Social Cognitivism or Modern Constructivism TIPR

Modern Constructivism: How does the teacher use modern constructivist techniques (e.g., discovery learning, inquiry-based learning, problem-based learning, etc.) to promote student learning? Be thorough in your coverage of the theory, addressing multiple concepts to demonstrate your understanding. Cite specific examples and be sure to include a reference in your response.

Constructivism is a learning theory which explains how people might acquire knowledge and learn. The theory also says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. So it is an important application in education. Generally, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.

 In a constructivism classroom, the focus is shifted from the teacher to the students. The students are actively involved in their own learning process. The teacher functions more as a facilitator who coaches, mediates, prompts, and helps students develop and assess their understanding, and thereby their learning.

Project-based, problem-based. inquiry, and cooperative are examples of the different types of learning that takes place in a constructivist classroom.  For example, in the classroom I observed, the students participated in cooperative learning activities when learning about quadrilaterals and their properties. I feel cooperative learning in the math classroom is a big deal.  Math can be so confusing to so many students, but when put in small groups where students are teaching each other and learning from one another, great strides can be made in the understanding the students have of the content being taught.  The following video shows how cooperated learning can deepen students understanding https://www.youtube.com/watch?v=rWEwv_qobpU.

Some examples of technology and constructivism in the classroom are, personal learning environments, simulations, interactives, and creating digital products.  For example, in the classroom I observed, the teacher had a review day where she used online interactives for students to practice the content they needed to know for the required summative testing.  

Information Processing TIPR

How does the teacher work with the students' information processing systems to promote learning? For example, how does the teacher focus students' attention, help them rehearse new information, and encourage them to encode and transfer information? Evaluate the teacher's use of wait time as part of this process. Cite specific examples and be sure to include a reference in your response.

At the very center of cognitive psychology is the idea of information processing. Cognitive psychology compares the human mind to a computer, suggesting that we are like information processors and our stimuli and response processes can be studied. Information processing consists of three key functions, the sensory memory, the working memory (otherwise known as the short term memory), and the long term memory.
Sensory memory allows environmental information to be retained, sometimes for as little as a fraction of a second, as it makes its way into our consciousness. Our sensory systems are constantly receiving and processing an incredible amount of information at any given moment. A teenagers brain can rapidly sense and perceive a host of information while our brains decide what is useful and what is not. So the key to getting students to take information from sensory memory into working memory (short term memory) is to focus on getting the students attention. For example, in the class I observed the teacher was teaching about the symmetry of shapes, instead of lecturing the whole lesson, she gave a brief overview of symmetry, and them handed out cutout material shapes. The students could actually fold and manipulate the shape to figure out its symmetry. This helped the students keep the basic cognitive arousal at attentive levels.
Working memory is more commonly known as short term memory. Working memory is an ability that allows us to work with information. It helps us learn and perform even basic tasks. It may then help to transfer it into long-term memory. Working memory is like a temporary sticky note in our brain. The example I used earlier of the the material shapes, helped the students transfer the information from sensory memory to working memory, and because is transferred to working memory, it will then have the ability to transfer to long term memory.
Long term memory is intended for storage over a long period of time. Students are more likely to remember information when it’s tied to an experience or an emotion. Once again, in the classroom I observed the teacher was helping the students transfer the information into their long term memory by providing the experience of being able to fold and manipulate the material shapes. It is so much better than staring at shapes on a piece of paper trying to use your mind to fold the shapes, especially since you want the students to transfer what they are learning in long term memory.
The following clip shares examples and tips of how teachers or future teachers can put the Information Processing Theory into practice in their classroom https://www.youtube.com/watch?v=ZaAQVdWbZRk.

Behaviorism TIPR

How does the teacher use behaviorist techniques (e.g., shaping, Premack Principle, token reinforcement systems, etc.) to help students learn? Cite specific examples and be sure to include a reference in your response. How do students respond to this instructional method? *Note: this question refers to learning rather than motivation.


Behaviorism is a learning theory that only focuses on observable behaviors and discounts any independent activities of the mind. Behavior theorists define learning as nothing more than the acquisition of new behavior based on environmental conditions. Behaviorism also operates on the principle of "stimulus-response". In behaviorism there occurs classical and operant conditioning. In classical conditioning, two stimuli are linked together to produce a new learned response.  Operant conditioning is a learning process that involves an increase or decrease in the likelihood of some behavior as the result of the consequences. Here is a brief explanation of what classical and operant conditioning is https://www.youtube.com/watch?v=RTVQHhbhYbA. 

