Brady- Activity 2.1 (Chart)

THEORY	CHARACTERISTICS	CLASSROOM EXAMPLES
Developmental Psychology	1) Developmental Variations: ·       Each child has a different preset rate of cognitive growth. ·       Maturation Lags- the abilities lagging in their development. ·       Teaching should be at the “Goldilocks Level” or middle level in which students accomplish skill with help.	Teachers develop a better understanding of their students’ thinking. They align their teaching strategies with their students’ cognitive level (e.g. motivational set, modeling, and assignments). Their goal is to help the individual construct knowledge.
Definition: A learning theory stressing the natural maturation of cognitive skills in a sequential order.	2) Piaget’s Maturational Stages of       Development: ·       Sensorimotor (Birth- age 2) ·       Preoperational (Ages 2-7) ·       Concrete Operations (Ages 7-11) ·       Formal Operations (Age 11)	My Classroom Examples:  1) Math- Students studying fractions may not be able to recognize that one-third and three-ninths are equal. In order for students to develop this skill, I provide them with opportunities to recognize similarities and differences at both the physical and abstract level. Thus, I allow them to use math manipulative to understand the concrete theory and eventually the abstract theory.
	3) Stages of Learning: ·       Exposure ·       Grasping the knowledge ·       Independence ·       Application	2) Reading- I use modeling and independent assignments to improve reading skills, phonetics, and comprehension. I provide centers in which students play games and use their new skills taught.  I encourage students to notice similarities and differences in objects to improve reading retention.
Theorists involved: ·       Vygotsky ·       Jean Piaget	4) Implications for learning disabilities       and related mild disabilities: ·       Birth-date effect ·       Conducive educational environment ·       Determine readiness prior to teaching targeted skill	3) S.S./ Science- I begin by assessing background knowledge, proceed to direct instruction and reinforce concepts by experiments, peer projects, games, etc.

THEORY	CHARACTERISTICS	CLASSROOM EXAMPLES
Behavioral Psychology	1) Based on following concepts: ·       Human behavior shaped by behavioral principles. ·       Modifying behavior requires direct focus on behavior. ·       Teaching objective needs to be clarified. ·       Target behavior is observable and measurable. ·       Intervention effectiveness requires consistent measurement.	Teachers develop a better understanding of their students’ by analyzing behavior. They align their teaching strategies using supports such as rewards, praises, and avoidance of unwanted consequences. Their goal is to help the individual learn based on their observable behaviors.
Definition: A learning theory stressing how behavior is learned.	2) Behavioral Unit: ·       Three keys events called A,B, and C. ·       ABC Model = A (Antecedent Event), B (Target Behavior), C (Consequent Event). 3) Functional Behavioral Assessment (FBA)     & Positive Behavior Support (PBS): ·       FBA – evaluation of the child’s behavior. ·       PBA- intervention to change that behavior. ·       Using the FBA, a child’s antecedent behavior is observed to determine what the challenging behavior is fulfilling for the student. ·       After recognizing this challenging behavior, the teacher substitutes an activity or PBS to avoid disruptive or inappropriate behaviors.	My Classroom Examples:  1) Math- I teach students how to solve a word problem by breaking down each step of the word problem. I assess whether students understand the necessary vocabulary words (such as “in all” or “difference”) to ensure they properly set up and solve the problem accurately.
	4) Direction Instruction: ·       Structured teaching of academic skills. ·       Lessons based directly on sequenced skills, repetition and practice, and fully scripted lessons. ·       Set goals are stated. ·       Sufficient time is given. ·       Immediate feedback. ·       Explicit teaching- similar to direct instruction; however, teachers teach each individual skill. 5) Behavioral Analysis: ·       Teachers analyze a specific learning need of students to understand the subskills needed to be taught. ·       Thus, teaching the subskills helps teachers allow students to master the desired complex behavior.	2) Reading- I use positive reinforcements (I.E. praise, giving tangible awards) when students read aloud of silently. I set up additional time, learning experiences, practice, and review for students who struggle phonetically in reading.
Theorists involved: ·       B.F. Skinner (“Father”)	6) Implications for learning disabilities       and related mild disabilities: ·       Direct instruction & explicit teaching are crucial ·       Direct instruction can be coupled with other teaching approaches ·       Determine readiness prior to teaching targeted skill ·       FBA & PBS help students with behavioral challenges.	3) S.S./ Science- I begin by assessing background knowledge, then I proceed to direct instruction by teaching one subskill at a time. Once this subskill is learned, I move on to the next subskill within the unit.

THEORY	CHARACTERISTICS	CLASSROOM EXAMPLES
Cognitive Psychology	1) Cognitive Processing: ·       Mental activities a learner uses. ·       Psychological processing disorder- students with learning disabilities. ·       Teachers determine strengths/ difficulties using observations, work samples, or tests.	Teachers develop a better understanding of their students’ learning by looking at a child’s cognitive characteristics. Their goal is to help the individual construct knowledge according to their mental thinking.
Definition: A learning theory studying the human processes of learning, thinking, and knowing.	2) Information-Processing Model: ·       Traces the flow of information within a person’s mind/ memory systems. ·       Goes from initial reception of info through processing that information to an action. ·       There are inputs, processing functions, and outputs. ·       Input (take in info), memory system (stores  & locates info), and central processing system (organizes/ processes info). ·       Short term memory- temporary data storage ·       Working memory- more active system than short term and uses complex cognitive tasks. ·       Long-term memory- permanent memory storage.	My Classroom Examples:  1) Math- Students use various charts on our math board to help retain and access information. They use hundred charts to organize thinking. We draw on previous facts such as our “10 facts” to help us learn new facts. We use our clock facts to help us learn our 5x’s multiplication.
	3) Cognitive Learning Theories: ·       Contemporary view on how a person learns, thinks, and acquires knowledge. ·       Examples include: 1.      Apprenticeships- learner works with knowledgeable adult in real-life problem. 2.      Graphic organizers- visual representations of concepts and knowledge using text and pictures. 3.      Concept Maps- uses a cluster of ideas and words that go together. 4.      Mind Mapping- pictorial method to transfer info from student or group of students to large piece of paper, chart, etc. 4) Metacognition: ·       Awareness of one’s thinking about learning. ·       Metacognition strategies include: 1.      Classification 2.      Checking 3.      Evaluation 4.      Prediction	2) Reading- I use graphic organizers such as Venn diagram, webs, and sequencing charts to better help students understand and interpret what they are reading.
Theorists involved: ·       Ulric Neisser	5) Implications for learning disabilities       and related mild disabilities: ·       Use teaching strategies that help students learn to remember, understand, think about, and enjoy learning.	3) S.S./ Science- I act as a support filtering around the classroom as students work on experiments and group projects. I use activities students find enjoyable and want to learn more about. For example, students create a dinosaur diorama.