learntolearn

Learn: what…why…how…you and…

Growing and Learning: Language, Literacy, and Learning Wiki

My current focus is on developing my Grow and Learn Wiki.

Take a look at the latest posting on:

https://classroomdiscourse.wordpress.com/

or go directly

to: http://growandlearn.pbworks.com/w/page/112457719/FrontPage

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Models of Learning from Textbooks and Online Searches

“Models” of learning are part of almost every undergrad/grad course on learning.  See for example: J.P. Byrnes (Cognitive Development and Learning, 2nd Edition), R. Siegler, J DeLoache and N. Eisenberg (How Children Learn), and D. J. Bjorklund (Children’s Thinking: Cognitive Development and Individual Differences).

Each offers chapters on several “Models” of learning: Social Construction of Mind, Piaget and Neo-Piagetians, Information-Processing (Bjorklund); Thorndike, Piaget, Schema, Information Processing, Vygotsky, Connectionist); Piaget, Information-Processing, Sociocultural, Core-Knowledge and Dynamic Systems).

My focus will be on those models that explain Information-Processing, Connectivism , and Socio (Cultural) Construction.

*****

https://courses.lumenlearning.com/suny-educationalpsychology/chapter/major-theories-and-models-of-learning/    This is a 22 page article.  Here are a few excerpts:

3 Models with detailed definitions of each: Behaviorist, Constructivism, Social Constructivism

CC LICENSED CONTENT, SHARED PREVIOUSLY

 

Major theories and models of learning

“Several ideas and priorities, then, affect how we teachers think about learning, including the curriculum, the difference between teaching and learning, sequencing, readiness, and transfer. The ideas form a “screen” through which to understand and evaluate whatever psychology has to offer education. As it turns out, many theories, concepts, and ideas from educational psychology do make it through the “screen” of education, meaning that they are consistent with the professional priorities of teachers and helpful in solving important problems of classroom teaching. In the case of issues about classroom learning, for example, educational psychologists have developed a number of theories and concepts that are relevant to classrooms, in that they describe at least some of what usually happens there and offer guidance for assisting learning. It is helpful to group the theories according to whether they focus on changes in behavior or in thinking. ….The rest of this chapter describes key ideas from each of these viewpoints….each describes some aspects of learning not just in general, but as it happens in classrooms in particular. So each perspective suggests things that you might do in your classroom to make students’ learning more productive.”

Behaviorism: changes in what students do

“Behaviorism is a perspective on learning that focuses on changes in individuals’ observable behaviors— changes in what people say or do. At some point we all use this perspective, whether we call it “behaviorism” or something else. The first time that I drove a car, for example, I was concerned primarily with whether I could actually do the driving, not with whether I could describe or explain how to drive. For another example: when I reached the point in life where I began cooking meals for myself, I was more focused on whether I could actually produce edible food in a kitchen than with whether I could explain my recipes and cooking procedures to others. And still another example—one often relevant to new teachers: when I began my first year of teaching, I was more focused on doing the job of teaching—on day-to-day survival—than on pausing to reflect on what I was doing.”….

Constructivism: changes in how students think

“Behaviorist models of learning may be helpful in understanding and influencing what students do, but teachers usually also want to know what students are thinking, and how to enrich what students are thinking. For this goal of teaching, some of the best help comes from constructivism, which is a perspective on learning focused on how students actively create (or “construct”) knowledge out of experiences. Constructivist models of learning differ about how much a learner constructs knowledge independently, compared to how much he or she takes cues from people who may be more of an expert and who help the learner’s efforts (Fosnot, 2005; Rockmore, 2005). For convenience these are called psychological constructivism and social constructivism (or sometimes sociocultural theory). As explained in the next section, both focus on individuals’ thinking rather than their behavior, but they have distinctly different implications for teaching.”….

Social Constructivism: assisted performance

“Unlike Piaget’s orientation to individuals’ thinking in his version of constructivism, some psychologists and educators have explicitly focused on the relationships and interactions between a learner and other individuals who are more knowledgeable or experienced. This framework often is called social constructivism or sociocultural theory. An early expression of this viewpoint came from the American psychologist Jerome Bruner (1960, 1966, 1996), who became convinced that students could usually learn more than had been traditionally expected as long as they were given appropriate guidance and resources. He called such support instructional scaffolding—literally meaning a temporary framework like the ones used to construct buildings and that allow a much stronger structure to be built within it. In a comment that has been quoted widely (and sometimes disputed), Bruner wrote: “We [constructivist educators] begin with the hypothesis that any subject can be taught effectively in some intellectually honest form to any child at any stage of development.” (1960, p. 33). The reason for such a bold assertion was Bruner’s belief in scaffolding—his belief in the importance of providing guidance in the right way and at the right time. When scaffolding is provided, students seem more competent and “intelligent,” and they learn more…..

