Conversation theory is developed from Cybernetician, Gordon Pask.
Cybernetics can be defined as the theoretical study of control processes in electronics, mechanical, and biological systems. It comes from the Greek word meaning steersman. Some define it as the
science of communication and control in the animal and the machine or the communication
within an observer and between the observer and his environment. Conversation theory as
developed by Pask originated from this cybernetics framework and attempts to explain learning in both living organisms and machines. The fundamental idea of the theory was that learning occurs
through conversations about a subject matter which serves to make knowledge explicit.
In order to facilitate learning, Pask argued that subject matter should be represented in the
form of structures which show what is to be learned. These structures exist in a variety of
different levels depending upon the extent of the relationships displayed. The critical method of
learning according to Conversation Theory is "touchback" in which one person teaches another
what they have learned.
Gordon Pask-overview from web.cortland.edu.
Pask separated learners into two categories-- Serialists who learn sequentially, and Holists who search for higher order relationships.
An example of a conversational model:
The derivation of a concept from at least two concurrently existing topics or concepts comes first. Ultimately, any two concepts can produce the third, shown as the cyclic form of three concepts. Both T1 and T2 are required to produce T#.
Reference: Wikipedia
In the Classroom
After scaffolding occurs by the teacher in the classroom, students should acquire such skill that they are experts in the topic. To prove their expertise, they should be able to teach another student the concept, thus showing mastery.
Family Tree
Conversation theory is derived from Cybernetics, Reform, and Radical Construction theories. It relates to Construction theory which emphasizes two types of constructionism--cognitive and social. Conversation theory partially grows out of the theory that, "...meanings and understandings grow out of social encounters."
Component Display Theory (CDT) addresses learning through two concepts, content
and performance.
CDT for Content are:
Facts - factual information.
Concepts - symbols, events, and objects.
Procedures - a set order or sequence in order to solve a problem or accomplish a goal.
Principles - cause-and-effect.
CDT for Performance are:
Remembering - uses memory for items.
Using - applying.
Finding - new concept.
The theory also identifies four primary presentation forms:
Rules
Examples
Recall
Practice
And some secondary presentation forms:
Prerequisites
Objectives
Helps
Mnemonics
Feedback
"The theory is primarily designed for use by groups of learners. Several components are provided so that a wide variety of learners may participate, however each learner only needs the components which specifically work for her to achieve the goals of instruction."(Merrill)
This next video is an example of a Mnemonic song that I would use in my classroom for memorizing line names on the treble clef .
Reference
Merrill's Component Display Theory. (n.d.) Retrieved June 13,2016, from
Discovery
Learning is an inquiry-based instructional model developed by J.S. Bruner.
According
to Bruner, discovery learning is “an
approach to learning that allows the child not only to learn the material that
is presented in a school setting, but to learn it in such a way that he can use
the information in problem solving” (J. S. Bruner, 1971, p. 70).
What learning theory is it related
to?
Discovery Learning is a constructivist
based approach to learning that encourages students to take an active role in
their education.
“This popular theory encourages learners to build on past
experiences and knowledge, use their intuition, imagination and creativity, and
search for new information to discover facts, correlations and new truths” (Pappas,
2014).
What Does Discovery Learning
Look Like?
Discovery Learning in the classroom should include five main
components:
1. Inquire: Students
are given a task, experiment, or problem, and asked to develop a solution based
upon not only new information; but also what they already know.
2.
Apply: Students (independently or in a group) are allowed to develop answers to
the assigned task at their own pace.
3.
Create: Students are guided to develop new ideas based on what they are
learning and what they already know.
4.
Participate: Students must actively participate in the learning process and not
simply memorize information.
5.
Reflect: Students review what was learned and/or what went wrong.
Mayer, R. (2004). "Should
there be a three-strikes rule against pure discovery learning? The case for
guided methods of instruction". American Psychologist 59 (1): 14–19. doi:10.1037/0003-066X.59.1.14. PMID14736316.
Pappas, Christopher (2014,
October 8). Instructional Design Models and
Theories: The Discovery Learning Model. Retrieved from https://elearningindustry.com/discovery-learning-model
Action Learning also called active learning is student-centered through participation, experiments, and reflections. Active learning encourages the students to participate and act, while the teacher takes on more of a facilitator role. The role of the teacher is to assist students to construct their knowledge about a subject through higher-order thinking tasks such as analysis, synthesis, and evaluation.
