Gregor

I believe that the most essential function of a teacher is to impart to his/her students the value of education as a lifelong process. Students who appreciate the value of education will become more independent, critical thinkers, as they learn to take responsibility for their own education. By passing on a fascination for the limitless potential of human thought and endeavor, teachers prepare students to be fully engaged in their own becoming. Not all people learn in the same way, and sometimes in the classroom there can be wide disparities in learning style. It is imperative upon the teacher to be flexible in their approach to teaching content, and to put the needs of the student ahead of the needs of the teacher, when it comes to teaching style. An effective teacher must be someone who is continually open to reassessment and reevaluation of their effectiveness. In short, a good teacher must be a good student.

Framework - The tree of knowledge. The tree is grounded in the learning environment, which includes the home and outside world as well as the classroom structures. The roots are in teacher preparation. The trunk is method, which is how the sap of knowledge is drawn up into the branches and leaves. The fruit/branches/leaves are the content of whatever is taught, and there are many branches coming from that content, two of which are Connections to prior knowledge, and synthesis of new information from known information. These skills are the first fruits of good education.



= Concepts contained herein: =

pale green - Synthesis
= __Piaget's stages of development__ - these are all embedded in the "environment" section, because they are essential to the mind as separate from the learning process. Some of them, the later stages, are acted upon by teaching methods, but they are basically root elements with which the educator has to work with. =

===** __Classical conditioning__ - Although this could occur unintentionally, and thus be a part of the "environment" section, I would put this in the "method" section as a deliberate technique. It's a tool to be used to influence behavior, and therefore to facilitate learning. ** ===

=== __Triarchic reciprocal causality__ - this is an observation of part of the general learning environment, and so it belongs in the environment section of the framework. The idea is that one's personal beliefs and other attributes affect and are affected by the physical/social environment, which is in turn in dynamic interplay with the behaviors/outcomes of all parties involved. This explains several cyclical patterns such as the self-fulfilling prophecy and the cycle of disappointment (negative attitudes lead to lowered teacher expectations, which lead to further negative attitudes). ===

=== **__Ripple effect__ - This is a facet of human psychology that can be of use to teachers. It states that students (or members of any group) who witness flaunting of rules without consequences will be more likely to break the rules themselves. So the unintended consequence of inconsistency with one member ripples out to affect the behavior of the whole class. This is essentially a part of the background environment of teaching, so it belongs in the "environment" category.** ===

===** __Quantitative vs. Qualitative Research__ - These reside at the root of method, in the "preparation" section, because they are tools to inform and to shape method. Method is based upon the experience of what does and does not work in education. Both trial and error reasoning, and the development of new theoretical constructs are a key part of the process of designing teaching methods. ** ===

===** __Brain Research__ - This is a subcategory of the prior concept, Quantitative research. Brain research is "hard" science, meaning that it adheres to the scientific method and its results are duplicatable. As such, it would also fall into the "preparation" section, as one of the roots of teaching method. ** ===

=== __Teacher's sense of efficacy__ - This belongs in the "preparation" category, as it is a part of the teacher's background preparation for teaching, but is not really a component of method. the teacher's sense of efficacy is their professional self-confidence that they are able to teach all manner of students in various situations. It is correlated with student achievement. ===

**__Vygotsky's Zone of Proximal Development__ - This concept falls under the "method" section, because it's usefulness is only as good as its implementation by the teacher. The method of teaching should incorporate the idea of the ZPD for optimal transmission of content.**

===** __Types of thinking (literal, interpretive, creative)__ - This concept falls under the "method" section, because it's purpose is differentiated instruction, or at least the willingness to alter lesson plans to suit the target population. When a teacher is choosing (and adapting, refining, abandoning, etc) his/her method, they will take into account the types of thinkers/learners that they are trying to engage. ** ===

===** __Scaffolding__ - this learning device would be in the "method" area, as it is a device used to facilitate learning. Scaffolding is giving just enough assistance to a student for them to be successful, without doing the work for them. Hints, some worksheets, and the idea of breaking down a task into its component parts are all examples of scaffolding. ** ===

===** __Theories of Learning Preferences__ - These theories are in the "method" area, because their purpose is to improve instruction, regardless of content. By understanding the three main types of learning preference (literal, interpretive,and creative), teachers may differentiate instruction so as to maximize interest in the topic and challenge all students. ** ===

===** __Operant conditioning__ - this behavior modification technique would definitely fall under the "method" section as well, as it is used in classroom management. Reinforcement of desired behaviors and consequences for undesired behaviors fall under this term. ** ===

===**__ Positive/negative reinforcement __ - These are two aspects of method, as they are not content-specific and have more to do with motivation, attention, and classroom management. Reinforcement is anything that demonstrably increases or enhances a given behavior, either in frequency, intensity, or duration. Positive reinforcement occurs when a direct consequence of the behavior is the addition of some desirable object or activity (treats, free time, etc.), while negative reinforcement occurs when the behavior causes some undesirable object or activity to be removed (no homework, bad music turned off, etc). ** ===

===**__ Shaping __ - Shaping is another teaching method, related to classroom management. It involves the gradual rewarding of progress towards a goal, rather than the fulfillment of that goal. Shaping is used when the desired behavior may be out of reach for the subject at the present time and a more graded approach is called for. ** ===

===** __Response Cost__ - This is a method of behavior management/modification. It is essentially a form of punishment, in that its goal is the suppression of a particular behavior. In a response cost situation, reinforcers are removed in a measurable way, to show that there is a specific "price to be paid" for continuing the undesirable behavior. Examples include parking tickets and losing recess privileges. ** ===