In the class that  I am observing one of the behaviorist techniques that I saw used by the teacher was Positive Practice.  In positive practice, rather than punish, the student(s) can try again, thus reinforcing the correct behavior. For example, there is a student that does not follow the class rule of sitting in his desk.  He walked into the classroom, went to his desk, and stood up on the top of his desk and was almost reaching the ceiling.  The teacher asked the student to go back out of the classroom, and to return to the classroom again sitting as he should.  She was reinforcing the correct way to enter the classroom.  He did respond as he should, but if he had not, if I were the teacher, I would come up with some sort of consequence using reinforcement or punishment to try to get him to perform the correct behavior.  

Another example of a behaviorist technique I saw in one of the classes was positive reinforcement.  As the students walked into class, there was a bell-ringer on the board that were two practice problems from the previous class lesson.  She gave them a few minutes, and then asked for volunteers to come up to the board and demonstrate how they solved the problem.  Whether they got the problem correct or not, she gave them some positive reinforcement....they were able to pick a treat out of a bucket. There was many students that raised their hand to come up to the board to demonstrate.  I could see that  the students were actually try to work out solving the problem because they wanted the positive reinforcement.  It makes me think there was probably some classical conditioning going on because the students knew beforehand there was going to be some sort of positive reinforcement.  The teacher was conditioning their response to want to work on the problems, so they would could come up to the board, and thus get their treat (positive reinforcement).

Erikson/Marcia TIPR

Which of Erikson's psychosocial crises are the children in the class facing (may be more than one)? Which of Marcia's identity states seem(s) to be most prevalent? What specific teacher behaviors do you observe that either help or hinder the students to successfully navigate this crisis? What more could or should be done? Be sure to include a reference in your response. 

Erik Erikson is known for is theory of psychosocial development that is made up of eight stages from infancy to adulthood.  In each stage a person has an identity 'crisis' that affect the development of their personality.  According to Erikson during the ages of 12-18 they are experiencing the fifth stage of psychosocial  development, which is identity vs. confusion.  During this stage a person wants to belong and fit in and so they re-examine who they are and who they want to become. Also during this stage their body is changing and their self-image can change and they may feel uncomfortable for awhile.  They also start to explore possibilities and start to develop their own identity based on their explorations.
Based on Erikson's psychosocial development stages, a man named James Marcia extended Erikson's stages theory and states that during these 'crises' their identity is constantly being negotiated.  Known as Marcia's Identity States, they include, identity diffusion, identity foreclosure, identity moratorium, and identity achievement.  While a teenager is exploring possibilities, they are in in Marcia's Identity Moratorium Stage, where they are actively searching for information about their identity, but they have not made commitments yet.
Some of the possible 'crises' that the students will be going through as we are teaching them are based around trying to figure out who they really are.  Crises could include their religious beliefs, sexual and gender identity, how they look, who they are academically and socially. The following clip shows a few crisis a teenager may encounter  https://www.youtube.com/watch?v=wJMXk5ibkQk.  
Although a teenager could be going through any of Marcia's identity stages, I feel a young teenager is experiencing identity diffusion, where they are not interested in making any choices concerning their identity, or are experiencing identity foreclosure, where they commit to an identity early without exploring their options.  Often teenagers are experiencing identity foreclosure because they have simply adopted the identity of their close friends and family.  According to Marcia a person must go through an identity crisis (identity moratorium) to really figure out who you are.  I feel an older teenager is experiencing identity moratorium, where they are exploring all the possibilities of you they want to become, and possibly experiencing identity achievement, where they have gone through identity moratorium and have committed to an identity.  I feel that the best way to help students through these stages in life is to be respectful and kind towards their feelings and to be sensitive to the 'crises' the are experiencing.

Physical Development/Bronfenbrenner TIPR

Describe how the teacher implements a consideration of the students' physical development and/or Bronfenbrenner's Bioecological Model into instruction, assessment, and/or procedures. What more could/should the teacher do in this regard? Provide specific examples and be sure to include a reference in your response. 

