The Contrast Between Behavioral Principles and Cognitive Principles in Learning

In pages 150-157 in the Weaver textbook, the author takes an in-depth look at the different approaches in educational philosophy. The author works from two different schools of thought: one being a congnitive approach modeled around mini-lessons, while the other a more pre-determined and set instruction based on behavorist principles.
The author begins by explaining mini-lessons and its correlation to a constructionist approach to education. The concept of mini-lessons and its application was introduced by Lucy Calkins in The Art of Teaching Writing, then expanded with Nancy Atwell's In the Middle: Writing, Reading, and Learning with Adolescents. Their approach focuses on the practice of mini-lessons, which are short and brief explanations of concepts meant to aid students in their learning of a certain topic or technique. Some of the key concepts of this approach include: keeping lessons between five and ten minutes, applying these lessons when the teacher sees a common problem or mistake, and a close analysis of the students needs and readiness for the mini-lessons. Essentially, teachers act through their own discretion, applying mini-lessons when they see fit, not through any set or fixed cirriculumm. Another important aspect is the concept of no follow-up after the mini-lesson; the teacher simply helps when it is apparent that the student needs help and is ready.
On the opposite end of the spectrum, is the more traditional approach towards instruction, which is based in behavioral pyschology. This type of instructional approach can trace its roots back to 1920, when a man named Edward Thorndike devised the "laws of learning." Some of the tenets of this approach involve the Law of Readiness, the Law of Exercise, and the Law of Identical Elements. Thorndike believed that learning should be ordered and efficient, ( Law of Readiness) following a structured regiment of writing skills that students are expected to master. In addition, and in contrast to a constructionist approach, Thorndike prescribes learning based through drills, exercise, and practice ( Law of Exercise). Finally, in the Law of Identical Elements , Thorndike proposes that the learning of a " stimulus-response connection" should be tested in the same conditions that it was learned in. This is based in approach that tests isolated skills through test questions that have a direct relation with practice questions and exercises.
In conclusion, there are many marked contrasts in the differing approaches, cognitive versus behavioral. Where in a behavioral approach the educator looks for a student to master isolated concepts, in a cognitive approach the educator looks for the construction of concepts, not just a quick memorization quickly forgotten after testing. Also, the behavioral approach is grounded in linear, definite practices, exercises, and tests, whereas the cognitive approach is aware of the many different ways people come to learn and understand concepts. A cognitive approach believes learners must construct their own understanding of the concepts in order to fully understand or grasp the subject they are learning. Where the behavioral approach aims to instruct through an ordered and precise regiment, the cognitive approach aspires to educate in a more natural, "hands-off" manner, hopefully helping the student to develop his own construction of the concepts being taught.

Grammar Girl

I first saw Grammar Girl a few months ago on the news. What do you think about this idea? Watch the clip and let me know if you think it is as great as I do!

http://www.youtube.com/watch?v=lWFCMOo0Wis

Iconica

The text The Language of Ionica describes the use of symbols as a language. The author writes about the growth of Ionica from the time of cavemen to modern times.
The different elements are described:
(a) REAL: natural forms
(b) SYNTHETIC: ideal archetypes
(c) CODED: information
(d) ABSTRACT: digital abstraction
(e) SUBCONSCIOUS: mind/dreams
(f) METAPHYSICAL: energy
"These elements are the roots of the iconic language,"

The part that surprised me the most was when the author talked about the use of a grammatical system. For some reason, I thought there was no grammar system and everyone who used symbols as a form of language talked like cavemen. Now, I know differently.

Von'Dragas Smalley's New Thread

William Shakespeare's use of language is, arguably, the best in English history in terms of plays and poetry. As a dramatist playwright and poet Shakespeare redefined the performance of plays with his language alone. His plays have been translated in every major living language. Popular belief among philosophers suggest that no new ideas exist. Critiques of Shakespeare have been around so long, that some critical historians believe that eventually no new material will be able to be written or produced about Shakespeare. Thus, Shakespeare will eventually not be taught in classrooms; and subsequently his legacy will die out. Do you agree with this perspective?

Alternatives to the Error Hunt

Helping students revise and edit their work, during the writing process, allows them to learn from their mistakes and eliminate the number of errors that are made in their writing. Thus, Weaver takes a constructivist stance on errors, and believes that errors can be used as a tool for teaching. First, Weaver suggest that teachers give students plenty of time to read during school. This suggestion enforces the assumption that the more a student reads the more familiar the student becomes with discourse associated with that discipline. Thus, is is wise that students use reading time and quick quizzes to get well acquainted with grammar and style. This can also limit the amount of plagiarism that can accidentally happen among students. Next, Weaver insist that teachers make sure students have plenty of time for all phases of the writing process. Reviewing literature review on the discipline, or having students read from a number of different authors on the same topic, is essential for students during the self editing process. Therefore, students will feel that their audience is more public. Teachers should also develop and collect resources that are useful for editing, such as editing checklist. The editing checklist serves as a model for students to follow, which leads directly into Weaver's next suggestion. The author suggest that teachers provide students with a model of what is expected so that students can follow a template for the assignment and have a higher chance for success. Teachers can help students help themselves, by creating peer editing workshops. If the teacher finds that a large number of students are making the same grammatical mistakes, then mini lessons should be taught to the entire class. Teachers should also hold mini-conferences with students to point out what matters need special attention within that particular student's writing. Weaver ends this section of the book by giving teachers some suggestions on how to approach responding to errors in the final draft. The suggestions are the teachers should not do anything about the remaining errors, respond only to selected kinds of errors, or put check in the margin of lines where there is an error and invite the student to correct the errors. Nonetheless, Weaver's approach to using errors as motivation for tutorial materials takes a constructivist stance very common today in American education.

School House Rock---

I thought this was pretty funny! It is a Mad TV version of School House Rock.

ESL Games and Quizzes

This is a cool website for ESL teachers to visit and get great ideas from. The website includes games ranging from elementary to advance. Their are also quizzes for ESL students to practice their newly acquired language skills and such. Play a game and let me know what you think about the overall layout of the site. To visit the website you will have to copy and paste the website URL into the address bar of your current PC.
Peace. One.


http://www.teflgames.com/games.html