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Reading Reflection 1

1) I feel like you have an extraordinary grasp on the technical terms and concepts that are being presented in the reading. You have done a wonderful job of summarizing both chapters of the text.
Throughout the reading, we are being presented with information about multiple schools of thought regarding learning and theories of learning. For instance, you very clearly describe the interpretivist, objectivist, and pragmatist ways of thinking. Is there one that lines up more with your ways of thinking regarding the subject? Are there things about each of these ideas that you agree with or disagree with?
I would love to hear some of your thoughts and ideas about some of the subjects that are talked about in the chapter – in addition to the great recap of the chapters!

2) Driscoll – Chapter 1 
This chapter definitely presented learning as a change in performance and you were able to capture this in your reflection. The changes in students are what makes teaching a rewarding profession. It is amazing to start a year with a group of Kindergarten students who may or may not know their letters and by the end of the year they are reading. This change is evident and moments like these make teaching worth it! I am sure that you see these moments of learning in your own children. They are at the age when evidence of learning is captured each day. I would love to hear more about your experiences with the learning process. 
You provided a great summary of the chapter with many concise definitions of complex terms used throughout the text. I agree with John. I would like more of your thoughts on this information. As an educator, how does each epistemological tradition relate to your teaching style? Of the learning theorists presented, which one best reflects your view or vision? 
As you stated, “experience is an essential factor for learning.” I completely agree and I always say that I learn by doing. I can read and/or listen to new material, but a deeper understanding comes from experience. 
You end your reflection with the following quote, “The goal achieved by a learner can range from their strategies to their attitudes or from their knowledge to their will.” This quote is catchy and caught my interest. Was this from the text or a quote in which you are familiar? 
Overall, your reflection provided a great overview of the chapter and I look forward to reading your responses. 
Mayer – Chapter 1 
Instructional design is quite a process as we learned in CIMT 620. You provided a great overview of the design process and benefits of designing instruction to obtain goals and meet the needs of each student. It is recognized that teaching and learning are connected. 
You mention radical behaviorism within your reflection. What are your viewpoints? Do you believe that behavior can be explained and that when behavior is reinforced it will increase? How do feel about types of punishment? Do you agree that the thought process need not be included when explaining behavior and that the discriminative stimuli and contingent stimuli will explain the behavior? 
The more that I read your reflection, I am starting to think that this reflection relates more to Chapter 2 in Psychology of Learning for Instruction: Radical Behaviorism rather than Chapter 1 in Mayer. I apologize if this is incorrect, but as I refer back to the chapter, I am having difficulty finding this information in Learning and Instruction. 
Overall, you did a nice job summarizing instructional design and behaviorism. Again, I would like to hear more of your thoughts in future reflections. 
References 
Driscoll, M. P. (2005). Psychology of Learning for Instruction (3rd ed.). Boston, MA: Pearson. 
Mayer, R. E. (2008). Learning and Instruction (2nd ed.). Upper Saddle River, NJ: Pearson.

Reading Reflection 2

1)I will ask you the same question I posed to John: how do you FEEL about behaviorism? You do a great job clarifying Skinner’s perspective and the surrounding tenets, but it’s not clear through your post how you ENGAGED with the material we read. I usually find that when I think critically about a text and explore its advances and deficits I’m better able to comprehend and apply its concepts.
For example, have you ever applied some of the behaviorism practices in your own classroom or home? Have you found yourself using a reward system with your children? Where do you see these types of reinforcements occurring in education? How practical are they to attempt in a room full of 30 teenagers? I’d just like to see you interact with the text material more so that we have a better idea not only about the content of the Driscoll (2005) chapter, but more importantly, in its real-life application.
While I didn’t read the chapter on Learning to Read Fluently (Mayer, 2008), I did appreciate your summarize of the ideas. Since I did read this chapter, I do have many questions. To begin, when discussing the “sound units” required to comprehend words, did Mayer refer to individual letters or whole syllables, or entire words? Or perhaps it’s a phoneme. (I’m still a little confused by your definition of this sound unit as “common to three sounds words”.) I ask because I know a current trend is whole language. Having grown up in an era of phonics and cursive writing, I’m very disinclined to support whole language, where students read entire words and aren’t always able to “sound out” individual letters. Did this chapter discuss this strategy at all? If so, what empirical evidence was presented?
Also, did the chapter address the process of students who have seemed to automatized the reading process, yet as they are ready quite naturally and fluently replace an existing word with another, more familiar word? It has to do with the prediction rate. I heard about this during my undergrad at IU. I think maybe it was in Ross’s (2000) book Teaching Reading in Middle School. I still do this myself sometimes – as I’m reading I automatically predict the word that will appear – I don’t actually read what is there… which can drastically change the meaning of a sentence.
Lisa
References
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson.
Mayer, R. E. (2008). Learning and instruction (2nd ed.). Upper Saddle River, NJ: Pearson.
Ross, L. (2000). Teaching reading in middle school: A strategic approach to reaching reading that improves comprehension and thinking. New York, NY: Scholastic.

2) Critique of Driscoll Chapter Two 
After reading your paper I feel as if it was more of a summary of the reading instead of a reflection on it. What are your feelings on radical behaviorism? What types of reinforcers do you use with your kids? Do you agree with punishments or only positive reinforcement? For an example of behavior change I explained the steps I would take to improve safety management at a factory from the perspective of a human resources director. What is a way you could implement a plan for behavior change in your chosen career field? 
Critique of Mayer Chapter Two 
I also chose to read chapter two and found it very interesting. I agree with you when you state that a lot more cognitive processes go into reading efficiently than you would think. At our age, reading comes so naturally that it’s hard to think about and see how much time and effort it took to get us to this point. Have you noticed a learning technique that worked with your children better than others? I have two sisters and I always felt that we used different strategies to teach ourselves information. Do you feel that your children do that or do they learn similarly? I don’t have any children and after reading this chapter I am very interested in the topic. I was especially interested about the differences in learning between siblings. I’m sure you have experienced some of these strategies first hand with your children and I look forward to hearing your feedback. 
Megan 
Driscoll, M. P.(2005).Psychology of learning for instruction(3rd ed.).Boston, MA: Pearson. 
Mayer, R. E.(2008).Learning and instruction(2nd ed.).Upper Saddle River, NJ: Pearson.