TheoryandResearchReferences1 x2021TheoriesthatinformClassroomEnvironmentAutosaved1.pptx
As you read the book My Name is Brain Brian, find examples of at least two Signs of Dyslexia that Brian had, at least three things that his teacher did to create a Dyslexia-Friendly Environment, and at least two things that his teacher did that reflect the theorists you learned about a few weeks ago. Be sure to provide examples with quotes and page numbers from the novel, as well as citations and references for the two dyslexia articles and the theorists. Remember that to get ″exceeds″, you would find more than the minimum, maybe read an additional article on dyslexia, or offer some real-life examples. Link for Signs of Dyslexia to use for Essay:
https://dyslexia.yale.edu/dyslexia/signs-of-dyslexia/
Link for Dyslexia Friendly Environment to use for Essay:
https://dyslexia.yale.edu/dyslexia/dyslexia-friendly-environment/
Theories to use for this assignment are attached in files to this order. Please use APA 7 for this Essay: Use Owl Purdue as a resource to help you make this Essay APA 7 Format and help you with APA 7 Citations. Please do everything correctly, neatly, and properly. I want to exceed expectations for this assignment and make an A+ on this assignment! Thank you!
https://books.google.com/books/about/My_Name_Is_Brain_Brian.html?id=pSE8PwAACAAJ
Theory and Research References
This list is to help you in your lesson planning for ECE 3330 and to sum up the theories that we learned about earlier in the semester. It is not a complete list of all the research and theories that inform literacy teaching practice. You should also draw on your class notes and textbook/articles when needed, and add to the list as you take other courses.
Theorist/Researcher/Practitioner |
Major Ideas |
What Part of the lesson it could relate to |
Vygotsky, L. (1978). Mind in Society. The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press. |
Zone of proximal development – giving children work they can do with your help. |
When you are talking about why you are you doing the lesson based on your pre-tests. When you include modelining and guided practice in a lesson. |
Vygotsky, L. (1962). Studies in communication. Thought and language (E. Hanfmann & G. Vakar, Eds.). Cambridge, MA: MIT Press. |
We learn through language and talking with others. |
Why you would do cooperative grouping or partner pairing. Why you are doing a “think-aloud” |
Bloom, B. (1956). Taxonomy of educational objectives. In Handbook 1: The Cognitive Domain. New York. |
The mind processes information in building blocks that gradually increase in difficulty: Knowledge, Comprehension, Analysis, Application, Synthesis, and Evaluation. Some people reference a New Bloom’s, but it is more concerned with process, not complexity of thinking, in my opinion, and Bloom never sanctioned it. |
When describing types of learning tasks or explaining why you are doing them in a certain order. |
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32, 513–531. |
Child development is affected by a concentric circle of influences – home, school, greater social structures, etc. |
When you are drawing on background information or having students make connections; when you involve parents and caregivers. |
Bruner, J. (1993). Acts of meaning: Four lectures on mind and culture. Cambridge, MA: Harvard University Press. |
Knowledge blocks building on top of each other. Anything can be broken into small enough pieces or steps for virtually anyone to understand. |
When you are teaching step-by-step why you are you doing the lesson based on your pre-tests. when you talk about misconceptions. |
Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. |
Differentiation can be content, process, product, environment. |
When you talk about how you ae differentiating for particular students. |
Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African-American children. San Francisco, CA: Jossey-Bass. |
The most successful teachers of low-income children of color have high expectations, make their learning culturally relevant, and are committed to social justice in- and outside the classroom. |
When talking about using culturally relevant materials and/or focusing on social justice issues. |
Piaget, J., & Cook, M. T. (1952). The origins of intelligence in children. New York, NY: International University Press. |
You assimilate or accommodate information into schema. Also, using concrete materials and interactive learning for children in concrete operational stage (ages 7-11). |
Drawing on prior knowledge when reviewing or asking for connections. Having an attention-getting introduction that challenges what students thought they knew about the topic. Providing hands-on materials and interactive experiences. |
