Theory Key Concepts of Theory Lesson Teaching

Bandura Observational Learning 1. The students enter the classroom. The key to any observational learning lesson
-Attention 2. The students sit in their chairs. is to capture student attention from the outset
-Retention 3. I praise the students for being ready to learn. by creating/implementing PowerPoints slides
-Reproduction 4. I rehash my expectations (created together at the start of the year). that capture their eyes / provoke their minds,
-Motivation PowerPoint Slideshow Starts in addition to ensuring that groups of friends
Role Modelling 5. I outlined the learning intention for the lesson. are seated elsewhere, so they maintain focus.
6. The students learn the grapheme [eu] can make the phoneme /yoo/.
7. The students are confused as they thought it made the phoneme /ew/. -------------------------------------------------------
8. The students sky-write the grapheme [eu].
9. I show the students examples of words with the grapheme [eu]. My created/implemented PowerPoints slides
10. The students say sixteen words that contain the grapheme [eu]. are endorsed by the Department of Education,
11. A student is given a verbal warning for disrupting the class. thus I will continue to use them in my lessons,
12. I praise the other students for saying sixteen words. in addition to ensuring that groups of friends
13. The students write sixteen words that contain the grapheme [eu]. are seated elsewhere, so they maintain focus.
14. A student is given a written warning for disrupting the class.
15. I praise the other students for writing sixteen words.
16. I outlined the success criteria for the lesson.
PowerPoint Slideshow Ends
17. The students work together undertaking the Dot/Dash/Dive activity.
18. The students work alone undertaking the writing sentences activity.
However, they can use their laptops to find the meanings of words).
19. The students learn the results of the Dot/Dash/Dive activity.
20. The students put their open workbooks on my desk.
21. The students clean the classroom.
22. The students exit the classroom.
Behaviourism ABC 1. The students enter the classroom. The key to any behaviourism learning lesson
-Antecedents 2. The students sit in their chairs. is to firstly establish the rules and the routines
-Behaviors 3. I praise the students for being ready to learn. that are to be shown for each and every lesson,
-Consequences 4. I rehash my expectations (created together at the start of the year). as well as the consequences for misbehaving,
Positive Reinforcement PowerPoint Slideshow Starts in addition to using any positive reinforcement
Negative Reinforcement 5. I outlined the learning intention for the lesson. or likewise using any negative reinforcement
6. The students learn the grapheme [eu] can make the phoneme /yoo/. to greater the chance of student compliance.
7. The students are confused as they thought it made the phoneme /ew/.
8. The students sky-write the grapheme [eu]. -------------------------------------------------------
9. I show the students examples of words with the grapheme [eu].
10. The students say sixteen words that contain the grapheme [eu]. My classroom shows the rules and the routines
11. A student is given a verbal warning for disrupting the class. on the whiteboard/smartboard and on posters
12. I praise the other students for saying sixteen words. to increase the chance of student compliance.
13. The students write sixteen words that contain the grapheme [eu]. However, I tried using negative reinforcement
14. A student is given a written warning for disrupting the class. but it had the opposite affect of what I wanted,
15. I praise the other students for writing sixteen words. thus I cannot be using negative reinforcement.
16. I outlined the success criteria for the lesson.
PowerPoint Slideshow Ends
17. The students work together undertaking the Dot/Dash/Dive activity.
18. The students work alone undertaking the writing sentences activity.
However, they can use their laptops to find the meanings of words).
19. The students learn the results of the Dot/Dash/Dive activity.
20. The students put their open workbooks on my desk.
21. The students clean the classroom.
22. The students exit the classroom.
Piaget Constructivist Learning 23. The students enter the classroom. The key to any constructivist learning lesson
- Schemas 1. The students sit in their chairs. is to constantly challenge student knowledge,
- Assimilation 2. I praise the students for being ready to learn. as this causes them to enter a disequilibrium,
- Accommodation 3. I rehash my expectations (created together at the start of the year). thus searching for new information (schemas),
- Adaptation PowerPoint Slideshow Starts which causes them to reenter a disequilibrium
- Equilibrium 4. I outlined the learning intention for the lesson. to assimilate/adapt/accommodate (schemas),
- Disequilibrium 5. The students learn the grapheme [eu] can make the phoneme /yoo/. which will improve their cognitive growth.