Active learning stems from the constructivist theory. This theory focuses on the role of the learner in making meaning and constructing understanding. (Harasim, pg. 68)
Action learning comes from the work of Professor Reginald Revans out of The University of Cambridge.
Action Learning is L = P + Q + R
L = Learning
P = Programmed knowledge
Q = Questioning insight - using both open and closed questions
According to Confucius, I hear and I forget ; I see and I remember ; I do and I understand.
Learning is happening through a student-centered approach. Reflection plays a large role in active learning. "Reflection is a meaning-making process that moves a learner from one experience into the next for deeper understanding of its relationships with and connections to other experiences and ideas." (Rogers, pg. 845)
Action learning is solving real world problems in a collaborative approach. Through deeper questioning students are able to reflect on the learning. Through reflection students are able to discuss what they are doing and therefore understand how their understanding is changing. (Harasim, pg. 69)
Examples of Active Learning
There are many ways in which a teacher can promote active learning in the classroom. Here are just a few examples:
1. Teacher asks students questions during reading a text. Students respond with a clicker to answer the questions. Students are actively learning because they have to participate with their response to the questions being asked from the teacher. (Hattie, pg. 84)
2. Student-led conferences - students are actively sharing their learning at a parent conference that is actually student-led. These conferences are student-centered because the student is running the conference. Student-led conferences can be done as early as kindergarten through high school.
3. Call Backs - As the teacher is teaching he/she asks the students to repeat certain words or phrases as the lesson is occurring to ensure students are tracking the learning.
4. Teachers need to pause during a lesson to have students think-pair-share, draw a picture of the learning, and/or summarize the lesson.
5. Appointments - Students make appointments with each other to discuss a particular topic, text, or question.
Examples of Action Learning
School leaders deal with problems at their site on a daily basis. Some problems may require teams to help create solutions. One example is if a school is wanting to develop a stronger bond between parents and the school community, an Action Learning team could be developed.
The steps for an Action Learning process are the following:
1. Clarify the objective of the Action Learning group.
2. A principal or coach would set up the teams to analyze the problem.
3. Analyze the issue and identify actions for resolving them.
4. The problem is presented to the group.
5. Reframe the problem by having a series of questions asked by the group.
6. Determine the goals.
7. Develop action strategies.
8. Take action - the group works as a whole and as individual members to collect information.
9. Repeat the cycle of learning and action until the problem is resolved.
10. Capturing the learning.
(Radka, A. n.d.)
Quantum Learning - offers courses in how to get students actively engaged in the learning process by collaboratively teaching you current initiatives and creating a highly engaged learning environment using higher-order thinking and retention skills. http://www.quantumlearning.com/
References
Given, B. & DePorter, B. (2015). Excellence in teaching and learning: The quantum learning system. Oceanside: Learning Forum Publications.
Harasim, L. (2012). Learning theory
and online technologies. New York:
Routledge.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York:
Routledge.
Pappas, C. (2014, December 18). The quintessential of the action learning model. [website].
Retrieved from: https://elearningindustry.com/action-learning-model
Radka, A. (n.d.) Action learning revans [website]. Retrieved from http://www.12manage.com
/methods_revans_action_learning.html
Rodgers, C. (2002). Defining reflection: Another look at John Dewey and reflective thinking. Teachers College Record, 4 (4), 845.
Shanahan, T. (2016, June 11). Shanahan on literacy: Think-pair-share in reading instruction: Is it
effective? [blog]. Retrieved from http://www.shanahanonliteracy.com/
The Cognitive Dissonance Theory was
proposed in 1957 by Leon Festinger. The Cognitive Dissonance Theory refers
to a situation involving conflicting attitudes, beliefs or behaviors. This
produces a feeling of discomfort leading to an alteration in one of the
attitudes, beliefs or behaviors to reduce the discomfort and restore balance. According
to Festinger, we hold many cognitions about the world and ourselves; when they
clash, a discrepancy is evoked, resulting in a state of tension known as
cognitive dissonance. As the experience of dissonance is unpleasant, we are
motivated to reduce or eliminate it, and achieve consonance (i.e. agreement) (para
5).
Application: The Cognitive Dissonance Theory may
be applied to any situation that involves attitude formation and change.
For example, a
student is asked to read the color words that are located in the inner shape (behavior).
The student knows that in the first picture the word reads red yet student
would say yellow (cognition). This is supported by the Cognitive Dissonance
Theory.
Related Websites:
Cognitive
Dissonance-Bonnett
Video clip gives a great example of The Cognitive Dissonance
Theory and a brief summary of the experiment that Festinger and Carlsmith did.