Rumelhart, D.E. (1980) Schemata: the building blocks of cognition. In: R.J. Spiro etal. (eds) Theoretical Issues in Reading Comprehension. Hillsdale, NJ: Lawrence Erlbaum. |
Coined the term “scaffolding”. |
When you do the “we” part of a lesson or provide small group instruction that you are monitoring. |
Noddings, Nel (1995). Philosophy of education. Boulder, CO: Westview Press. |
◦Caring Theory ◦relationships and caring are essential parts of teaching and learning. ◦all children deserve our respect. ◦children need to learn to care and respect one another. |
When talking about classroom environment and how you make it kind, polite, and caring. |
Bandura, A. (1996). Social cognitive theory of human development. In T. Husen & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., pp. 5513-5518) Oxford: Pergamon Press. |
◦Self-Efficacy Theory ◦People need to believe that they can do something and that learning is within their control. ◦They can develop self-efficacy in four ways: a. by mastering a task through effort and persistence b. by watching people like us be successful c. by being persuaded by others that we can do something d. by having positive emotions and energy (not being depressed) e. by visualizing success. ◦Social Cognitive Theory People acquire much of their knowledge by observing the sequence of a process. |
When talking about a positive classroom environment or making choices for their own activities and setting their own goals or evaluating their own work. |
Rogers, C. (1961/2004). On becoming a person: A therapist’s view of psychotherapy. Constable & Robinson, LTD. |
People are motivated by their self-concept. They have actual selves and ideal selves. They are motivated by what moves them more toward their ideal self. |
When talking about motivational activities and ones that develop self-concept. |
Nieto, S. (2014). Why we teach. Teacher College Press. |
We live in a multicultural world and teaching children to get along with others different from themselves is an important part of education. We need to pursue equity in education for all children. |
When discussing equity themes in class or appreciating people of different backgrounds and points of view. |
Bloom, B.S. (Ed.). Engelhart, M.D., Furst, E.J., Hill, W.H., Krathwohl, D.R. (1956). |
Bloom’s Taxonomy Lower level skills are knowledge/comprehension Higher level skills are analysis, application, synthesis, evaluation There are different levels of thinking, and lessons should include lower and higher-level thinking. |
When embedding the higher-order questions you are asking and the learning tasks the students are doing. |
Gardner, H. (2006). Multiple intelligences: New horizons in theory and practice. |
Children have strengths in different areas: analytical, language, interpersonal, intrapersonal, visual-spatial, music, and naturalistic. |
When you explain why you are having the students learn through their particular personal assets/strengths. |
Leu, D., Kinzer, C. K., Coiro, J., & Cammack, D. W. (2004). Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies. In Theoretical Models and Processes of Reading (5th ed.), International Reading Association · January 2004 · |
Technology creates new types of texts that require that we teach new literacies |
When you are explaining how to read or understand something that is a new type of text or when you teaching children to analyze illustrations. |
Halliday, M. (1985). An introduction to functional grammar. Edward Arnold. |
We need to understand how people are using words, phrases, and other sign systems to understand the full meaning of what is being said. |
When you help children “read between the lines” of text to find hidden meanings; when you teach them to interpret illustrations or other sign systems. |
Cunningham, P. A. (2009) Making Words. Pearson. |
Using a making words, synthesis, or compare/contrast (analytical) approach.She did not actually come up with these ideas, but is a reference that could be used for all of the them. |
Body of a phonics lesson |
Add your own:
Prepared by Shannon Howrey, Fall 2018
Theories And Philosophies of teaching and learning
Shannon Tovey
A “seminal work” means research that:
Virtually every other educational intellectual agrees makes sense based on logic, supportive evidence, and repeated studies.
Has made a major contribution to changes in educational practice.
Theories can inform us of WHO we teach
Carl Rogers
People are motivated by their self-concept.
They have actual selves and ideal selves.
They are motivated by what moves them more toward their ideal self.
Nel Noddings
Caring Theory
Relationships and caring are essential parts of teaching and learning.
