1. Classroom Management
1.1. Behaviorist
1.1.1. Audible cues to gain attention/signal transitions.
1.1.1.1. Positive reinforcement for timely attention/readiness
1.1.1.1.1. Incentive Theory
1.1.2. Essential Agreement for behaviors norms
1.1.2.1. Created mutually between students and teacher
1.1.2.1.1. Acknowledgement of examples of positive behaviors
1.2. Cognitivist
1.2.1. Provocations used to gain attention, stimulate interest.
1.2.1.1. Stimulation of Prior Knowledge to Engage
2. Lesson Plan Construction
2.1. Behaviorist
2.1.1. Allow time for guidance and feedback
2.1.2. Stimuli
2.1.2.1. Transition cues
2.1.2.2. Guiding questions
2.1.2.3. Group work norms
2.1.3. Positive Reinforcement
2.1.3.1. Additional Choice after successful completion of a task
2.2. Cognitivist
2.2.1. 3 Part lesson within Gagne's 9 instructional events.
2.2.1.1. 1. Gain Attention/Goal Setting/Recall of Prior Knowledge. 2. Acquisition and Performance- Guidance/Eliciting Performance/FEEDBACK 3. Transfer of Learning- Formative and Summative Assessment
2.2.1.1.1. Eliciting Performance- Sharing thoughts behind ideas/learning
3. Instructional Delivery
3.1. Behaviorist
3.1.1. Feedback
3.1.1.1. Corrective used for positive reinforcement
3.1.2. Skinner- Operant Conditioning
3.1.2.1. Employ levels of this but also allow student Agency and Choice
3.1.3. Task set by teacher
3.1.3.1. Students complete and await feedback
3.2. Cognitivist
3.2.1. Clear Learning Targets
3.2.1.1. Scaffolding
3.2.1.1.1. EAL Learners
3.2.1.2. Chunking
3.2.1.2.1. Prior Knowledge critical in determining size and content of "chunks"
3.2.1.3. Modeling
3.2.1.4. Cognitive Load
3.2.1.4.1. Working Memory
3.2.2. Timely and Relevant Feedback
3.2.2.1. Formative assessment during feedback
3.2.2.1.1. Visible thinking
3.2.3. Connections to prior knowldedge
3.2.3.1. Piaget- Schema
3.2.3.1.1. Building blocks