Learning_and_Assessment_Basics

Learning and Cognition Critique Marsha Jameson EDU 501: Learning Theories Dr. Oliver Boone February 17, 2013 Describe the modified behaviorist approach you created in your last paper to achieve the desired outcome. My learning outcome is to teach children to Salsa. In my previous critique, I described how I would approach this task from the perspective of a radical behaviorist and from the perspective of a proponent of cognitive information processing theory; from the perspective of a proponent of meaningful learning and schema theory; and from the perspective of a proponent of situated cognition theory as opposed to a radical behaviorist perspective. At the end of the critique, I created an approach that included tenets of cognitive theories mentioned earlier which I named the mixed cognition theory. In order to create the mixed cognition theory to achieve my desired learning outcome of teaching Salsa to children, I had to take into consideration the learning styles of each child in my class. My overall goal was and still is to have each child in my class master the basic steps of Salsa. In previous discussion, my belief was that goal could not be accomplished using the same instruction for all the students. As an instructor, I would have to observe each student at the first class to see how each one learned. For children who were more visual and auditory, I would have to teach them using the approach of cognition information processing theory. Children would be able to use visual and auditory cues to help them retrieve and recall steps that were taught. For children who were more kinesthetic, I would use the approach of meaningful learning and schema theory as well as situated cognition theory. The belief was that children would learn better through experience and doing the steps. For students who were more sociological learners, I would have to use the approach of situated cognition. According to Piaget’s and his successors, my mixed cognition approach would be inappropriate in teaching children Salsa. Critique this approach through the application of Piaget’s (and his successors) ideas. Piaget’s theory differs from other learning theories. As stated earlier, I created a modified approach that included tenets of cognitive information processing theory; and situated cognition theory. Those theories focus on all learners. However, Piaget’s theory focuses on children specifically. It focuses on children’s development and not on children’s learning of information and specific behaviors (McLeod, 2009). Piaget proposes that cognitive development is a progressive reorganization of mental processes, which is a result of biological maturation and environmental experience. In other words, children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in the environment. This occurs via schema (building blocks of knowledge) and assimilation and accommodation (McLeod, 2009). With this in mind, how would I teach Salsa to children' It would be done through assimilation and accommodation. Assimilation is when children use an existing schema (building blocks of knowledge) with a new object or situation (McLeod, 2009). In the previous critique, under the approach of meaningful learning and schema theory, I stated that children in my class showed interest in learning Salsa based on them watching the movie “Dance With Me”. Because they liked how the dance looked, they wanted to learn. With the use of assimilation, I would first have the children show the instructors and I what they know about the dance. I would then teach them the basic step and then take what the children know and incorporate it with the basic steps of Salsa that my instructors and I taught. For those students who have never seen the dance in any forum, I would place them in a separate group with other instructors, so they can be taught the basic steps. This would be considered accommodation. Accommodation comes into play when the existing schema does not work and needs to be changed to deal with a new situation (McLeod, 2009). Critique this approach through the lens of interactional theories of cognitive development. As a proponent of Vygotsky’s theory of cognitive development, I disagree with proponents of the newly created mixed cognition theory in teaching children Salsa. In the mixed cognition theory, proponents rely on the tenets of cognition information processing theory and meaningful learning and schema theory. The first problem with using the mixed cognition theory with tenets of cognition information processing theory and meaningful learning and schema theory is that the theories focus on all learners and not children specifically (McLeod, 2009). Vygotsky’s theory of cognitive development focuses on children only. Second, cognitive information processing theory (that is included in the mixed cognition theory) focuses on how individuals acquire; organize; and retain knowledge (The Cognitive Perspective, 2013). The meaningful learning and schema theory (that is included in the mixed cognition theory) focuses on how individuals must relate new knowledge to relevant concepts they already know, and the new knowledge must interact with the learner’s knowledge structure in order to make learning meaningful (Takata and Curran, 2003). Vygotsky’s belief is that social interaction plays a central role in how children learn and then develop. The learning occurs through the social interaction with the use of a skillful tutor. This type of interaction brings about co-operative and collaborative dialogue which promotes cognitive development (McLeod, 2007). Knowing that Vygotsky’s