Reflection Journal #3: Chapter Six: Cognitive Theories of Learning

Description: 

The focus of reading and discussion in EDAT 6115 this week was on cognitive learning theories. Our discussions in class were based on the using various strategies during instruction When thinking about cognitive learning it is important to think about the different ways children process information and recognize the various strategies that can be used to help students learn best.

Analyze:

            The mind is an amazing tool. It is constantly working and processing new information. Slavin (2018) introduces the concept of information-processing, “…the process by which information is absorbed” (Slavin, p. 123). Our brains can process information in three main ways: sensory register, working memory (also referred to as short-term), and long-term memory. Based on the readings from Slavin and from the class discussion, it is important to form an understanding of the way our students process new information, and the best strategies to help them keep or recall that information as they continue learning.

            The first part of the memory system is called the sensory register. Slavin (2018) explains how the sensory register works, “Sensory registers receive large amounts of information from each of the senses and hold it for a very short time…If nothing happens to information held in a sensory register, it is rapidly lost…” (Slavin, p. 124). When thinking about our students it is important to note that sensory registers play two important roles: our students have to pay attention to retain information, and information processing takes time. While reading Slavin, I came across a strategy that would be a good idea to implement in my classroom. In order to gain the attention of our students, we can raise or lower our voices to let our students know that they are about to hear important information (Slavin, 2018, p. 125).

            The second part of the memory system is called the working or short-term memory. Slavin (2018) explains how short-term memory works, “…A storage system that can hold a limited amount of information for a few seconds…information that is currently being thought about is stored…the thoughts we are conscious of having at any given moment are held in our short-term memory” (Slavin, p. 125). One strategy Slavin offers to hold information in our working memory is called rehearsal. This strategy uses repetition to keep concepts in working memory so that, hopefully, it will be transferred to long-term memory.

            The third part of the memory system is called long-term memory. Slavin (2018) explains how long-term memory works, “Long-term memory is that part of our memory system where we keep information for long periods of time” (Slavin, p. 127). This is the part of our memory where learning strategies are housed. One strategy Slavin offers to help students keep information in their long-term memory is to ensure students are actively involved in lessons (Slavin, 2018, p. 130).

            As stated before, the brain itself is a powerful tool, all three pounds of it! It is in charge of controlling our actions, our feelings, and the way we perceive information. As we grow our brain is growing with us. Our brain development begins at conception (Slavin, 2018, p. 132). Throughout our lives, our brain adapts and changes. Slavin (2018) explains the importance of engaging our brains to help students learn, “Most researchers believe that in most areas, the brain remains adaptable throughout life in the sense that engaging in activities that straighten particular areas of the brain can have lasting impacts on brain function” (Slavin, p. 134). As educators, it is important to realize the importance of having engaging activities for our students and their brains!

            Through learning about the brain and how it works we can incorporate research-based strategies to ensure our students are retaining information and using all parts of their brains in their learning. Slavin (2018) suggests three strategies that can be used with students to support the brain, “Give students opportunities to consolidate and rehearse new learning. Use simple graphics to reinforce learning. Allow students to enact concepts” (Slavin, p. 137). In addition to the strategies teachers can use to teach, it is important to give students strategies to learn and study the new information they are taught. Some of the effective strategies Slavin (2018) mentions were given students practice tests, teaching note-taking skills, teaching underlining and summarizing writing to learn, and outlining. Where I teach we utilize the Advancement Via Individual Determination (AVID) program which is designed to teach students tools and skills that will allow them to be successful in college. One aspect of the program teaches the students note-taking skills through the creation of two-column notes (similar to Cornell notes). Cognitive teaching strategies can help our students learn through making learning relevant and activating prior knowledge (Slavin, 2018, p. 149).

Reflection:

            Growing up I struggled with learning new information as I was diagnosed with an information processing disorder in late elementary school. The concept of cognitive learning theory is important to me because I have first-hand experience with the struggles of learning new information, retaining it, and organizing or storing the information in my brain. The concept teaches me strategies for helping my learnings who also struggle with processing information, and to consider the way that my students’ brains are developing and the ways I can help them through various teaching strategies.

            I believe learning about the brain and the aspects of cognitive learning theory will allow me to become a better teacher because I can learn and integrate new strategies into my teaching. Specifically, I will use what I learned about study strategies to integrate into our AVID program to help my students study the learned information in order to help with retention and storage into the long-term memory. Based on the information I learned, I am able to reflect on previous strategies and activities I have done in my classroom and what I might do differently in the future. Based on what I learned through reading Slavin and through the discussions of my peers, I can implement new strategies in my classroom. This school year I incorporated writing into my content area of science and social studies. It was a struggling area for me as I have never taught writing. Through the discussion boards this week my fellow classmate suggested the use of graphic organizers as a strategy to help students with their cognitive development. This is definitely a strategy I will implement next year with my students’ science writing.

            Through learning about cognitive learning theory, my knowledge and beliefs about brain development changed. I used to think that some students were just “smart” and when they heard information they were retaining it if they were able to recite it. I now know that those students are utilizing skills and strategies in order to retain the information such as repetition. In addition, the readings and discussions caused me to pause and realize that every student learns differently and digests their information in different ways. My next steps based on my newly learned information is to study and research more brain-based strategies to implement next year. To learn about ways students, process information, and to learn about what strategies I need to use while teaching to kick start my students’ brains. I believe Benjamin Franklin said it best in his famous quote, “Tell me and I forget, teach me and I remember, involve me and I learn” (Benjamin Franklin).

Reference

Slavin, R. E. (2018). Educational psychology: Theory and practice (12^th ed.). Boston, MA: Pearson Education.

