Transcript Theorists

Theorists
Obj. 4.03
Howard Gardner-Multiple
Intelligences
Lesson Idea-'The Way Things Move'
Word Smart- Read/Explore/Share Information books about different transport
and discuss the different ways that cars, trucks, helicopters, hot air balloons,
boats, scooters, bikes, etc, etc can move.
Logic Smart- Make various types of things that move (ie: paper aeroplane,
paper helicopter, parachute, etc) and measure how far you can get them to
move.
Picture Smart- Draw all the things that you can think of that can move (have a
time limit there are a lot, one of my students even came up with a clock,
because the hands move around it).
Body Smart- Demonstrate a variety of different ways (ie: silly walks) of moving
to the music.
Music Smart- Sing and learn transport/movement themed songs to perform to
parents at the end of the term.
People Smart- Work in groups to design the ultimate 'moving' machine. First
decide if it goes on land, sea or air.
Self Smart- Chose one thing that can move and ask the librarian to help you
find a book about it to sit down and 'read' for yourself.
(this one was an add on later)
Nature Smart- Go outside and watch the birds flying, the clouds moving slowly,
the trees moving in the wind, etc.
Abraham Maslow-Motivation
Lesson Idea
• Students:
“Walking your talk is a
great way to motivate
yourself. No one likes
to live a lie. Be honest
with yourself, and you
will find the motivation
to do what you advise
others to do. “
--Vince Poscente
(Invinceable Principles)
YOU CAN BE WHATEVER YOU
WANT TO BE
by Donna Levine
There is inside you
all of the potential to be whatever
you want to be
all of the energy to do whatever
you want to do.
Imagine yourself as you would like to
be, doing what you want to do,
and each day, take one step
towards your dream.
And though at times it may seem too
difficult to continue,
hold on to your dream.
One morning you will awake to find
that you are the person
you dreamed of
doing what you wanted to do
simply because you had the courage
to believe in your potential
and to hold on to your dream.
Lev Vygotsky-Sociocultural
Lesson Ideas
• The Role of Social
Interaction
According to Vygotsky,
learners learn through social
interaction. Socially interacting
especially with knowledgeable
adults like parents, teachers,
older peers, etc, gives them
the opportunity to acquire
learning. The people that
surrounds the learner
contribute to learning because
they are the ones who explain,
model, assist, give directions
and promote feedback to
enrich learning. They also are
the media in which learners
learn the ways of thinking and
behavior that make up culture.
•
Zone of Proximal Development
Vygotsky advocates
learning by doing. However, he
added that learning by doing,
together with social interaction will
result to a more effective learning.
In relation to this, the Zone of
Proximal Development was
introduced. This is the level at
which a child finds a task too
difficult to accomplish alone, but
which he/she can complete with
the assistance of an adult or older
peer. To achieve this, scaffolding
can be used. Scaffolding is the aid
or assistance than enables
learners to complete certain tasks
that they cannot do on their own.
However, scaffolding is not doing
the task for the learners, rather the
adult/instructor only serves as a
tool for that adjusts the amount of
guidance to fit the learners current
level of performance. Example, if
a child doesn't know how to tie
his/her shoes, an adult can do
scaffolding by tying the shoes halfdone, then letting the child finish it.
Jean Piaget-Cognitive Dev.
Lesson Ideas
• To apply Jean Piaget’s theories in the classroom, the University of
Arkansas suggests these six steps to structure preoperational
development:
• 1. Use concrete props and visual aids whenever possible.
• 2. Make instructions relatively short, using actions as well as words.
• 3. Do not expect the students to consistently see the world from
someone else’s point of view.
• 4. Be sensitive to the possibility that students may have different
meanings for the same word or different words for the same
meaning. Students may also expect everyone to understand words
they have invented.
• 5. Give children a great deal of hands-on practice with the skills that
serve as building blocks for more complex skills like reading
comprehension.
• 6. Provide a wide range of experiences in order to build a foundation
for concept learning and language.
B.F. Skinner-Behavioralism
Lesson Ideas
•
Behaviorism is different from most other approaches because they view
people (and animals) as controlled by their environment and specifically that
we are the result of what we have learned from our environment.
Behaviorism is concerned with how environmental factors (called stimuli)
affect observable behavior (called the response). The behaviorist approach
proposes two main processes whereby people learn from their
environment: namely classical conditioning and operant conditioning.
Classical conditioning involves learning by association, and operant
conditioning involves learning from the consequences of behavior.
•
For example, if a therapist's goal is to teach an autistic child how to say
"Mom," he might start on day one with a goal of the child saying "Mmmm."
Every time the child makes the "mmm" sound on cue, she gets reinforced
with something she likes (typically an opportunity to play for 30 seconds or a
small piece of candy). Then once that goal has been consistently achieved
the therapist no longer reinforces just the "mmmm," he now only reinforces
a "maa" sound. In situations like this, if the child reverts back to a prior step,
such as saying "mmm" after she has already said "maa" several times,
punishment consists of a lack of reinforcement coupled with the therapist
looking away and ignoring the child for 10 seconds.
Erik Erikson-Psychosocial