Adaptive Teaching and Learning

Quick write in NOTES: How can we use observation tools / survey assessment as ways to develop relationships with children?

vkgill@ncsu.edu

Make Commitments!

Please Sit in Groups to Discuss: Zimmerman (FIRST Name A-H):Rohrkemper Corno (I-Z)

Open MOODLE and Review CTP Guidelines

Agenda April 1 (No Foolin’!)

• Review Quick Write

• Discuss Children’s Thinking Project Guidelines

• Partner Share our Schemas for our CTP Project• Identify 3 People to Share in Class

• Group Reciprocal Teaching Activity• Developing Skits for teaching SRL/Adaptive

Learning

• Discuss Field Report #3

What is Self-Regulated Learning?

• SRL Theories seek to explain how people improve their performance using a deliberate and systematic method of learning.

• Instead of focusing on sustaining the status quo, SRL researchers seek to understand how learners adapt to dynamic contexts by constantly enhancing their skill.

• The ability to SRL is considered the pinnacle skill of adolescence.

• SRL skills are often implicitly learned, not explicitly taught. Represent a form of cultural capital that some parents hand down to their children allowing some children to be successful in school

Zimmerman’s Phases of Self-Regulation

Self-Regulation is a viewed as cyclical process.

Students who successfully self-regulate are viewed as completing the entire cycle.

There essentially six ‘break down’ points in the model.• Breakdowns can occur during each phase• Breakdowns can occur between phases.

What are the implications for parents and teachers of this model?

Children must see you self-regulate your own learning if they are to emulate the behaviors and bring them under self-control.

Zimmerman’s Developmental Phases

Activity #1: Preparing Field Report #3

• What kind of data do you have?• Observations and interactions with children at field site.• What did they say? Do? How might their thoughts and

behavior reflect understandings of a concept? Reflect their emerging adaptive learning / SRL skills?

• How might their understanding of a ‘concept’ reflect using different Piagetian Tools (awareness / lack of awareness; symbols, underlying principles etc.)?

• Survey Data (Aligned with Adaptive Learning / SRL Framework)• Play Observations (“see” adaptive learning in play behaviors)• K-5 Learning at Home and School Data• Adolescent SRL Data• How does your child’s data align with the reported data from the

field of developmental psychology?

Field Report #3:Conceptual Development

• What Theories Can You Work With?• Schema Theory (Textbook; Class Activity)• Adaptive Learning (Rohrkemper & Corno Article)• SRL (Zimmerman Article)• Piaget’s “Tools”• Other Concepts from Textbook on Development of

Strategies and/or Developmental Characteristics of Cognitive Processing (Santrock exceprt on Moodle)

• Criteria: Specificity & Accuracy, Integration

• *** You MUST use a pseudonym / alias in this reflection or you will loose points.

Field Report #3:What does it mean to be child

focused?• Try to take the perspective of the child you

observed, collected data from.• Use theories to try to understand the processes

he/she may be going through.• How is he/she approaching (academic / social) tasks?• To what extent is he/she assuming responsibility for

his/her learning?• How well does he/she adapt to challenges / failure?

• Perspective Taking Activity

Field Report #3: How could I be Self-Focused & Future Oriented?

• What can you do to promote conceptual development / conceptual change? (Consider your planning, instruction, and assessment)

• Focus on your vulnerabilities. Where are you in your own self-regulation? How might this affect your ability to be an effective teacher / parent?

• Focus on what you can do to promote adaptive learning / the development of self-regulation skills development in your class (at home):• Consider how you will titrate challenge for your students• Consider how you will create opportunities for students to

develop SRL skills (remember the different phases)

Piaget’s Theories of Learning and Cognitive

Development• Learning Theory (Inquiry Activities)• How do people make or “construct” meaning

out of their experiences? • How do learners contribute to the process of

meaning making?

• Theory of Cognitive Development• How is children’s thinking systematically

different from our own?

Central Tenets of Piaget’s Learning Theory

• Maturation

• Organization & Schemes

• Activity / Exploration

• Disequilibrium

• Adaptation• Assimilation• Accommodation

“Pedagogically Sound”

constructivist activities will contain all of

these elements.

Acquisition of Cognitive Tools

• Knowing Piaget’s Stages of Development Does NOT Help Educators• You cannot apply the stages

• Acquire Tools in a Sequence• Your understanding is limited by the tools

you have not yet acquired

• Potential to Acquire and Master Each Tool Somewhat Predicted by Age • Object Permanence• Symbolic Thought• Conservation (Set of Skills)• Decentration of Thought (Set of Skills)

“Pedagogically sound” constructivist teaching

will account for developmental differences in

students’ thinking.