the influence of beliefs on instruction (it’s a long, involved path)
TRANSCRIPT
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The influence of beliefs on instruction
(it’s a long, involved path)
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What’s the lesson going to be like?
Day 4AGoal: Students develop an understanding of the relationship between world view, beliefs about learning and instruction, and the instruction that actually takes place.Materials: PowerpointReadings for preparation: Driscoll chpts 1 & 9; Fang pp. 47-55 Procedure: Pose question, what determines what instruction will be like?
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We all have “world views”
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These views influence decisions & interpretations of events
• “Research decisions . . . Fundamentally stem from disciplinary assumptions, or beliefs, that investigators have about the phenomena they study” (Driscoll, p. 6).
• Teachers (Fang, 1996).– Teacher thought processes
• Planning (before and after instruction)
• Interactive thoughts and decisions (during instruction)
• Theories and beliefs
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Theories and Beliefs
• Are an important part of teachers’ [anyone’s] general knowledge.
• Guide personal thoughts and actions.
• Are shaped by many factors.
• Can affect teaching and learning.
• Preservice teachers (and others) do hold implicit views about teaching and learning.
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Consistency/Inconsistency Theory
• Consistency – beliefs align with the way you teach, etc.
• Inconsistency – do not teach (etc.) in a way that aligns with beliefs. How could this happen? – Contextual factors– Psychological, social, environmental factors– May have coping strategies
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‘isms
• Source of knowledge– Empiricism: sensory experience– Nativism: innate– Rationalism: reason
• If you were a researcher and you subscribed to one of these ‘isms as the source of knowledge, where would you look for data?
• If you were a teacher and you subscribed to one of these ‘isms as the source of knowledge, what kinds of things would your students do in your classroom?
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‘isms
• Content of knowledge (what there is to know)– Skepticism – nothing for sure– Realism – everything in the world – Idealism – ideas or representations of reality– Pragmatism – although there is a reality what
we can/will know about it is provisional, sometimes what we know aligns with reality, sometimes it doesn’t.
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‘isms
• Knowledge traditions (epistemology – how we come to know, world views) – Objectivism – reality is external and separate from the
knower. We come to know this reality through empiricism or realism
– Pragmatism –reality is external, but what we come to know of it serves a pragmatic purpose. As mentioned, this may or may not align with reality.
– Interpretivism – Reality is assumed to be constructed by the knower.
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Caution
• Do not over interpret these. Do not think these are good, solid definitions – they are working definitions to help us get by.
• Bottom line – people hold these notions (or various degrees of them) whether they articulate them or not.
Objectivism Interpretivism
?? Pragmatism??
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People have beliefs about the world and how we come to know what is knowable in it. These beliefs influence their decisions.
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What are your beliefs?
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Beliefs of others
• Attitudes About Reality scores across the semesters.
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We all have beliefs about how people learn
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What does it mean to learn?
• “persisting change in human performance or performance potential” (Driscoll, p. 9).
• Must be a result of experience and interaction in the world, thus not just maturation.
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Theories of learning
• Theory – more than just an hypothesis (suggested answer to a question). Have gone through the “theory building” process.
• Learning theory – “a set of constructs linking observed changes in performance with what is thought to bring about those changes” (Driscoll, p. 9).
• Is descriptive.
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We all have beliefs about learning, developed through a variety of experiences or reason (how you acquire this knowledge about learning would certainly be influenced by your world view ) These beliefs about learning influence our
decisions.
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Theories of learning align with an underlying set of beliefs about the world and how we come to know what is knowable in it.
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Point to consider
• Although a worldview may align with a number of theories of learning, there will be other theories of learning for which a particular worldview may be incompatible.
• For example, behaviorism and cognitivism both embrace underlying beliefs of objectivism concerning reality.
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We all have beliefs about how best to provide instruction
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What is instruction?
• “Any deliberate arrangement of events to facilitate a learner’s acquisition of some goal” (Driscoll, p. 23).
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What is instructional theory?
• “identifying methods that will best provide the conditions under which learning goals will most likely be attained” (Driscoll, p. 352)
• A prescription of how instruction should occur given – a set of conditions (characteristics of learners, learning
environment, constraints, etc.), – methods (ways to support and facilitate learning that can
be broken down into more detailed component methods) and
– outcomes (what is the desired learning goal).
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What is instructional theory?
• Conditions and outcomes necessarily describe situations in which a particular instructional theory is considered appropriate and useful.
