques influence how the students are learning since I kind of jumped in at the middle, I'm guessing it would have been more apparent if I had seen the kids at the very beginning of the school year. But, I do think the way the teacher uses shaping and scaffolding together seems to be really effective because the kids usually seem pretty eager to learn new content.

Erikson/Marcia

Which of Erikson's psychosocial crises are the children in the class facing (may be more than one)? Which of Marcia's identity states seem(s) to be most prevalent? What specific teacher behaviors do you observe that either help or hinder the students to successfully navigate this crisis? What more could or should be done? Be sure to include a reference in your response. 

I'm having a really hard time deciding which of Erikson's stages seem to be most prevalent in the class I've been observing because there are a few different options. But I think the one that is most prevalent would be "Initiative vs Guilt". I say this because the students aren't given a ton of opportunities to take initiative. They are given an assignment, and told to do it by following the instructions-they aren't really given an power, or control over the situation. It had never occurred to me until now that this isn't an ideal situation. The assignments and games played in class are often times fun. But, there is definitely a lot of reluctance from the students in getting started, or staying on task. I think if they had more control over the activities, they would be more engaged and more willing to learn. (This is the article I was using to develop my definition of "initiative" https://www.verywell.com/initiative-versus-guilt-2795737). The other stage that seems really apparent in the classroom is "Intimacy vs Isolation" because they students are so social! With every assignment, at least one person will ask if they can work with a partner, to which Mrs. Harmon almost always says "yes". It's interesting to see how most of the students have friends they want to work with, but are content to work with the person sitting next to them if told to do so. But, there is one girl who does not seem to be a fan of working with others. One of the assignments was to read an article with a partner, and then answer a few questions together. As I walked past, her partner started to read aloud, but she responded to him by saying in a rather unfriendly tone, "read it in your head". I'm not sure if that means she needs to develop her intimacy, or if she just is not crazy about her deskmate. Either way, it was funny to see how different the responses to groupwork and socializing was. Another stage that I've heard in the classroom (although it has always been about a different teacher, not my cooperating teacher) has been the "Trust vs Mistrust" stage. I've frequently heard students complaining about how "Teacher So-and-so docked me points because they hate me" or something like that. I would be really surprised if any of the students in Mrs. Harmon's class said anything like that about her because she seems to be really fair with all of her students, and has a really good relationship with each of them. She knows all of their names, and can mentally keep track of how they are doing in her class, it's very impressive! 
I would like to say that the "Moratorium" state is most prevalent in the classroom, but that probably wouldn't be entirely accurate. Although the students are learning and exploring, and still developing ideas, there is also a lot of apathy. At least when it comes to content material, a lot of the kids seem to just be going through the motions, and not caring at all about what they are supposed to be learning. It's tricky to say this for certain though, since I really only know the students in the context of the science classroom. I'm sure outside the classroom, they all have different areas where they are in different states of identity. I think Mrs. Harmon does a good job about getting the students engaged in the classroom activities, but not so much in the actual information. It's more like she is sneakily teaching the kids something they don't want to learn. I think it would be helpful to give more real-life examples and explanations of how the content connects to the real world. Otherwise, it is just going to be passed off as useless information.