PRAXIS 5622 PRINCIPLES OF LEARNING AND TEACHING (PLT: GRADES K-6)|UPDATED&VERIFIED|100% SOLVED|GUARANTEED SUCCESS

Behaviorism Teacher-Based Theory - focuses on observable and measurable aspects of students' behavior. Proposes behavior can be learned or unlearned as the result of stimulus-and-response actions. Views learning as process of stimuli/responses. Example of a Teacher-Based Learning Theory Behaviorism Characteristics of Behaviorism (Learning Theory) *Focuses on observable changes in behavior *Views the teacher's role as providing information and supervising practice *Describes learning as the result of stimulus-response actions *Uses incentives and rewards for motivation *Teacher-Centered Applications of Behaviorism (Learning Theory) *Basal readers *Mini-lessons *Repeated readings Examples of Student-Based Learning Theories *Constructivism *Sociolinguistics *Cognitive/Information Processing Social Cognitive Learning Theory Theorists focus on the ways people learn from observing one another. Characteristics of Sociolinguistics Learning Theory *Emphasizes the importance of language and social interaction on learning *Views reading and writing as social and cultural activities *Explains that students learn best through authentic activities *Describes the teacher's role as scaffolding students' learning *Advocates culturally responsive teaching *Challenges students to confront injustices and inequities in society *Student-Centered Applications of Sociolinguistics Learning Theory *Literature circles *Shared reading *Buddy reading *Reading and writing workshop *Author's chair Information Processing Learning Theory Theorists focus more on what happens inside the learner's mind, considering the process of learning, memory, and performance. Some theorists compare the mind to a computer and use terms like storage, retrieval, working memory, and long-term memory. Characteristics of Cognitive / Information Processing Learning Theory *Compares the mind to a computer *Recommends integrating reading and writing *Views reading and writing as meaning-making processes *Explains that readers' interpretations are individualized *Describes students as strategic readers and writings *Student-Centered Applications of Cognitive / Information Processing Learning Theory *Guided reading *Graphic organizers *Grand conversations *Interactive writing *Reciprocal questioning Constructivism A student-based learning theory that suggests learning isn't observable. Rather, it involves mental processes and occurs when students integrate new knowledge with their existing knowledge. It describes students as active and engaged learners who construct their own knowledge. It suggests that people construct or create knowledge (as opposed to absorb knowledge) based on their experiences and interactions. Characteristics of Constructivism Learning Theory *Describes learning as the active construction of knowledge *Recognizes the importance of background knowledge *Views learners as innately curious *Advocates collaboration, not competition *Suggests ways to engage students so they can be successful *Student-Centered Applications of Constructivism Learning Theory *Literature focus units *K-W-L charts *Reading logs *Thematic units *Word sorts Sociocultural Learning Theory Theorists posit that the combination of social, cultural, and historical contexts in which a learner exists have great influence on the person's knowledge construction and the ways teachers must organize instruction. Bloom's Taxonomy This theory states that there are 3 learning domains (e.g. cognitive, performance or psychomotor, and affective), and it impacts the way educators write lesson objectives, plan learning activities, and assess student performance. Cognitive Domain AKA: Knowledge - This domain of Bloom's Taxonomy involves the mind and skills or strategies one uses and is organized into six levels from lowest order to highest (e.g. knowledge, comprehension, application, analysis, synthesis, evaluation). Knowledge To recall information or data; key words: defines, lists, locates, recites, states. (First of six levels of Bloom's Taxonomy's Cognitive [Knowledge] Domain) Comprehension To understand meaning of instruction and problems; key words: confirms, describes, discusses, explains, matches. (Second of six levels of Bloom's Taxonomy's Cognitive [AKA: Knowledge] Domain) Application To use a concept in a new situation; key words: applies builds, constructs, produces, reports (Third of six levels of Bloom's Taxonomy's Cognitive Domain) Analysis To separate concepts into parts; key words: analyzes, builds, constructs, produces, reports (Fourth of six levels of Bloom's Taxonomy's Cognitive Domain) Synthesis To build a pattern from diverse elements; key words: composes, designs, hypothesizes, implements, revises (Fifth of six levels of Bloom's Taxonomy's Cognitive [Knowledge] Domain) Evaluation To make judgments; key words: assesses, concludes, critiques, justifies, solves (Sixth of six levels of Bloom's Taxonomy's Cognitive Domain) Performance or Psychomotor Domain AKA: Skills - Bloom's Taxonomy's domain which involves manual or physical skills one uses, which are divided into seven levels (e.g. perception, set, guided responses, mechanism, complex overt responses, adaptation, origination). Perception To use senses to guide motor activity; key words: chooses, describes, identifies, selects (First of seven levels of Bloom's Taxonomy's Performance [Skills] Domain) Set To be ready to act; key words: begins, moves, proceeds, shows, states (Second of seven levels of Bloom's Taxonomy's Performance [Skills] Domain) Guided Responses To use trial and error, imitation to learn (early stage); key words: copies, traces, follows, reproduces, replicates (Third of seven subdivisions of Bloom's Taxonomy's Performance [AKA: Skills] Domain) Mechanism To respond in a habitual way with movements performed with some confidence and proficiency (intermediate stage); key words: assembles, calibrates, displays, manipulates (Fourth of seven subdivisions of Bloom's Taxonomy's Performance [Skills] Domain) Complex Overt Responses To perform complex movement patterns skillfully (skillful stage); key words (same as mechanism, but adverbs or adjectives are added to indicate proficiency): assembles quickly, calibrates accurately, displays proficiently, manipulates quickly and accurately (Fifth of seven levles of Bloom's Taxonomy's Performance [AKA: Skills] Domain) Adaptation To use well-developed skills and be able to modify to fit special requirements; key words: adapts, alters, changes, rearranges, revises (Sixth of seven levels of Bloom's Taxonomy's Performance [AKA Skills] Domain) Origination To create new movement patterns to fit a specific problem or situation; key words: adapts, alters, changes, rearranges, revises (Seventh of seven levels of Bloom's Taxonomy's Performance [Skills] Domain)