EDU 383

Group 2: Group Project

Metropolitan State University
7/29/14

Group Members:
Devyn
Katie
Phil





What is a Theory, and Why Are Theories Useful?
A theory is an explanation of how facts fit together. Theories provide framework that show how facts are organized and related, and these
frameworks can serve several useful functions (Thomas, 2000). Theories summarize facts as currently known. By understanding contemporary
theories you can see what researchers currently know about child development.

Theories also allow predictions of future behavior and events. Theories tell us how facts tend to be related in most situations; so if we know some of
the facts in a particular case, then we can predict the related facts. For example, an accurate theory of discipline should tell us how children tend to
respond to harsh punishment versus nurturing forms of punishment. We can predict what the childs response may be.
By allowing predictions, theories provide guidance to parents, teachers, counselors, therapists, social workers, and others who work with children.
Theories also stimulate new research and discoveries. Theories influence how we look at children and their development, and they even influence the
kinds of questions researchers ask about development.



Cognitive development: component of development related to change in how children think, remember, and communicate.
Cognitive Theories focus on how children learn and think.
Cognitive Development (Jean Piaget)
Children actively construct their own understnding
Children develop mental schemas to represent their understanding
Children assimulate and accommodate their schemas
Four major stages of cognitive development

Social cultural ( Lev Vygotsky)
Emphasized roles of cultural and social interaction in cognitive development
Children adopt to phychological tools created and encouraged by their cultures
Social speech is internalized as private speech; eventually becomes inner speech


Information Processing
Detailed analysis of process used in thinking
Emphasis on role of basic processing efficency and prior knowledge base

Behaviorism is a set of changes in human behavior created as a response to events in the environment.

Classical Conditioning (Ivan Pavlov, John Watson)
Behavior controlled by stimulis
Explains the development of many fears
Operative conditioning ( B.F. Skinner)
Behavior influenced by the consequences of action
Reinforcement increased behavior influenced by consequences of action
Children adjust behavior to gain reinforcement and avoid punishment















Learning Theories
Cognitive:
Learning is a
consequence of active
thinking
Changes in behavior are
representation of what is
happening in the brain
Computer metaphor: The
mind is like a computer,
information comes in, is
being processed, and
leads to certain
outcomes.
People learn that doing
something earns a
reward




Behaviorism:
Learner is passive
Learner responds to
stimulus in the
environment
Behavior is shaped
through positive and
negative reinforcement
People learn to something
specific


-Focus on
environment

-Defines how
students learn

A teacher who believes in behaviorism would use positive and negative reinforcements to modify behavior. They could use rewards such as
treats, stickers, and food to promote good behavior. As these behaviors are repeated over and over, they become habits. Behaviors can be learned,
unlearned and modified as positive and negative reinforcements and punishments are used.
Teachers who believe in cognitivism would take into account that each student learns differently. Their classroom environment would allow
students of various ability levels and learning styles to focus; it would be conducive of learning. These teachers would focus on the learning process
itself and also individualize assessments depending on student ability.
















What is a Graphic?
Visual Art
Drawing
Painting
Lettering
Engraving
Symbolic
Pictorial
Chart
Data
Diagrammatic
Illustrative




PHASE 1: Question2

What is a graphic organizer? Graphic organizers are visual representations of knowledge, terms, and information. They can also show the
relationship between facts, processes and content.


PHASE 1: Question 3
How can we use graphics and graphic organizers to enhance our study of how students learn?

There are several ways to use graphic organizers. Graphic organizers serve as a mind map where one can draw ideas from a central
topic of any kind and build on the topic by categorizing certain subtopics that will allow for more critical, diverse thinking and creativity.
Many graphic organizers that are well assembled will mimic mind maps by having a central bubble that will be routed by branched out sub
bubbles that speak to the central topic.
This type of organization can enhance our study of how students learn because in many ways the graphic organizer resembles the
functions of the brain and how it separates certain information to process and retain. The graphic organizer can best serve its purpose by
recognizing how students will approach certain subject matter.
Subject matter that is relatively moderate or complex will have different subtopics. For instance, really dense material will have basic
fundamental things webbing out from the main bubble. Math as a main topic will have an addition and subtraction bubble, and U.S. history
will have a World War 1 bubble darting out. These are only examples but the main objective for studying students would be having a graphic
organizer that would help spawn ideas that related to the main content areas like text and artwork or visual presentation. Below are several
examples of how graphic organizers can be designed.



References


Bouchard, T.J.,& McGue, M. ( 1981). Familial studies of intelligence.

Thomas. R.M. (2000). Comparing Theries of Child Development. Belmont, CA:Wadsworth Publishing Company.

Images
4, bp. Blog spot.com ( apple pic)
Behaviorial Equation ( ahrcy.org)
Cognitive( CPP) Wehcs.com
Wikimedia.org ( Learning Theory)
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizers#.U9Lj4_ldXZc
http://www.learning-theories.com/cognitivism.html
http://www.slideshare.net/tarungehlot1/behavioral-vs-cognitive-views-of-learning
http://www.learning-theories.com/behaviorism.html
http://teachinglearningresources.pbworks.com/w/page/19919540/Behaviorism
http://teachinglearningresources.pbworks.com/w/page/31012664/Cognitivism