All children deserve our respect.
Children need to learn to care and respect one another.
Maxine Greene
The purpose of knowledge is to know ourselves and others and make meaning of our lives.
The arts are a critical part of learning in every subject and lead to self-awareness and life meaning.
Teachers self-reflection, self-discovery, and life-long personal growth are critical for becoming excellent teachers. This can be done through travel, reading, the arts, etc.
Albert Bandura
Self-Efficacy Theory
People need to believe that they can do something and that learning is within their control.
They can develop self-efficacy in four ways: a. by mastering a task through effort and persistence b. by watching people like us be successful c. by being persuaded by others that we can do something d. by having positive emotions and energy (not being depressed) e. by visualizing success.
Social Cognitive Theory
People acquire much of their knowledge by observing the sequence of a process.
George Miller
Information Processing Theory
Comprehension must be modeled by the teacher.
Before teaching, students’ attention and interest needs to captured.
Information goes into short term memory, then, when more deeply processed, into long-term memory
Theories can inform WHERE we teach (classroom environment)
Urie Bronfenbrennar
Learning experiences are formed by our gradually growing sphere of influence: parents/caregivers and their work/societal influences, school, community, larger society
Implication is that families and communities are an important part of learning.
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Theories Can Inform Us of Why We Teach
John Dewey
Authentic Learning
Reality must be experienced to be learned.
Students need to interact with the environment for learning to be authentic.
The classroom is a small society that should mirror a democratic society and teach children to be responsible citizens.
Sonia Nieto
Multicultural Education
We live in a multicultural world and teaching children to get along with others different from themselves is an important part of education for
We need to pursue equity in education for all children.
Gloria Ladson-Billing
Culturally Responsive Teaching
Excellent teachers use “culturally-relevant” pedagogy in their classrooms. They get to know their students, students’ communities, and students’ families and incorporate that knowledge into lessons.
Excellent teachers have high expectations for all students, regardless of their socio-economic background
Excellent teachers use a social-justice oriented approach in their classrooms. They teach for a reason.
Theories can inform us of HOW we plan lessons
Lev Vygotsky
We construct our understandings of the environment through interpersonal and intrapersonal language.
We learn through interaction with more knowledgeable others. Implication is that students need support with step-by-step instructions and visual aids that remind them of the steps.
Children need to work within their zone of proximal development. Implication is that lessons must be differentiated based on what the know and that they need modeling and guided practice.
Jean Piaget
We learn by interacting with our environment.
Children develop abilities to think abstractly around age 12 and learn through concrete objects and representations from age 7 to 12.
New information is assimilated or accommodated to related prior knowledge
These form schema or scripts that affect future learning.
Benjamin Bloom
There are different levels of thinking, and lessons should include lower and higher-level thinking.
Knowledge level: stating facts
Comprehension level: explaining facts
Analysis level: breaking information into components
Application level: use learning to understand something new
Synthesis: combine new learning with old learning to create something new
Evaluation: to use learning to critique how something was said, done, etc.
Carol Ann Tomlinson
Children are on different trajectories and learn in different ways
As teachers, we need to be aware of their learning needs (affective and academic) to be successful.
Theories can teach us WHAT to teach and HOW to Approach Subject-Area Learning
Louise Rosenblatt
Meaning does not reside solely in a text.
Meaning is different for different people and for the same person at different times, based on their personal connections and prior knowledge.
Donald Leu and Julie Coiro
New Literacies
Technology requires new types of literacy and literacy instruction.
These include inquiry and research skills and visual literacies.
Michael Halliday’s theory of
language as socio-semiotic resource
We need to understand how people are using words, phrases, and other sign systems to understand the full meaning of what is being said.
Questions to Ask Yourself Throughout the Class
Am I oriented more toward teaching “stuff” or developing human beings to fullfl their potential in the world?
If I choose the second one, how does my own personal development come into play?? And how do I approach learning, particularly the teaching of literature and writing, in such a way that I contribute to the “big picture” of what it means to teach?