                                   

 

 

 

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Another “learning to learn” link

https://www.scoop.it/t/good-ideas-about-learning

I have been curating on the Scoopit board since 2013.  There are hundreds of ideas about “learning how to learn”

 

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Who is Winning at Learning?

I have long been a proponent of teaching school kids “how to learn”.

Starting in Kindergarten!

Why?

Because I worry about what happens when kids struggle with learning and do not know how to advocate for themselves?

Who are those kids?

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“Winning at Learning” 2.0

An Earlier Version of “Winning at Learning” provided a brief introduction.

This upcoming version will expand the ideas, provide multiple links, and suggestion classroom and home-based activities.  It will offer “mini” workshops.

It will focus on Executive Function Skills and suggest ways to extend those skills to learning to read!

Image result for children clipart winning

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Winning at Learning

Continuing the Adventure of Learning How to Learn

Winning at learning from Fran Toomey
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Children’s Voices

Big Prize Logo-sjhugp

 

 

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Executive Function: Beginning with a Definition, Moving to Challenges and Interventions

Here is a series of posts on Executive Function from Understood

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/understanding-executive-functioning-issues

For example–excerpts:

“Executive functioning issues are weaknesses in a set of important mental skills that are key to learning. Kids with executive functioning issues often struggle with working memory, flexible thinking and self-control.

What are executive functioning issues? They’re not a learning disability on their own. Instead, they’re weaknesses in a set of important mental skills that are key to learning.

Executive functioning challenges are complex. This overview can answer your basic questions about challenges with executive function, and show you what you can do to help your child. It can also lead you to the more in-depth information you’ll need throughout your journey. You’ll find expert tips and strategies to help your child, plus the latest research and guidance on how to work with your child’s school.

If you think your child might have executive functioning issues, here are steps you can take. If you recently learned your child struggles with these executive skills, find out what to do next.

https://www.youtube.com/watch?v=CYi2EzPkErs  A 3 minute video

In this video, Stephanie M. Carlson, Ph.D., professor and director of research at the Institute of Child Development, University of Minnesota, explains what you need to know about executive function skills. Learn why some kids struggle with executive functions and what you can do to help nurture your child’s executive function skills”

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Metacognition: A 28 Minute Video from The Annenberg Learner Site

From Annenberg Learner

Thinking About Thinking – Metacognition.  Understanding the Concept of Metacognition (Executive Function)  This is a wonderful resource!

https://www.learner.org/courses/learningclassroom/session_overviews/metacog_home9.html

9. Thinking About Thinking – Metacognition
“We can teach children to think about their thinking in ways that help them understand what they know and what they don’t know and what they’d like to learn, and to help them reflect on their learning and to evaluate their work against a continuum that they’re on. All of those kinds of thinking actually make the learning process more powerful.”
Linda Darling-Hammond

 

Key Questions:

  • How can people learn by reflecting on what they know and do?
  • How can teachers help students think about their own thinking?

Learning Objectives:

  1. Defining metacognition – Teachers will understand what metacognition is and how it improves learning. They will become familiar with two aspects of metacognition: reflection and self-regulation.
  2. Developing metacognitive skills – Teachers will understand what it means to develop a culture of metacognition in the classroom. Teachers will become familiar with strategies for helping students regulate, monitor, and guide their learning.

Video Program  28 minutes

This episode explores how thinking about thinking helps students to better manage their own learning and to learn difficult concepts deeply. The episode features two teachers – Kendra Hearn, who teaches senior English at West Bloomfield High School, West Bloomfield, Michigan, and Kathleen Hayes-Parvin, who teaches sixth grade at Birney Middle School, Southfield, Michigan. University of Michigan professor Annemarie Sullivan Palincsar and Lee S. Shulman, President of the Carnegie Foundation for the Advancement of Teaching provide their insights for teache

“All material on this site has been made available for educational purposes and is intended for personal, non-commercial use.”

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Executive Function and Designing Your Own Learning

 

What if young people designed their own learning?

 From: Conversation”

https://theconversation.com/what-if-young-people-designed-their-own-learning-59153

A few short “excerpts”…that reflect a model that emphasizes Context-Based Instruction, that Begins with a Plan to Understand and Collaborate with Individual Children

Why schools need to change

“The current system is clearly not working for a large number of students. Levels of disengagement within schools are high and increase as students pass through secondary school.

To carry on batching children into year groups and teaching them the same content partly explains why there are high levels of disengagement, stress and underachievement.

Schools recognise that today’s complex world needs students who are capable in different ways” …..

CUREE found that independent learning could improve academic performance, motivation and confidence. Studies showed some students in particular, such as those with special learning needs and socially excluded children, felt more engaged in their learning.

However, learning needed to be scaffolded with support and feedback. Teachers played a key role in facilitating students’ independence. Further empirical evidence would strengthen understanding of the size of the effect…..”

  • Read more in the series here.

 

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