- I like how Piaget's model assesses children's thinking over time. Each stage states a specific objective that a child must reach and overcome in order to become successful in the next stage. Our schemas that we develop will influence new information greatly by deciding if it fits with our old/current schema, or if we have to redefine our schemas based on this new knowledge.
- Piaget's stages a specific to age groups. I do not find this to be realistic in that an individual can be in multiple stages at different points in their life.
- I like how Vygotsky's model emphasizes the importance of social interaction and its contribution to developing schemas and a sense of understanding. Vygotsky's model has taught me a lot about the importance of assisting individuals in need through mediation and scaffolding.
- I don't like how this theory does not allow for much room for students to learn on their own before interacting with peers or adults who have already mastered the concepts.
- I like how Erickson's model is to the point and specific to certain age groups. It made it easy to understand and easy to relate to.
- I think that the problem with this model is that, depending on an individuals situation, that a person can be in stages that are not specific to their current age.
- I like how he emphasises that individuals develop a sense of morality at different stages. As we improve cognitively, our sense of morals changes.
- Kohlberg explains that some of his stages will never be reached. I did not like this portion because it makes me feel that those stages are irrelevant and makes the rest of his theory seem more weak.
- I like how Goleman emphasizes the impact that emotions have on oneself as well as peers.
- I don't like that this theory can be overwhelming and difficult to identify one trait or characteristic.
- Once I understood this model, I really enjoyed learning about it. It is fascinating to think about how the brain processes and encodes information into different types of memory. I also like the analogy of how the brain is like a computer.
- I did not like that this model is so confusing to understand at first. It was a bit overwhelming and it took some extra time for me to fully understand it.
- I like how this emphasises that our students think differently and in order to assess their understanding we can implement higher-order thinking strategies. This causes our students to create more meaning through their learning and questionings.
- This would be difficult to implement to all levels of learning in that not all of our learners will be able to use tools such as HOTS questions. Students with learning disabilities would not be able to use these tools in a way where it would be beneficial to them.
- I like how this theory focuses on the external and states that learning is a relatively permanent change in our thoughts, feelings, and behaviors. To me this means that once a person has changes a way of thinking or some form of a habit for the better, it is then that they have achieved a form of learning.
- I do not like that this theory only focuses on the behaviors and not on the changes going on in the mind. They believe that it is impossible to know the changes occurring in the mind, which is why it is important that we have a deep understanding of the brain and its functions.
- I like how this type of learning focuses on problem solving and the processing of information. It is important that we understand the mind because even though we can't see it, it is where all learning takes place.
- I don't like that this type of learning only focuses on the mind. We need to understand that both the mind and behaviors can be used to assess student learning.
- I like how this explains the different ways that students learn and that all need to be accommodated for in order to have success in the classroom.
- I find that this can be difficult and though I wish I could accommodate for ALL of my learners, I know that realistically I will not be able to do that all of the time.
- I like how this states that we need to understand our student's prior knowledge, ability,and cultural and linguistic backgrounds in order to know what motivates them. If we have this knowledge, we will be able to relate to our students more which will help them to become motivated in our classrooms.
- To me, motivation almost seems like common sense. When the book starts listing all the types of motivation, I begin to feel more discouraged than motivated! There are just too many to know and I will do my best to motivate my students.
I cannot say that people learn one specific way, because the fact is that all people learn in different forms and ways! Students have many different types of learning styles from visual, auditory, linguistic, kinesthetic and so on... Though there are many different types of learning, students are not bound to just one kind. I myself feel that I use all types of learning and that the combination of these strategies have contributed greatly to my education. In my classroom, it is my goal to incorporate all styles of learning so that I can ensure that all of my students can be accommodated for. Some teachers teach the way that they learn best. I find that by incorporating all methods, students will have a higher retention rate because they will always be learning in different ways.
What?
After taking the quiz quiz, I found that I am mostly aligned with Constructivism, though Higher-ordered thinking came in close second by only one point! Constructivism is the idea that students actively construct their knowledge form their personal experiences with others and the environment. I relate a lot to the constructivism view of teaching in that I believe that students can learn a lot through hands-on experience and through interactions with others. Classes that have implemented this type of teaching have had the biggest impact on my education and they are the classes that I remember the most out of all of my educational experiences. Higher-ordered thinking is also critical in that it gives us teachers a sense of the levels of understanding our students have with the curriculum. Higher-ordered thinking requires the learner to take a much more active role in the meaning-making process. It is very important to implement and it stimulates their learning so much more than giving them the answers. Behaviorism focuses on learning through a change in behavior, thoughts, or feelings. Learning is observable to the teacher.
So What?
My scores to the test indicate that I am a more constructivist type of individual. I think that students can learn a great deal through group interaction and guided discovery learning. Hands-on experience enables the students to really apply themselves in a way that they become involved with their learning. This will then cause the student to develop a greater understanding of the material. Students can also learn a great deal of information from their peers. By engaging in group discussion, students are able to hear different points of views on a topic that they themselves might not have thought of. This is a very valuable form of learning and I plan on implementing it in my own classroom.
Now What?
1. My theory will transfer over into my future classroom in that my students will be presented with many opportunities to work and learn from their peers. Group projects will be assigned throughout the semester that will require individuals to collaborate, brain-storm, and create. I also plan on having many activities that will cause the students to become involved and will aid in their understanding of that specific objective for the day. Students will also be given the chance to explore concepts and will then be sharing those learning with their peers.
2. I would like to learn more about behaviorism, cognitive learning, and constructivism and be able to experiment with these tools when it comes to creating lessons for my classroom. I want to get a greater sense of what these tools will look like when being implemented. I have a good understanding of what they are, but I would like to learn more about how I can use them as a teacher. I need to develop a better understanding of the brain. In doing this learning theory, I have come to realize the importance of understanding the brain in order to be able to identify the learning levels and needs of my students. I struggle with the areas of the brain and I often get locations and functions confused with one another. I think that through further study of the brain and with this new revelation of mine, I can get a greater understanding of how it works and how I can use that knowledge as a teacher.
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