The teenage years include periods of rapid development.  There is physical changes which include growth spurts, bone growth, body weight change, and increased endurance and strength.  There is also language development that shifts in the teen years from basic grammar to the use of language on a higher level.
Physical changes can affect the behavior of teenagers and can lead to behavioral problems.  As teachers we need to be aware and recognize that and accept a variety of behaviors in our classroom.  Teenagers also have increased appetites because of rapid growth spurts.  In the classroom I am observing, the teacher allows the students to pull out a snack.  Allowing snacks in the classroom could help improve their attention and behavior in class.  The varying growth rates can result in an excess of energy in students, so having a variety a seating options for students could prove beneficial.  Something that I would like to include in my classroom is something called 'brain breaks'.  Here is a few examples of 'brain breaks'  https://www.youtube.com/watch?v=m0uiA6UITDw  and  https://www.youtube.com/watch?v=dp0sa7Z72R8.  These 'brain breaks' can help break up the 80 minute class and can allow a 2-3 minute break during the lesson where they can get up and move.
Language development evolves over their teen years.  They should improve in abstract thinking skills and that enables them to make word associations and to understand syntax better.  The development of academic language is important in classrooms and the students ability to participate in activities and assignments.  Academic language is the language of school and is used in textbooks, essays, assignments, presentations, and assessments.  As teachers, it is important and our role to teach our students academic language to prepare them for success in college and careers. 
Urie Bronfembrenner was an American psychologist that developed the Ecological Systems Theory. The Ecological Systems Theory explains that a child develops within the context of the system of relationships that form their environment. He defines 'layers' (levels of external influence) of environment that each have an effect on a child's development. Included in the 'layers' is the Microsystem (immediate environment), Mesosystem (connections), Exosystem (indirect environment), Macrosystem (social and cultural values), and the Chronosystem (changes over time).  I feel that Bronfenbrenner's Ecological Systems Theory is in play everyday in the classroom when you interact with students that have developed in a vast array of external environments.  In addition, as teachers, we are part of the student's Mesosystem. As a teacher, instruction models, assessments, and procedures will need to be adjusted to the needs of students as you get to know and learn about them because they all have had different influences and experiences in their ecological system.

Vygotsky TIPR

What evidence do you see of specific teacher behaviors that are geared toward Vygotsky's theories of cognitive development? Cite specific examples and make clear connection to Vygotsky's work. Be thorough in your coverage of the theory, addressing multiple concepts to demonstrate your understanding. Be sure to include a reference in your response.

Lev Vygotsky developed what is known as the Vygotsky Social Development Theory.  In his theory Vygotsky suggests that social interaction is a fundamental role in the development of cognition, and is centered around the concept of internalization (children's ability to take things that are outside of themselves, and make them a part of their own thinking). He also suggests that social learning tends to come before development.  According to this article https://www.learning-theories.com/vygotskys-social-learning-theory.html  the major themes in Vygotsky's Theory are social interaction, the more knowledgeable other (MKO), and the zone of proximal development (ZPD).  
In the math class I have been observing I have seen Vygotsky's Theory themes in action.  Vygotsky's more knowledgeable other (MKO) refers to anyone who has a better understanding or a higher ability than the learner.  In math class, not only is the teacher a more knowledgeable other, but there are many other students that have a better knowledge and understanding of math concepts. There was also and adult teacher aid (a more knowledgeable other, MKO) specific to this math class that was there to help a few of the struggling students. Another example is when doing group work, to make the groups up of students with different abilities, so in each group there would be one or two students that could be the more knowledgeable other (MKO) to help those with less ability and understanding.  
For a student working with a more knowledgeable other, there is a great opportunity for them to be working within their zone of proximal development (ZPD). According to Vygotsky, the zone of proximal development is the distance between the students ability to perform a task under adult guidance and/or with peer collaboration and a students ability to solve the problem independently. So, in solving math problems, peers guiding others through the process of solving the problem are serving as the more knowledgeable other (MKO) that are very likely working within the zone of proximal development (ZPD) of the student being taught. The following is a good illustration of the zone of proximal development.





In the classroom, I have seen the teacher provide 'scaffolding' by putting a more knowledgeable other (MKO) peer with a struggling student to help the struggling student to work in their zone of proximal development (ZPD).  In some of my college math class the more knowledgeable other (MKO) I have used has been the internet and you-tube.  So, the more knowledgeable other (MKO), can be things, and not only people, which could be beneficial in the classroom.  I feel that Vygotsky's Social Development Theory plays a big role at every age in classrooms everywhere.

Kohlberg TIPR

At which of Kohlberg's levels of moral development are the students in your class functioning? Cite specific evidence and explain your reasoning for selecting these levels. What did the teacher do, or what might be done, to help the students advance to higher levels with regard to the examples you supplied above? Be sure to include a reference in your response.


