Part 2 Professional Knowledge:

Learning Theories, Neuroscience and Learning Theories, Conditions for Learning, Literacy, and Pedagogy

Introduction

According to Peter Drucker (2002) generations will at one point look back and conclude that there was no crisis in education but rather a growing disconnect between the ways schools teach and the way humans learn.

Chapter 1 Learning Theories Consistent with

Neuroscience Research

Neuroscience aligns with three learning theories: Connectionism, Cognitivism, and Constructivism. Each held a recognition that learning involves networks in the brain that undergo physiological changes.

Connectionism

Connects learning occurs through experiences in various in environments that result in modifications to neural systems. The brain is non-linear and multi-dimensional. Instruction should immerse students in rigorous learning experiences.

Cognitivism

Learning is understood as a sense-making process of experiences that is dependent on ones existing structure. Instructional experiences must actively engage the brain.

Constructivism

A theory of learning whereby an individual makes interpretations of experience in order to meet a relevant need or purpose. In order to help learners achieve mastery of something the critical element is the conditions of learning created by the teacher. Teachers and administrators understand that the teaching/learning process occurs within the context of relationships.

Chapter 2Conditions of Learning

Teachers either promote or hinder active use of the brain to construct deep understandings.

Immersion “guided learning” experiences in explicit and

specific ways.

Responsibility- as a choice (active learning) Modeling- of attitudes, behaviors,

demonstrations Approximations- to inform decision making

when errors are made Use- applying knowledge

Continued…

Response/Feedback- as a way to facilitate learning

Expectation- the belief in success, internal belief system

Engagement- the relationships between leader/facilitator and participants

Chapter 3Subject Matter Literacy Through

Academic Discourse

With expanding literacy, teachers are responsible for engaging continuous learning of various academic disciplines.

Challenge: Promoting student engagement in discipline-

specific literacy; moving from prescriptive teaching to informed professional judgment.

Chapter 3 cont…

Each discipline has a structure, a conceptual framework, and a way of thinking.

Discipline- specific literacy involves learning how to think and using its academic language.

Chapter 3 cont…

Some effective strategies: Using real life problems/situations to advance

“tools” Listening, reading, speaking, writing, viewing Enriching one’s existing knowledge base to

promote continuous learning and to engage critical thinking.

Chapter 4Four different pedagogies to support student

learning and success in teaching

1. Subject Matter Pedagogy- Identity as a member of an academic discourse community who uses reading, writing, viewing, listening, and speaking in ways consistent with the academic discipline(s), understands the conceptual framework of the disciplines, and understands how to think within the academic framework(s) when accessing information or generating knowledge.

Chapter 4 cont…

2. Self-System Pedagogy- Based on Marzano’s self-beliefs in three systems: the cognitive, metacognitive and the self-self-system. It is the self-system that chooses whether to attend to the learning task.

Self-System - 6 Dimensions

1. Self-attributes (self-beliefs)

2. Sense of self and others

3. Self-efficacy

4. Experiences in the broader world

5. Conditions of learning

6. Sense of purpose

Chapter 4 cont…

3. Expectancy Pedagogy

Teacher belief in Student potential as conveyed by attitude, word, behavior or……………….the Pygmalion effect.

Chapter 4 concluded

4. Culturally and Linguistically Responsive Pedagogy

By 2050, no single group will make up a significant majority of the U.S. population.

Language, culture, and history play a role in development of our self-system