Module 4

Module 4: Complex Cognitive Processes, Learning Sciences, Constructivism, Social Cognitive views of Learning and Motivation

Concept 1: Learning Strategies

Summary

            In chapter 9, Woolfolk points out how many learning strategies there really is. She also gave insight into what is a learning strategy. “Learning strategies are a special kind of procedural knowledge – knowing how to do something. There are thousands of strategies” (Woolfolk 331). She mentioned that sometimes strategies are learned and become known to individuals, but other strategies need more practice and work than others because learning strategies are often trying to teach something to students. “Learning strategies can be cognitive (summarizing, identifying the main idea), metacognitive (monitoring comprehension – do I understand?), or behavioral (using an Internet dictionary, setting a time to work until time’s up) (2010)” (Woolfolk 332). Furthering my point, there are so many different types of learning strategies that assess and guide so many different areas of student’s minds. Woolfolk also gave a point as to say that learning strategies can often help students gain larger grade point averages (332). Woolfolk then went on to discuss 5 different principles about learning strategies. Students need to be shown multiple strategies, students must know when and why to use a learning strategy, sometimes students do not choose the most effective strategy, so guidance is necessary, students need to understand that they can learn more strategies, and students may need to have more guidance before continuing on with a learning strategy (332).

Reflection

            Have you ever wondered how it came about to learn and take notes, or even follow along with a lecture in school? All things that are learned have come about through learning strategies. This blows my mind. There are so many different kinds of learning strategies that chapter 9 mentions, it is astounding as to how many there are. I was also shocked that learning strategies help with better GPA’s in high school and better success in college. It was interesting to read that such little concepts, such as learning strategies, can guide students so far in the right direction. But as I read further, it all made sense. Learning strategies have taught me how to note take, how to study, how to find resources, how to write papers, how to create acronyms, how to cite sources, how to take tests, and the list could go on and on. I don’t know why this did not cross my mind before. I always thought that my knowledge came from my teachers and my teachers solely. But they had guidance from learning strategies too. A lot of my learning came from learning strategies and have helped me in my educational career so far. I also really appreciated the 5 different principles that Woolfolk talked about because it gave me an understanding that learning strategies are beneficial, but it is also essential for students to learn for themselves and understand why a specific strategy works for them. I thought that was an important point because it further emphasizes that learning is never ending, and that goes for learning strategies as well.

Concept 2: Reciprocal Teaching

Summary

            Woolfolk broke down reciprocal teaching in a way that was simple to understand. The definition that was in chapter 10 stated this, “The goal of reciprocal teaching is to help students understand and think deeply about what they read. To accomplish this goal, students in small reading groups learn four strategies: summarizing…asking a question…clarifying…and predicting” (Woolfolk 385). Woolfolk also stated that in order to use these strategies effectively, students with poorer reading skills need a lot more direct instruction. Reciprocal teaching was also broken down in this chapter. Woolfolk said that teachers who do this type of teaching tell the students what each strategy is, and then explains what and how to do that strategy. Eventually, the end goal is to have students feel confident in their reading abilities and be able to do them independently using the four strategies. There were also 3 guidelines that were mentioned in this chapter to help students with their reading comprehension in reciprocal teaching. The first being, “shift gradually. The shift from teacher to student responsibility must be gradual” (385). The second, “match demands to abilities,” which means that the difficulty of the task must match the student doing the task (385). The last being, “diagnose thinking,” which is that teachers should understand or find hints as to what the student is thinking and how to better help them (385).

Reflection

            Reciprocal teaching was a term that I have never heard of before, so I wanted to focus on this portion of chapter 10. I wouldn’t have thought that this was a type of reading comprehension instruction, it sounded more like a type of everyday instruction or strategy to me. But I really liked how reciprocal teaching broke down step by step how to do a strategy and that the teacher demonstrated it. I liked how this sounded like a type of slow, everyday progress. I also appreciated how this really focused on students with lower reading skills, this seems like a strategy that really narrows down and helps a student improve their reading skills. The 3 different guidelines were also important because they seem to really work with a student closely and make sure that they are not falling behind and that they are making progress in the right direction. This being by teachers trying to determine better instruction and only giving students tasks that match the student’s abilities.

            Reciprocal teaching is something that I could see myself using in my future classroom. I say this because it can be used with any age group. These strategies could also be incorporated into another subject other than reading. I loved how closely this strategy seems to work with students. I could definitely see myself using this for students who have reading difficulties because this works with the students and their progress, not the curriculum.

Concept 3: Learning by Observing

Summary

            Right off the bat in chapter 11, Woolfolk comes out and mentions, “learning by observing others is a key element of social cognitive theory” (Woolfolk 414). This is so true, as Woolfolk continues and mentions other important factors of learning by observation. Some of the things that were mentioned was the attention span of children as they get older, their attentions spans get longer, and behavior is longer observed and obtained by children. “Children are motivated to imitate the actions of others who seem competent, powerful, prestigious, and enthusiastic, so parents, teachers, older siblings, athletes, actions heroes, rock stars, or film personalities may serve as models, depending on the age and interests of the child” (Woolfolk 414). Children are very smart, they understand the difference between right and wrong, so when children are observing behaviors, they understand what are appropriate behavior to do for their age, which further points to how important and essential learned behaviors are. Woolfolk mentioned how important is it to demonstrate behaviors that are well suited and to demonstrate different goals to show students the importance of behaviors. Woolfolk also had a lot of great examples and definitions of different behaviors that are important for teachers to understand.

Reflection

            Is observation a great way to learn or what! The first thing I thought of when I was reading the heading in chapter 11, was how much siblings learn from each other and how children learn from their parents. People, of all ages, are constantly observing. Depending on the age of students, some observed behaviors are learned and then used, whether good or bad. Learned behaviors and observations carry on through generations, parents act like their parents, children act like their parents, their children will act like them, and so forth. This all depends on behavior, but this is why many times parents and children act similar, because this is what learned behavior is like. Learned behavior also can occur so quickly, it is astonishing. I am a nanny in the summers, for two adorable children. However, I noticed that some of the things that I say and do, the kids start to do. They only see my for about 16 hours a week, and the behaviors that I do, they start to do. This only proves how important and essential it is, as a future teacher, to acknowledge and make sure that my behavior is on track. Students pick up behaviors so quickly, no matter what age group. It is important to demonstrate good behaviors and positive examples for students to observe. As much as good behaviors are learned, so are bad behaviors. It is so important to be conscious of this as a teacher.