• Is probabilistic rather than deterministic – Increases the chance of attaining a goal
(outcome) rather than assuring attainment of it.
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People have beliefs about instruction, developed through a variety of experiences or reason (how one acquires this knowledge about instruction would certainly be influenced by an individual’s worldview and beliefs about learning ) These beliefs about instruction influence their decisions.
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Theories of instruction align with an underlying set of beliefs about the world, and how we come to know what is knowable in it, through a process of learning.
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Point to consider
• Although an instructional theory may be useful from a number of views of learning, certain instructional theories may be incompatible with certain theories of learning.
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Instructional theories, methods, and strategies
• Instructional theories are bigger. Within them there will be a variety of instructional methods or teaching strategies that will be useful.
• For our purposes, we won’t generally distinguish among them – in other words, the green squares could be an instructional theory, method, or strategy.
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But . . .
• To give us a general idea of the difference, let’s list some instructional methods or strategies . . .
• These might be considered tools in a tool box. You need to understand when, why, and how to use a certain tool. In other words, when it is a good idea to use lecture, why would you use it (what does it do for the learners in terms of learning), and how it is best implemented?
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Just for fun, let’s think about an instructional theory
• Name one instructional theory (think . . . Did you do your readings?)
• Gagné’s Theory of Instruction – Taxonomy of learning outcomes– Conditions of learning– Events of instruction
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Compare
• Conditions• Methods• Outcomes
• Taxonomy of learning outcomes
• Conditions for learning– Internal
– External
• Nine events of instruction
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Taxonomy of learning outcomes
• Verbal information• Intellectual skills
– Discrimination– Concrete concepts– Defined concepts– Rules– Higher order rules
• Cognitive strategies• Attitudes • Motor skills
Bloom’s Taxonomy of Cognitive Outcomes
•Knowledge•Comprehension•Application•Analysis•Synthesis•Evaluation
Cognitive Strategies and Metacognitive skills
(taxonomy)
(taxonomy)
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Conditions for learning
• Internal (what the learner needs to do to be ready to achieve the desired outcome).
• E.g., internal conditions to consider for learning verbal information. – Learner needs to recall related material– Constraint of the learner is working memory
capacity – we can only deal with a limited amount of things at one time.
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Conditions of learning
• External (what are the external conditions that will foster the learning?)
• E.g., external conditions to consider in learning verbal information– Present information in meaningful chunks– Provide cues for encoding, and thus retrieval– Present a variety of cues
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Nine events of instruction
• Gain attention• Inform learners of objective• Stimulate recall of prior knowledge• Present content• Provide “learning guidance”• Elicit performance• Provide feedback• Assess performance• Enhance retention and transfer
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Should everyone use Gagne’s theory of instruction?
• Theories of instruction align with an underlying set of beliefs about the world, and how we come to know what is knowable in it, through a process of learning.
• No, it is only one alternative that was initially aligned with – Objectivist worldview
– Cognitive information-processing learning theory
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Gagné provides a well- articulated and theoretically grounded path through our visual. There are many other paths.
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Why is this important?(and why take an Ed Psych course?)
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OKBest Good
World view Theories of learning
Instructional theories, methods, strategies
Day 4AGoal: Students develop an understanding of the relationship between world view, beliefs about learning and instruction, and the instruction that actually takes place.Materials: PowerpointReadings for preparation: Driscoll chpts 1 & 9; Datnow & Castellano Procedure: Pose question, what determines what instruction will be like?
Lesson plans, etc.
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Day 4AGoal: Students develop an understanding of the relationship between world view, beliefs about learning and instruction, and the instruction that actually takes place.Materials: PowerpointReadings for preparation: Driscoll chpts 1 & 9; Datnow & Castellano Procedure: Pose question, what determines what instruction will be like?
OKBest Good
World view Theories of Learning, Motivation,
Development, Counseling,
Organizational BehaviorTest Development
How do we help . . .
Nuts and bolts
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So now what???
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, motivation,assessment
OKBest Good
World view Theories of learning
Instructional theories, methods, strategies
Day 4AGoal: Students develop an understanding of the relationship between world view, beliefs about learning and instruction, and the instruction that actually takes place.Materials: PowerpointReadings for preparation: Driscoll chpts 1 & 9; Datnow & Castellano Procedure: Pose question, what determines what instruction will be like?
Lesson plans, etc.