Theoretical Framework
"The secret in education lies in respecting the student."
Ralph Waldo Emerson
The above quote is my philosophy of teaching and learning in a nutshell. I truly believe that the secret to teaching is respecting who the students are and their needs. This respect for the learner is seen in my philosophical framework.
As a special education teacher working primarily with students with Autism Spectrum Disorders, behaviorism is used in many ways to facilitate learning. Many students on the spectrum learn best by utilizing techniques found in behaviorism. This is seen in the use of repetitive work, social stories and software to teach the basics of language arts and mathematics.
I also employ the behaviorism in my classroom management. I have seen how effective rewards can be for appropriate behavior. I think praising positive behavior is more effective in changing student behavior than punishing misbehavior. What is often seen as misbehavior in students on the spectrum is often their way of communicating with us using very awkward social communication skills. ASD students, like all students need to be reminded and praised for making good decisions and this is a skill that they will utilize the rest of their lives.
Assessment of student learning in this model is cut and dry. Is the work being done correctly? Yes or no. I generally use this type of assessment with folder work and fact-based learning.
Cognitivism makes sense to me on a very elemental level. This is how I like to learn and teach. I believe that students learn much more when the work and learning is meaningful and interesting. In an ASD classroom, I use this approach when doing group learning. Generally, I teach science and social studies in this manner. As the students get older, this method is used with working in the community. Teaching self-help skills, while individually taught, also fall into this style of teaching and learning. One of the issues that students with ASD tend to have is generalizing their learning. Using cognitizism is a natural way to help student learn to generalize. Inherently, the learning goes from simple to more complex, thus allowing for scaffolding the learning process as needed.
From a classroom management perspective, there are far less behavioral problems when students are interested and engaged in learning. Cognitivism, by its definition is to make work and learning meaningful and thus students are too busy in the process of learning to be disruptive and behavior problems in the classroom.
I love the constructivism concept that learning is the search for meaning. I truly believe that the interdisciplinary approach to learning is inherent. Students learn better when they utilize different aspects and types of learning. As a teacher of those with autism, my students, as all students do, have different mental models. It is my responsibility as a teacher to find a way to help my students learn and process information. For many of my students, the hands-on experiences are invaluable because it taps into different areas of the brain. I like that this process encourages learners to analyze and think about problems and solutions. I’m intrigued by the process of having students judge their own learning. I have found that I love to ask students “why” for a couple of different reasons. The first reason is that I want students to become more metacognitive and the external questioning helps start the process. The second reason is that I’m fascinated with their thinking and reasoning processes. I do wonder if this type of assessment may be difficult for students with ASD.
My classroom, as a long-term sub in an elementary ASD categorical room, was a reflection of my philosophy. There were different areas that allow for different types and styles of learning. Each student had an individual work space that contains either a desk or a table and storage areas. There was a group learning area that includes both tables and chairs and access to the smart board. The quiet reading area was for the necessary down times. The room had two computers and two iPads that were used for learning. There were play and sensory areas as well as teacher spaces. The walls had the PBS charts, learning aids/posters and student art work.
Assessing learning is a daily practice. Assessments are made informally on an ongoing basis. Because so many ASD students utilize folder-based learning, folders need to be check for learning progress before they are reutilized. I really like discussing with my students. This way I can get immediate feedback on how they are learning and progressing. Portfolios are another wonderful way to see long term growth and progression
Unit Plan for Walter's Flying Bus
Ralph Waldo Emerson
The above quote is my philosophy of teaching and learning in a nutshell. I truly believe that the secret to teaching is respecting who the students are and their needs. This respect for the learner is seen in my philosophical framework.
As a special education teacher working primarily with students with Autism Spectrum Disorders, behaviorism is used in many ways to facilitate learning. Many students on the spectrum learn best by utilizing techniques found in behaviorism. This is seen in the use of repetitive work, social stories and software to teach the basics of language arts and mathematics.
I also employ the behaviorism in my classroom management. I have seen how effective rewards can be for appropriate behavior. I think praising positive behavior is more effective in changing student behavior than punishing misbehavior. What is often seen as misbehavior in students on the spectrum is often their way of communicating with us using very awkward social communication skills. ASD students, like all students need to be reminded and praised for making good decisions and this is a skill that they will utilize the rest of their lives.
Assessment of student learning in this model is cut and dry. Is the work being done correctly? Yes or no. I generally use this type of assessment with folder work and fact-based learning.
Cognitivism makes sense to me on a very elemental level. This is how I like to learn and teach. I believe that students learn much more when the work and learning is meaningful and interesting. In an ASD classroom, I use this approach when doing group learning. Generally, I teach science and social studies in this manner. As the students get older, this method is used with working in the community. Teaching self-help skills, while individually taught, also fall into this style of teaching and learning. One of the issues that students with ASD tend to have is generalizing their learning. Using cognitizism is a natural way to help student learn to generalize. Inherently, the learning goes from simple to more complex, thus allowing for scaffolding the learning process as needed.
From a classroom management perspective, there are far less behavioral problems when students are interested and engaged in learning. Cognitivism, by its definition is to make work and learning meaningful and thus students are too busy in the process of learning to be disruptive and behavior problems in the classroom.
I love the constructivism concept that learning is the search for meaning. I truly believe that the interdisciplinary approach to learning is inherent. Students learn better when they utilize different aspects and types of learning. As a teacher of those with autism, my students, as all students do, have different mental models. It is my responsibility as a teacher to find a way to help my students learn and process information. For many of my students, the hands-on experiences are invaluable because it taps into different areas of the brain. I like that this process encourages learners to analyze and think about problems and solutions. I’m intrigued by the process of having students judge their own learning. I have found that I love to ask students “why” for a couple of different reasons. The first reason is that I want students to become more metacognitive and the external questioning helps start the process. The second reason is that I’m fascinated with their thinking and reasoning processes. I do wonder if this type of assessment may be difficult for students with ASD.
My classroom, as a long-term sub in an elementary ASD categorical room, was a reflection of my philosophy. There were different areas that allow for different types and styles of learning. Each student had an individual work space that contains either a desk or a table and storage areas. There was a group learning area that includes both tables and chairs and access to the smart board. The quiet reading area was for the necessary down times. The room had two computers and two iPads that were used for learning. There were play and sensory areas as well as teacher spaces. The walls had the PBS charts, learning aids/posters and student art work.
Assessing learning is a daily practice. Assessments are made informally on an ongoing basis. Because so many ASD students utilize folder-based learning, folders need to be check for learning progress before they are reutilized. I really like discussing with my students. This way I can get immediate feedback on how they are learning and progressing. Portfolios are another wonderful way to see long term growth and progression
Unit Plan for Walter's Flying Bus