===** __Token reinforcement system__ - Another classroom/behavior modification technique, the token system involves small representative tokens (tickets, chips, stickers, etc) which may be redeemed for some larger reward (food, gifts, praise, acknowledgement) at a later time. An example would be publishing the names of all the children who have earned 10 gold stars for good behavior within the month, in the school newsletter for parents. ** ===

=== __Cooperative Learning__ - This is a method of teaching that is designed specifically to teach social skills along with academic skills. There are many different classroom structures and configurations that constitute cooperative learning, but Johnson and Johnson have identified 5 elements that must be present to distinguish it from mere group work. These are: face to face interaction, positive interdependence, individual accountability, collaborative skills and group processing. ===

=== __Cognitive Apprenticeship__ - Another teaching method, this is built upon the idea that true understanding occurs best in real-life situations. Learning a skill in it's natural context brings with it motivation and challenges that more removed styles of learning cannot match. CA also draws from the notion that knowledge is a co-creation process, between teacher and student. The idea is that a student apprentices with a master to learn some academic skill or gain some knowledge, and by the end of the process, the student is doing all the work by themselves, as a professional would, while the teacher watches. ===

=== ** __Modeling__ - one of the most effective methods of teaching, modeling involves the demonstration of the skill or trait to be taught. The teacher becomes a model of what the desired outcome looks, acts, or sounds like, so that the student can immediately experience the results of that outcome. ** ===

===** __New American Lecture Strategy__ - This note-taking device would fall under the "content" area. It is not a teaching method, but rather a learning method used by students to facilitate comprehension of a lecture. Students begin with a graphic organizer, and fill in bits of information as the lecture proceeds, thus making visual connections between various elements of the topic, and hopefully connecting them to prior knowledge as well. ** ===

===<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** __Cognitive Load__ - This term refers to the amount of brain space, or working memory, required for a particular task. There are three subcategories of cognitive load - intrinsic, extraneous, and germane. Intrinsic cognitive load is the basic level of cognition required under ideal circumstances to process the task at hand. Extraneous cognitive load refers to the processing power needed to deal with outside issues - interruptions, distractions and the like. Germane cognitive load is the working memory space required to integrate the task or information with one's current level of understanding. It is the deep processing that accesses long-term memory and leads to real learning. These terms would all fall under the "content" section of my framework, because they are essential to how the students process the content given them - whether they are able to assimilate new ideas and synthesize new information, or not. It could also fall under "method", because the teacher may choose to craft instruction with these concepts in mind. ** ===

===<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** __Working Memory__ - The workbench of immediate thought, some psychologists consider this term to be synonymous with consciousness. The working memory is where problem-solving and comprehension take place, and where new information is measured against, and added to, prior knowledge. Working memory is in the "content" category, and also in the "connections to prior knowledge" and "synthesis," because it is where content is absorbed and assimilated or accomodated. ** ===

===<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** __Central Executive__ - A subcategory of working memory, this concept also falls squarely within the "content" category, for it's central role in processing content. The central executive is that part of the working memory that controls attention, information retrieval, and information integration. ** ===

===<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** __Phonological Loop__ - Another subcategory of working memory, also part of "content." The phonological loop is that part of working memory where sounds and words are processed. ** ===

===<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** __Visuospatial sketchpad__ - The third subcategory of working memory, also in "content." This is the part of the brain where images are processed and manipulated. Visualization occurs here, and memory of images. ** ===

= __Assimilation/Accomodation__ - These two related concepts fall under the "connections to prior knowledge" section, because it is there that the mind must decide how the new information is to be stored. Our mental organization grows and matures (hopefully) as we do, but at the stage of choosing to assimilate or accomodate a new piece of information, we are doing this relative to our prior understanding. =

===<span style="font-size: 1.3em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">** __Types of Knowledge__ - This concept posits that there are three basic types of knowledge residing in long-term memory, declarative, procedural, and self-regulatory. Declarative knowledge is that which can be expressed in declarative sentences, e.g. "The earth is the third planet from the sun," or "J.S. Bach lived from 1685-1750." Procedural knowledge is the knowledge of how operations are executed, e.g. "Wet your hands first, then use soap, then rinse, then dry," or "These are the steps to changing your oil." The third kind of knowledge is Self-regulatory, and this is how we choose which operations are called for in a given situation, and when to use them. Examples of self-regulatory knowledge are "For this test, i'll study the necessary facts by rote, but for my final exam, I'll discuss all the concepts with a partner to make sure I really understand," and "For slower pieces, I can make use of more ornamentation, but if the music is very fast I will need to focus on the written notes only." ** ===

=** __Socially constructed meaning__ - this process falls under the "synthesis" category, because it is where new content is assimilated into the mind. The learning process is always social; not necessarily in terms of group work, but all learning involves at least two people interacting and influencing each other. The base material of information is processed in the interpretive crucible of socially constructed meaning, resulting in the synthesis of new understanding. **= = = = __Vicarious experiences__ - what the student experiences when the teacher uses modeling. The experience is the teacher's but the proximity of the student and the relationship between them make the student's experience vicarious. They experience the knowledge, skill, or behavior through the teacher. This allows the student to synthesize new knowledge, by using the experience of others. = = = = __Self-regulated learning__ - This is the ideal learning state, wherein the student actively engages with their own will, motivation, planning strategies, emotions, behaviors and thoughts in order to reach a learning goal. It is the highest representation of taking responsibility for your own education. This would also fall under the "synthesis" category of my framework, because it is here that content is synthesized into understanding and new knowledge, which is largely a self-regulated process. = = =