theory of cognitive development focuses on children specifically and that their learning occurs through social interaction with the use of a skillful tutor, how would I teach children Salsa' Since I am not considered a professional dancer and I am not a licensed/certified instructor, I would take the children to the studio where I attend and have a professional dancer/certified instructor to teach them. My role changes to more of a facilitator. The individual who led the children to the skillful tutor who will help them master the basic steps of Salsa through his guidance and encouragement. That type of community will assist in the children’s cognitive development. It would also create a sense of empowerment and help foster an environment for learning. Create a modified approach to achieving the desired learning outcome based on the two criticisms above. In using Piaget’s theory to teach children Salsa as oppose to using the newly created mixed cognition theory, I only mentioned why the tenets cognitive information processing theory and situated theory would be inappropriate. That is because I believe Piaget’s theory and meaningful learning and schema theory share something in common. Although meaningful learning and schema theory does not focus on children specifically like Piaget’s theory, it holds that learning (cognition) happens when children are able to relate new knowledge (concepts and propositions) to what they already know, which in turn makes learning meaningful (Curran and Takata, 2003). That is true with Piaget’s theory as well. He believed that children learn most efficiently when they are able to take new knowledge and integrate it into their previous knowledge and experiences, constructing a new knowledge base each day (Active, Engaged, Meaningful Learning, 2013). In talking about Vygotsky’s theory of cognitive development as opposed to the newly created mixed cognition theory, I did not mention why situated cognitive theory would not be inappropriate. That is because Vytosky’s theory of cognitive development and situated cognition theory share something in common. Although situated cognition theory doesn’t specifically focus on children, it emphasizes that learning occurs in socio-cultural settings and the activities of people within the setting and/or community (Situated Learning, 2013). That is true with Vygotsky’s theory of cognitive development. Vygotsky emphasizes that learning occurs within communities of practice (Reeve, 2012). Based on this information, how would I modify my approach in teaching Salsa to children' It would be no different than how I would teach if I used the approach of meaningful learning and schema theory and situated cognition theory. If I teach Salsa to children using the meaningful learning and schema theory, I would have the children show me what they know about the dance. Next, I will show them how to properly dance the basic step. After reviewing the basic step for most of the class, I will have them add on want they know about the dance. With this approach, children have some knowledge of the dance and will be given new information and instruction on the dance. If I teach Salsa using situated cognition theory, I would take the students to the dance studio where I dance and where there are plenty of people who are also interested in learning Salsa and others who already know how to Salsa. Then, the real knowledge of Salsa will be incorporated in the doing, social relations, and expertise. The children have an opportunity to contribute any knowledge they may have about the dance to the Salsa community for which they are now expose. This should create empowerment and foster an environment for learning. The only difference is that I will run the classes simultaneously and at the same venue. But, break the children into two groups. The children who are familiar with dance would be in a group with more experienced students and more experienced instructors. This will allow the children to socially interact; dance; share their knowledge about the dance and also learn new information about the dance from others in the Salsa community with a Salsa professional. This will allow the children an opportunity to master the basic steps of Salsa. In this group, the children assimilate. For those children who don’t have any prior knowledge of the dance, they will be placed in separate group with peers like them and with an instructor who will teach them the “very” basic step of Salsa. I am taken into consideration that they would not fit in the other group because they have never seen the dance performed. So, the existing schema doesn’t work for them, so children and I would have to accommodate to deal with that situation. However, they still are in a community of their peers where they can learn at the same pace on the same level. I will call this mixed cognitive development theory. Reference Active, Engaged, Meaningful Learning. (2013). Retrieved from http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea1lk1.htm Curran, J and Takata, S.R. (2003). Backup of meaningful learning model. Retrieved from http://www.csudh.edu/dearhabermas/advorgbk02.htm Driscoll, M.P. (2005). Psychology of learning for instruction (3rd ed.) Pearson: Boston McLeod, S. (2009). Jean piaget. Retrieved from http://www.simplypsychology.org/piaget.html. McLeod, S. (2007). Lev vygotsky. Retrieved from http://www.simplypsychology.org/vygotsky.html Reeve, C (2012). Social games and learning. Retrieved from http://playwithlearning.com/tag/vygotsky/ Situated Learning. (2013). Retrieved from http://www.personal.psu.edu/students/w/x/ wxh139/Situated.htm.