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#7 Assessing Student Learning

  Description The ability to assess student learning stems from knowing what the learning objective is and how to assess it (Slavin, 2018). Assessment can be formal or informal and should guide instruction (Slavin, 2018).   Analysis Instructional objectives can be described as the goal of the lesson or what you want the students to be able to know or do (Slavin, 2018). A teacher can have general learning objectives for a unit and a learning objective specific to one lesson. The objective usually clearly states how it will be measured (Slavin, 2018). There will be a condition stated for the measurement used, an action verb, and the criterion for successful completion (Slavin, 2018).   To write specific and measurable goals, teachers can look at performing a task analysis (Slavin, 2018). A skill can be decomposed into prerequisite skills and component skills that need to be addressed and combined for understanding of the learning skill (Slavin, 2018). Backward planning is tak
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#6 Effective Learning Environments

  Description An effective learning environment has engaging lessons, on-task activities, motivated students, and uses time well (Slavin, 2018). A teacher will seek to maintain the flow of a lesson when misbehavior or interruptions occur, in an effective learning environment, by using strategies that are the least invasive but yield positive results.   Analysis In an effective learning environment, the teacher can control engaged time/time on task. It is not always better to have more time if the allotted time is not used effectively (Slavin, 2018). To prevent lost time, school should be used for learning with a sense of getting down to business. Starting on time will set the tone for the class, and it is important to go to the end (Slavin, 2018). Preventing interruptions can keep the momentum of the lesson going, so postpone routine procedures during breaks or use student power (Slavin, 2018). Using nonverbal cues to correct misbehavior is best, such as a look, proximity, or a
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#5 Student Centered and Constructivist Approaches to Instruction

  Description A constructivist view of learning is a student-centered way of teaching. It stems from Piaget and Vygotsky where learning takes place when there is an imbalance from what they know and what they are discovering (Slavin, 2018). The teacher gives a complex task and then supports or facilitates students as they investigate and work in groups to complete and understand the task (Slavin, 2018).   Analysis Students learn best when they wrestle and discover things, it takes hard work and requires thinking (Slavin, 2018). A constructivist view of learning is most successful when students learn in small cooperative groups, this allows students to learn from one another (Slavin, 2018). Students can learn from more experienced peers, known as the zone of proximal development (Slavin, 2018). The group provides the help that a student needs to master material that is just above their comfort zone. Cognitive apprenticeship provides students with expert peers or an adult while g
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#4 The Effective Lesson

  Description Is there a perfect formula for teaching that inspires learning? Direct instruction is a model that scaffolds student learning in an organized manner. It is ideal for certain lessons and less ideal for others, the key is to know the difference (Slavin, 2018). Analysis Effective teaching comes from knowing what you want your students to do or know by the end of the lesson and planning how to get there (Slavin, 2018). Direct instruction is a structured way to teach concepts that begins as a teacher driven model, then slowly gives control to students through collaborative practice and independent practice (Slavin, 2018). A teacher begins by stating the learning objective and grabbing students’ attention. The teacher will address any prerequisite skills, teach the new concept while thinking aloud, and practice the concept with students (Slavin, 2018). Students will then complete an activity independently, which can be the formative assessment or not.   Finally, the teach
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#3 Cognitive Theories of Learning

  Description What is learning and how do we learn?   What process does our brain go through for us to retain information in the long-term? Does our knowledge about how we retain information help with our teaching practices? Research about how our brain processes information can be used to help teachers choose effective strategies to help students make meaning of content. Analysis Learning is a process that includes utilizing our background knowledge to focus on important details and getting rid of what is not important (Slavin, 2018). Continuing research on human memory has led to information processing theory. Our executive functioning is controlled exclusively by the learner, ourselves (Slavin, 2018). Our brain is constantly receiving stimuli through our senses known as sensory register (Slavin, 2018). These are all the little observations that we make through our senses such as how something sounds, feels, looks, etc. We do not remember all of this unless we pay attention, or
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#2 Behavioral and Social Learning Theories

Description          Behavioral theories of learning have been developed by Ivan Pavlov and B. F. Skinner. Pavlov studied the idea of classical conditioning in reference to our reflexes and Skinner studied the consequences that come from particular behaviors and how we can shape those behaviors (Slavin, 2018). Social learning theories expanded on behavioral learning theories by studying how we learn and the effects of self-regulation on our learning (Slavin, 2018).  Analysis        Learning can be described as a change an individual goes through or new schema “caused by the environment” (Slavin, 2018, p. 98). It can be formal or informal, an example of formal learning is the learning that happens in school. Informal learning can happen through life experiences, an example could be learning not touching a pan on the stove because one has previously gotten burned by touching a hot pan on the stove. Slavin (2018) explained that children are always learning, and a teacher needs to guide
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Entry #1 Cognitive Development

I would describe cognitive development as stages a child goes through to learn to think critically and become independent. "Children are not miniature adults (Slavin, 2018, p.23).” Two well know psychologists, Jean Piaget and Lev Vygotsky developed learning theories for cognitive development. Piaget studied his own children and felt children learn from action because of the way they interact with the environment. Vygotsky felt that children learn best by being guided or mentor by a teacher or experiences peer. Many educational reforms stem from these two theories (Slavin, 2018). When analyzing Piaget’s four stages of cognitive, they are distinct and have clear descriptions, however some children may demonstrate two stages at once when they are transitioning between stages. 1. Sensorimotor Stage (Birth - 2), children learn through their senses and motor skills. They progress from reflexes to planned movements and develop object permanence. Ex: When an object is covered up
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