Section II

1. In chapter 5 Epistemology is defined as a branch of philosophy addressing knowledge and how we know and what it means to know.

Within education there are many methods and theories over the best ways of learning or instructing. Educators have always asked; how do I reach all of my students? What is the best teaching method? Throughout Unit 2 we learn about the different theories and epistemologies.

Behavioral Learning Theory is described by Skinner to be the belief that an individuals learning can be understood, explained, and predicted based on the learning they do with the environment around them.

Cognitive Information Processing Theory also looks at the environment as having an important role in ones learning.  However, this theory is different from the Behavioral Theory in that your environment is taken into short-term memory then processed to store into long-term memory and later retrieved.

Schema Theory is information learned that is stored in long-term memory. The information is sorted into different file folders or sections with relatable material called schema. This information is later used to understand events and problem solve.

Cognitive Load Theory goes hand-in-hand with the Schema Theory. The Cognitive Theory is used when one does not have schema to access. Work is modified and instructional strategies reduce inappropriate cognitive load.  As I was reading about this theory it particularly stuck out to me. If I understand it correctly I find this theory to be used most when making accommodations for students with 504’s or ARDs.

Situated Learning Theory is knowledge that is gained because of ones situation. The example used in the book really helped me understand this theory. It made me think of a student I had last year. She had arrived from Guadalajara and had never attended school. I was amazed when I discovered that she could add and subtract with money. As I got to know her better she told me that she worked at her mothers store as a cashier. I realized she knew this aspect of Math because of her environmental situation.

Gagne’s Theory of Instruction has five categories: verbal information, intellectual skills, cognitive strategies, attitude, and motor skills. In a perfect world of education all five categories would be applied to a learning environment. Gagne’s Theory also has events of instruction: gaining attention, informing the learner of the objective, stimulating recall of prior learning, presenting the stimulus, providing learning guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention.

 The title of this book shows how I feel when I read about theories, Horton Hears A Who! I’m not sure which is the best, but as an educator I know we all want the best for our students.

2.  The contextualist epistemology approach is described as learning done by and with other people and usually learned with culturally developed tools and artifacts. I understood context learning to be done through experimentation and with groups of people within your community. Now we study those tools and artifacts and continue learning from past cultures and communities. For that reason we have fields, such as anthropology, sociology, and semiotics and linguistics. Relativists believe learning is done through the individual and based on your own experiences. My point of view has no truth or validity to someone else. This greatly differs from context learning because one type of learning is independent and the other learning is done with other people.  A social constructivist believes learning is done by exploring the work with others and trying to make sense of what is around you. This is different from a radical constructivist because this learning is done more independently through self-discovery.  Within a classroom setting all these types of learning can be observed amongst the students. Some work well in pairs or groups. Others may need to work independently. My gifted students usually noticed things I haven’t or others haven’t. They self-discover and learn things on their own. I don’t think there is one way of learning because we have so many differences within our students and they all learn at different rates and ways.

3.  A constructivist believes learning should be engaging, done in a group setting, with critical thinking that is related to real world experience. This learner may have a better understanding of the “real world” and for that reason will probably have better problem-solving skills than a behaviorist. Problem-Solving is making decisions in every day lives. In my opinion, constructivist learn by working in every day situations, for that reason are able to better analyze and solve problems. The challenges in this type of learning can also affect your problem-solving. For example it may not be the best way you learn. You may not be motivated enough, emotionally mature, or prepared to work independently.  A behaviorist learns from observing its environment. Skinner beliefs are that learning can be understood, explained, and predicted on the basis of observable events. In this type of learning immediate feedback is given for correct behavior or responses. These learners may problem-solve by trial and error. They are not learning in a real world setting and are accustomed to adjusting their behavior based on cues happening in the environment. I think most of our schools and classrooms are run in a behaviorist approach and our students adjust direction based on feedback from the teacher. I think both constructivist and behavior learning have positive and negative motivation on students and teachers. A constructivist may also need to be told when something is being done wrong or right and a behaviorist may need the freedom to guide him/herself in the learning.

Within the classroom there must be a balance between self-exploration and learning by observing and environmental cues. It’s just a matter of finding that balance and making it work within your classroom and student learning styles.