In Kohlbergs Ideas of Moral Reasoning, Kohlberg defined moral reasoning as judgments about right and wrong. He suggests that a persons level of moral reasoning comes from their reason used to defend his or her position when faced with a moral dilemma. Kohlberg defined 3 Levels of moral reasoning with each level containing 2 stages for a total of 6 stages of moral development with each stage being more capable of addressing moral dilemmas than the one before it. According to this article https://www.education.com/reference/article/kohlbergs-moral-reasoning/ level 2 moral reasoning which consists of stage 3 and stage 4 are typical of adolescents, with stage 4 not appearing until high school years. Stage 3 is known as the 'good boy-nice girl orientation' where one's behavior is determined by what pleases and is approved by others. Stage 4 is known as 'law and order orientation' where proper behavior is all about doing one's duty, showing respect for authority, and preserving social order.
In math class I observed a student take a picture with his phone of a test he was currently taking. My assumption was he was going to send it to another student who had yet to take the test. Whoever he sent it to would be faced with a moral dilemma as well. Whether to cheat or not. They were both showing Level 2, Stage 3: good boy-nice girl orientation. They were seeking the approval of their peers or possibly trying to fit in or be cool among peers. The teacher was not aware that this was going on, so at the same time I was faced with a moral dilemma. Should I let the teacher know or not? Also Level 2 moral reasoning. Did I want to be cool with the student (stage 3) or did I want to obey the policy of the classroom/school (stage 4)?
I also observed a classroom of completely out of control teenagers. They were walking along the top of desks and throwing pencils into the ceiling. They were encouraging others to join in. Once again faced with a moral dilemma. Not one student that was asked to participate refused. Level 2, stage 3 of moral reasoning.  They all wanted to fit in, and have the approval and acceptance of their peers.  The teacher was not present when this was taking place, but if she were she could have taught them about some of the acceptable behaviors of society.  Say if they were at a city meeting, would that same behavior be acceptable?  She would be basically teaching them of Level 2, Stage 4 of moral reasoning where they would be respecting authority and preserving social order.  

Piaget TIPR

What evidence do you see of specific teacher behaviors that are geared toward Piaget's theories about cognitive development? Cite specific examples and make clear connection to Piaget's work. Be thorough in your coverage of the theory, addressing multiple concepts (e.g., stage(s) of development, process of adaptation/equilibration) to demonstrate your understanding. Be sure to include a reference in your response.

John Piaget developed a four-stage model of cognitive development on how the mind processes new information. Is is known a Piaget's Theory. Piaget suggests that the information in our brain is sorted into categories called schema. He also suggests that when learning new information our brain must assimilate the new information (put new information in an existing schema) or accommodate the new information (create new schema for the new information). In other words, the brain must adapt to new information. As secondary educators, the stage our students will be in is the formal operations stage of cognitive development. According to this article: http://www.simplypsychology.org/formal-operational.html the formal operations stage of cognitive development starts around age 12 and goes into adulthood. It is when students are learning to think abstractly and to manipulate ideas in their brain.
In a 9th grade math class ( a subject that causes a lot of cognitive dissonance) the teacher was teaching about shapes and their symmetry, reflections, rotations, and how to translate the shapes. The teacher knew that this was going to cause a lot of disequilibrium (a state of imbalance when new information requires us to develop new schema or to modify existing schema). To help the students assimilate or accommodate the new information of shapes, the teacher made cutouts out of clothing material into the shapes they were learning about for every student. The students were able to hold each shape and fold it, rotate it, reflect it, and translate it right with their own hands instead of only imagining it.  I could see the students right there start to assimilate and accommodate the new information and adjusting their schema, thus bringing their brains back into a state of equilibrium.

Motivation TIPR

Describe how the teacher and/or school motivate students. Give specific examples of both extrinsic and intrinsic motivators. Include vocabulary from specific motivational theories (e.g., Self-determination Theory, Maslow’s Hierarchy of Needs, etc.) and be sure to include a reference in your response. 