6. The students are confused as they thought it made the phoneme /ew/.
7. The students sky-write the grapheme [eu]. -------------------------------------------------------
8. I show the students examples of words with the grapheme [eu].
9. The students say sixteen words that contain the grapheme [eu]. My lessons can challenge student knowledge.
10. A student is given a verbal warning for disrupting the class. However, I think more time needs to be used
11. I praise the other students for saying sixteen words. by students to search for info for themselves.
12. The students write sixteen words that contain the grapheme [eu].
13. A student is given a written warning for disrupting the class.
14. I praise the other students for writing sixteen words.
15. I outlined the success criteria for the lesson.
PowerPoint Slideshow Ends
16. The students work together undertaking the Dot/Dash/Dive activity.
17. The students work alone undertaking the writing sentences activity.
However, they can use their laptops to find the meanings of words).
18. The students learn the results of the Dot/Dash/Dive activity.
19. The students put their open workbooks on my desk.
20. The students clean the classroom.
21. The students exit the classroom.
Vygotsky ZPD 1. The students enter the classroom. The key to any zones of development lessons
Speech 2. The students sit in their chairs. is to firstly establish every single student ZPD,
Scaffolding 3. I praise the students for being ready to learn. as this allows for problems to be in their ZPD,
More Knowing Other 4. I rehash my expectations (created together at the start of the year). which slowly need to get harder in the lessons,
Cultural Tools PowerPoint Slideshow Starts in addition to ensuring the pairs or the groups
5. I outlined the learning intention for the lesson. contain smart students and learning students,
6. The students learn the grapheme [eu] can make the phoneme /yoo/. as smart students acts as more knowing others,
7. The students are confused as they thought it made the phoneme /ew/. in addition to ensuring that the cultural tools
8. The students sky-write the grapheme [eu]. are readily available (books, laptops and etc).
9. I show the students examples of words with the grapheme [eu].
10. The students say sixteen words that contain the grapheme [eu]. -------------------------------------------------------
11. A student is given a verbal warning for disrupting the class.
12. I praise the other students for saying sixteen words. My lessons could be a little bit better structed
13. The students write sixteen words that contain the grapheme [eu]. contain smart students and learning students,
14. A student is given a written warning for disrupting the class. so that smart students can show leadership.
15. I praise the other students for writing sixteen words. However, my class has various cultural tools
16. I outlined the success criteria for the lesson. that can be uses to improve cognitive growth.
PowerPoint Slideshow Ends
17. The students work together undertaking the Dot/Dash/Dive activity.
18. The students work alone undertaking the writing sentences activity.
However, they can use their laptops to find the meanings of words).
19. The students learn the results of the Dot/Dash/Dive activity.
20. The students put their open workbooks on my desk.
21. The students clean the classroom.
22. The students exit the classroom
Reflection:
As I look back and reflect back on that lesson it is quite easy to see that I used numerous teaching strategies endorsed by numerous teaching experts.
However, I think there are a couple of teaching strategies that I will need to implement in all of my lessons when I teach for them to be successful.
The biggest being observational learning, which is comprised of four areas, with these being: attention, retention, reproduction and motivation.
Firstly, students need to be paying attention to learn anything because if they are distracted it will be impossible for them to absorb anything.
Secondly, students will retain information on PowerPoint slides if those PowerPoint slides are clear and precise, as it makes them easier to recall.
Thirdly, students need multiple opportunities to recreate information from PowerPoint slides, as it allows that information to be slowly internalised.
Finally, it is said that observational learning is truly effective when students are motivated to want to recreate information from PowerPoint slides,
which can be done by offering them an incentive, like praising them for their hard work or like gifting them a small reward by taking them outside.
As students progresses through observational learning it improves their self-efficacy and when they do improve their self-efficacy it allows them
to attempt problems like the ones that they have encountered on the PowerPoint slides because they now have the knowledge, skills and strategies
that they acquired during observational learning that will allow them to solve these problems.