IZT2-Learning Theories-Task 2-Sarah Smith - IZT2-Task 2 IZT2 Learning Theories-Task Two Sarah Smith Western Governors University Introduction My

IZT2-Learning Theories-Task 2-Sarah Smith - IZT2-Task 2...

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IZT2-Task 2 IZT2: Learning Theories-Task Two Sarah Smith Western Governors University Introduction My instructional setting is a music and technology classroom at an elementary school
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IZT2-Task 2 located in a rural community of Colorado. My elementary school houses 373 students from Kindergarten through fifth grade. Due to the high percentage of low-income families that attend our school, we are a Title 1 funded school. The class in which my lesson will take place is in a 2nd grade music class. There are 23 students in this class, with 13 girls and 10 boys. 60% of the class is Hispanic, 34% white and 4% African American. One student is on an Individualized Education Plan (IEP) for academics, and 3 are on READ plans for their low reading scores. These students receive servicing through our ESS or Title 1 departments. Key Elements and Effects of Cognitivism The social cognitive theory was based on the premise that neither spon-taneous behavior nor reinforcement was necessary for learning to occur (Snowman, Jack, 2015). The idea behind cognitivism is that you organize knowledge in your brain and store information as long-term memory. As teachers, we want students to build upon the knowledge that they already have in order for them to truly understand a concept. One key element of cognitivism is teacher-modeling. A strength of this element is that you give the students the ability to see an expert fluently performing a task or skill. This has the possibility of students becoming too dependent on the modeling if it becomes overused and the students aren’t expected to work independently at times. A second key element of cognitivism is having the students work off of prior knowledge.
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