According to the article https://www.verywell.com/what-is-motivation-2795378, motivation is defined by the process that initiates, guides, and maintains goal-oriented behaviors.  Basically, it is what causes us to act.  
How to motivate someone who is unmotivated is a huge question I have as I am about to embark on the challenge of teaching teenagers.  I asked my teenage son, who is 16, what motivates him.  He has always been a very good student and self motivated.  When I asked him, his response was "getting good grades, and pleasing the teacher".  In my home, I have not dealt with lack of motivation in my kids.  I guess, I have been lucky.  Teaching is going to be a real test in how to motivate your students.  I have learned so much from the section on motivation, and the theories of motivation. One of the motivation theories that I especially liked learning about was the self-determination theory.  I really like the idea of a students desires and natural tendencies to be their motivation.  
At the middle school that I have been doing my observation at, every term if the student gets on the high honor roll, they get to miss a half day of school to attend a fun activity.  They are excused from the classes, and they leave the school for a fun activity.  Some of the activities they have done are go to the movies, they have gone bowling, and they have gone to Classic Fun Skating.  This is a great example of extrinsic motivation.  I know that my son and his friends worked as hard as they could to get on the high honor roll so they could all go on this activity together.  
Intrinsic motivation is having the motivation to do something because you enjoy it.  I assume the majority of students are not motivated intrinsically.  I really like this you tube video and motivating your teenager.
https://www.youtube.com/watch?v=WNUy2s9M3ck   It talks about letting your child do those activities that your child enjoys, to learn some of the rewards and lessons learned and in time that intrinsic motivation will move into other areas of their lives.  
 The following link is to a list of motivation theories that I want to keep for future reference.  http://changingminds.org/explanations/theories/a_motivation.htm.  
I think by having a classroom that provides the basic needs of a student as shown in Maslow's Hierarchy of Needs, a student will have the desire to learn and the motivation to continue on.  

Growth Mindset TIPR

Describe how the teacher develops and promotes true growth mindset in his/her instruction, assessment, and/or procedures. What more could/should the teacher do in this regard? Provide specific examples and be sure to include a reference in your response. 

A mindset is a self perception that people hold about themselves.  Believing that you are 'intelligent ' or 'unintelligent' is an example of a mindset. Being aware of your mindset, especially as a student, can have a huge effect on their learning achievement.
According to Brendon Burchard on this youtube clip  https://www.youtube.com/watch?v=9DVdclX6NzY  , the number one thing you need to develop a growth mindset is "believe in your ability to figure things out" and that enables you for lifelong improvement and growth.  He also says that there are going to be the times that you are discouraged, that you fail, that things suck, and it is especially important that during these times you "honor the struggle".  It is part of the learning process, and will help you and others later in life.
As a teacher, I want to develop a strong classroom community, where students are challenged and accepted.  I really liked learning about the 'Effort Effect'.  I want to encourage my students to work hard, and through hard work they can improve their intelligence and continue to grow their mindset.
Some of the strategies I want to incorporate in my classroom to help develop a growth mindset are 1) being aware of the students strengths and areas of challenge/growth, 2)  analyze tasks, set goals, and make plans to accomplish those goals, and 3)  help them succeed, monitor progress and then make adjustments.
While observing in the classroom, one of the things that I noticed was that the teacher made sure that not knowing or being confused or failing at a question or assignment was okay.  The teacher made sure that they knew it was part of the process.  And just because you don't understand it right then, it doesn't mean that you will never understand it.  They were given opportunities to be retaught and try their assignment again.  They felt much more confident themselves.
After learning about developing a growth mindset,  I can see how important it is do teach this to our students. What a difference it could make in their whole life if they could learn this while they are young.  

Metacognition or Assessment TIPR Blog

Question:  Metacognition. How is your cooperating teacher helping students develop metacognition and become more self-regulated learners?  Include information about the type(s) of metacognitive knowledge being developed and address the metacognitive skills and/or the cycle of self-regulated learning. Be sure to include a reference in your response.


 Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. Activities such as planning how to approach a given learning task, monitoring comprehension, and evaluating progress toward the completion of a task are metacognitive in nature.  In other words, metacognition is "thinking about thinking" or understanding one's own thought processes.
I thought this article on "learning about learning" gave some really good tips on teaching metacognition in the classroom https://www.youtube.com/watch?v=E8klKdhNop8.  The video answers a question that his students started to come to him and ask.  The question asked by students is "how do I learn?", or " how do I learn correctly?", or "how do I learn differently?"  and the link provides tips that might help.
I have noticed metacognition techniques used in the math class I am observing.  At the beginning of class the teacher handed out a worksheet on the terms they will need to know for the geometry section they will be doing for the next couple of weeks.  The vocabulary list was a list of 50 geometry terms that they had to look up and write down the definition for on their worksheet.  Now, to have to write down 50 definitions in one night, or even two nights is a lot of work.  She told them if they did 9 definitions a night, it would be way more doable, and they would have it complete by the day it was due.  She continued on with her lesson, and left them the last 20 minutes to work on the homework from the book.  She noticed that some of the students got done really quickly and just put everything away and were doing nothing.  She let them know if they started on their vocabulary list it would mean less work that night, or could even possibly just split it up into less definitions to write per night. She was teaching them to self-regulate.  It is very neat for me to think that I can teach my students other things to help them in their future aside from math.