Module 4: Strategic Learning, Inquiry and Problem-Based Learning, and Cognitive Behavior Modification
Module 4 has three chapters. Chapter 9 focused on knowledge development and the cognitive processes that are needed for development. It mentions the role of learning and memory, problem-solving, metacognitive ability, and the growth of robust learning. Chapter 10, Constructivism and Designing Learning Environments, discusses cooperative learning and teaching. It also brings up inquiry-based instruction and how to design an optimal learning environment. The last, Chapter 11, is about Social Cognitive Views of Learning and Motivation. It talks about the social cognitive theory, observational learning, self-efficacy, and self-regulation, and how to de-stress for both teachers and students.
Concept 1: Strategic Learning
Summary: Chapter 9 focuses on the cognitive process as a whole. According to Woolkfolk, learning strategies are, " knowing how to do something" (Woolfolk, 2009, page 345). The section goes on to explain that students need time and repetition to keep some of these strategies in use, but later down the line, they will be able to use and connect them to any subject. Some tips the text gives are:
1. Give students a few different strategies to use. Some that are specific for only one subject, and some that can be used wherever.
2. Teach them knowledge of when, where, and why to use these strategies. Students need to know this for the strategy to be useful.
3. Strategies have to be motivational. Students will use the most ineffective strategy that might be easier than the necessary one if not motivated.
4. Students have to be prepared and confident in using the strategy.
5. Make sure your students have the proper background knowledge before giving out strategies. If a student does not have the schema for a topic, the strategy may be useless.
Reflection: I picked this section of the text because I think these are really helpful for any teacher. I struggled in 7th grade with math, and I feel like I didn't get the assistance that was necessary. I feel like if my teacher had presented better strategies, I wouldn't have struggled so hard. One specifically that I like, was the idea of having proper background knowledge. I think it is really important to make sure you have as much background knowledge as you can, to help students have the most optimal learning.
Concept 2: Inquiry and Problem-Based Learning
Summary: Woolfolk defines inquiry learning as an "approach in which the teacher presents a puzzling situation and the students solve the problem by gathering data and testing their conclusions" (Woolkfolk, 2009, page 392). An idea presented by John Dewey, where a teacher presents an issue, and students figure out the answer in a specific way. Students formulate a hypothesis, collect data, draw conclusions, and reflect on the initial issue. This was the creation of scientific theory. There are also epistemic (drawing conclusions), conceptual (connecting information), and social (participating in discussions/working collaboratively).
Reflection: I really like this style of learning. Although it needs a bit of scaffolding, I like how independent problem-based learning is. I feel that students absorb more when they are doing things hands-on. In my own educational career, the topics that were hands-on and gave me the opportunity to learn on my own are the ones that I remember the most. Inquiry can be used in any topic, so it makes it versatile for teachers. It is a useful strategy to help students learn, but also build up the information they have.
Concept 3: Cognitive Behavior Modification
Summary: Cognitive behavior modification is the idea of getting the behavior you want from your students by modeling it from your own behavior with self-talk and self-instruction. Chapter two reminds us that "there is a stage in development when young children seem to guide themselves through a task using private speech (Vygotsky, 1977)" (Woolfolk, 2009, page 448). The text list skills that can help grow students listening and working. Teachers should:
1. Have an adult model the desired task while talking out loud to themselves.
2. The child should copy those tasks with adult supervision.
3. The child should copy those tasks while talking the steps out verbally.
4. The child should copy those tasks while talking the steps out in a whisper.
5. The child should copy those tasks while talking the steps out via private speech.
Reflection: As a paraprofessional, I do this all the time. I really think it helps my students as well. For example, if the teacher has given quite a few steps, I will talk out loud while I'm getting my work together too. I'll say "Okay. I cleaned my desk. After I clean my desk, I will get my pencil and notebook out. Student, can I sit next to you when you get your notebook and pencil out?" A lot of the time, this will kick my students into gear, and they will talk to themselves too as they prepare for whatever is next.
Concept 1: Strategic Learning
Summary: Chapter 9 focuses on the cognitive process as a whole. According to Woolkfolk, learning strategies are, " knowing how to do something" (Woolfolk, 2009, page 345). The section goes on to explain that students need time and repetition to keep some of these strategies in use, but later down the line, they will be able to use and connect them to any subject. Some tips the text gives are:
1. Give students a few different strategies to use. Some that are specific for only one subject, and some that can be used wherever.
2. Teach them knowledge of when, where, and why to use these strategies. Students need to know this for the strategy to be useful.
3. Strategies have to be motivational. Students will use the most ineffective strategy that might be easier than the necessary one if not motivated.
4. Students have to be prepared and confident in using the strategy.
5. Make sure your students have the proper background knowledge before giving out strategies. If a student does not have the schema for a topic, the strategy may be useless.
Reflection: I picked this section of the text because I think these are really helpful for any teacher. I struggled in 7th grade with math, and I feel like I didn't get the assistance that was necessary. I feel like if my teacher had presented better strategies, I wouldn't have struggled so hard. One specifically that I like, was the idea of having proper background knowledge. I think it is really important to make sure you have as much background knowledge as you can, to help students have the most optimal learning.
Concept 2: Inquiry and Problem-Based Learning
Summary: Woolfolk defines inquiry learning as an "approach in which the teacher presents a puzzling situation and the students solve the problem by gathering data and testing their conclusions" (Woolkfolk, 2009, page 392). An idea presented by John Dewey, where a teacher presents an issue, and students figure out the answer in a specific way. Students formulate a hypothesis, collect data, draw conclusions, and reflect on the initial issue. This was the creation of scientific theory. There are also epistemic (drawing conclusions), conceptual (connecting information), and social (participating in discussions/working collaboratively).
Reflection: I really like this style of learning. Although it needs a bit of scaffolding, I like how independent problem-based learning is. I feel that students absorb more when they are doing things hands-on. In my own educational career, the topics that were hands-on and gave me the opportunity to learn on my own are the ones that I remember the most. Inquiry can be used in any topic, so it makes it versatile for teachers. It is a useful strategy to help students learn, but also build up the information they have.
Concept 3: Cognitive Behavior Modification
Summary: Cognitive behavior modification is the idea of getting the behavior you want from your students by modeling it from your own behavior with self-talk and self-instruction. Chapter two reminds us that "there is a stage in development when young children seem to guide themselves through a task using private speech (Vygotsky, 1977)" (Woolfolk, 2009, page 448). The text list skills that can help grow students listening and working. Teachers should:
1. Have an adult model the desired task while talking out loud to themselves.
2. The child should copy those tasks with adult supervision.
3. The child should copy those tasks while talking the steps out verbally.
4. The child should copy those tasks while talking the steps out in a whisper.
5. The child should copy those tasks while talking the steps out via private speech.
Reflection: As a paraprofessional, I do this all the time. I really think it helps my students as well. For example, if the teacher has given quite a few steps, I will talk out loud while I'm getting my work together too. I'll say "Okay. I cleaned my desk. After I clean my desk, I will get my pencil and notebook out. Student, can I sit next to you when you get your notebook and pencil out?" A lot of the time, this will kick my students into gear, and they will talk to themselves too as they prepare for whatever is next.
I agree with you on problem-bassed learning I feel that having students learn something hands on, is more memorable than just having the information relied to them. Especially with concepts that are complex. I remember having a biology class, and learning about the biology of animals, seeing photos of them was helpful, but the point was VERY strongly absorbed when we dissected different types of living things, and even saw the insides of a cadaver. We are more simple inside then I presumed. Complex, but so simple.
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