Reflection Journal #2: Chapter Five: Behavioral and Social Theories of Learning

Description:

The focus of reading and discussion in EDAT 6115 this week was on behavioral learning theories. Our discussions in class were based on student behaviors and consequences. When thinking about student behaviors and classroom management it is important to think about the reasons students are acting out, and what reasonable consequences would be in order to change the misbehaviors in the future.

Analyze:

            Before thinking about various behavior theories, it is important to define the word learning. Slavin (2018) defines learning as, “Learning is usually defined as a change in an individual caused by experience” (Slavin, pg. 98). Behaviors, for example, are something that can be learned like the fear of needles, or it can also be something that children learn as they grow like learning to walk. There are various researched based learning theories that study the relationship between behaviors and consequences. Through our discussion post this week, my classmates and I reflected on student behaviors and consequences. A few answers I found interesting were about sending students to the office allows them to have a cool down period, it allows students to reflect upon their actions, and it gives the students an opportunity to talk to an adult (such as the counselor) about home life (which could be the cause of the acting out).

            Based on the readings from Slavin and from the class discussion, it is clear that in order to have classroom management and control the misbehaviors, educators must use the process of consequences, reinforcers, punishers, extinction, and maintenance. Slavin describes the most important principle of behavioral learning is that a behavior changes based on consequences. Slavin (2018) stated, “Pleasurable consequences strengthen behavior; unpleasant consequences weaken it” (Slavin, pg. 101). A pleasurable consequence is also known as a reinforcer. This is a consequence used to strengthen a behavior, this is used when we want to praise our students through satisfying their basic needs or giving them something of value. There are also reinforcers that help to maintain behaviors through intrinsic and extrinsic rewards.

            Another important principle of the behavior learning theories are the punishers. Slavin (2018) describes punishers as, “Consequences that weaken behavior are called punishers” (Slavin, pg. 105). Punishment can be different based on the situation. For example, in the Peppermint Patty clip, we watched this week the student was trying to do everything they could to get sent out of the class. This would be an example of punishment where an unpleasant consequence does not necessarily reduce the frequency of the behavior. Students sometimes misbehave because they enjoy being released from the classroom and not having to do certain work or assignments. This year I have been teaching a student who should have been classified as EBD whom I had several behavior problems with, the “solution” given to me by the administration was to take him out of my classroom when a bad behavior was happening. He would have “time away” in the office, opportunity room, or autism classroom. Once he caught on, he was having worse and worse behavior every day to get himself sent out of my room from throwing chairs, cussing, flipping desks, threatening to pee in my room, and more. It is important to note that some unpleasant consequences and punishment do not always help or improve the behaviors.

            Another important principle of the behavior learning theories is shaping. Slavin (2012) defines shaping as, “When you guide students toward goals by reinforcing the many steps that lead to success, you are using a technique called shaping” (Slavin, pg. 107). This process is about teaching the behaviors through reinforcing your learners as they display the desired behaviors (Slavin, 2012). In my classroom, I spend the first few weeks of school focusing on my expectations for our classroom and student behavior. I utilize “teach-tos” where we learn as a class, the expectations for behaviors in various areas of the school: in the classroom, the lunchroom, inside the classroom etc. It is important to set the expectations from day one and then reinforce the behaviors as you see the students doing the right thing in order to guide them in your desired behaviors for them.

Another important principle of the behavior learning theories is extinction. Slavin (2012) defines extinction as, “Eventually, the behavior will be weakened, and ultimately it will disappear. This process is called extinction of a previously learned behavior” (Slavin, pg. 107). This is a great tool to use if you have a student who is constantly calling out. If you ignore them, and extinct the previously learned behavior, eventually the student will learn that they have to raise their hand in order to get your attention. Lastly, most behaviors need maintenance in order to not need further reinforcement from you down the road. The maintenance will depend on the behaviors you are trying to monitor.

            Bandura had various learning theories that affected behavior, “Bandura noted that learning through modeling – directly or vicariously – involves four phases: paying attention, retaining the modeled behavior, reproducing the behavior, and being motivated to repeat the behavior” (Slavin, pg. 118). He believed that students should be taught to have expectations. I believe in his views and strive to ensure that I teach my students to have expectations for their actions within our classroom.

Reflection:

            My first year of teaching last year was rough to say the least. Classroom management and behavior management were my biggest areas of struggle. I will admit, I used to be the teacher that sent the kids out of my room on the regular. I was afraid to “run my ship.” So, to me, behavior learning theories are important to me and my teaching. This concept teaches me the correct way to give consequences, and to consider all aspects of the child to figure out why they might be acting out.

            I believe learning about all of the aspects of behavior learning theories will allow me to become a better teacher and be able to focus on my discipline skills within my classroom. Specifically, I will use what I learned about consequences to refocus myself and determine if sending a student out of my room would truly benefit the student and change their behaviors. When I think about my student who has EBD, I reflect upon all the ways I could have handled those situations differently based on the information I learned. I think that if he were to act out in the future instead of reaching a frustration level, I think it would be a good idea to build him a cool down spot within my classroom that I could “send” him too. In addition to that, I believe that if I talked to him more and got to know more about him, I could have a better understanding into why he acts out.

            Through learning about behavior learning theories, my knowledge and beliefs about disciple have been confirmed in some ways and have definitely changed. I used to think that whenever a problem arose in my classroom, I had to remove the student from my classroom in order to gain control. I have since then realized that’s not always the best method. I don’t want to give my students reasons to leave our learning environment. My next steps based on my newly learned information is to create a cool down spot within my classroom, and to get to know my students even better on a more personal level. To learn about what makes them tick, to listen to them when they need me, and to just be there for them. You never know what a child gets when they get off that bus at home, it is our job to love them and keep them safe when they are with us at school.

Reference

Slavin, R. E. (2018). Educational psychology: Theory and practice (12^th ed.). Boston, MA: Pearson Education.