Domenic Martini Week 4

a.     Learning, as a concept, really has multiple facets that need to be considered. From a behaviorist perspective I do think that learning needs to provide some type of change in the learner. However, unlike the behaviorist, I do not think that this change needs to be 100% visible. In many cases learning can cause a shift or change in one’s values or perspectives which would be considered just as valuable. Learning also needs to be applicable to the world around us. A series of memorized facts don’t do the individual any good if there is no arena in which to apply them. In this way my definition would also include aspects of the cognitive and social cognitive theories.

b.     With this new concept of learning I would have two learning goals/objectives for my participants in the Response to Intervention training. The first would be one that is less visible, unless the participant is willing to share. I would hope that participants in the training would be open to and/or have some type of value or perspective change when it comes to helping students achieve success in the classroom. This of course, would be predicated on the idea that they came to the training without the mindset already established by RTI. But even if this were the case, even if they were to have a growth in one of the areas regarding how to promote success I would consider this to be learning. The second goal would be more tangible in nature in that I would like participants to develop their own intervention strategy for an issue they are currently or have in the past dealt with in their classrooms.

c.     A deeper appreciation for multi-faceted approaches to helping students and a developed intervention program to begin using in classrooms.

d.     I would employ a largely inquiry based instructional workshop. Because I want participants to have as much ownership over the material I think this will provide the best way of doing this.

e.     As far as insights are concerned, I am beginning to see a more and more complete structure of the workshop every week. Different activities and clearly established goals are easier to develop and understand.

Work Cited

Merriam, S. B., Bierema, L. L. (2013-10-14). Adult Learning: Linking Theory and Practice. [Yuzu]. Retrieved from https://reader.yuzu.com/#/books/9781118419106/