Educational Psychology Cognitive Views of Learning
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Transcript of Educational Psychology Cognitive Views of Learning
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Learning Objectives1. What is the cognitive perspective of
learning?2. What is Information Processing Model
(IPM) and its constructs?3. How do the IPM components influence
learning and teaching? 4. What are the cognitive views of
developing knowledge?
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2. What is Information Processing Model (IPM)?
A schematic representation of a typical IPM of memoryFrom Woolfolk, A. (2010). Educational Psychology (11ed.), Pearson Education, Inc.
Please describe the IPM of memory.
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2. IPM (Continued)_Its Constructs:Levels of Processes and Important Components
I. Cognitive Processes (see Figure 7.1,Slide-10) Sensory Memory (sensory
register/sensory information store) Working Memory/Short-term Memory Long-term MemoryII. Metacognitive Process (Executive Control
~) (See Ch8) Metacognitive Knowledge (three kinds) Metacognitive Experience (three skills)
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2. IPM (Continued)_Its Constructs:Cognitive Process and Its Components
Type of Memory
Input Capacity Duration Contents Retrieval Implication
Sensory
Work-
ing
Long-term
Very briefly
Very fast
Relative-ly slow
Large
Limited 5±2
Practical-ly
unlimited
Very fragile:1-3 Sec.
Very brief: 5-20 sec. (1.5 sec.)
Practical-ly
unlimited
Sensations: images, sound
patterns, …
Words, images, ideas,
sentences [language-based &
nonverbal, spatial, visual]
Propositional networks, schemata,
perhaps images (semantic ~) productions
(procedural~), episodes
(episodic~)
Instant[Perception(Gestalt)Feature Analysis/bottom-up processingTop-down processingAttention (automatic)]
Immediate(conscious memory)
Depends on representation and organization(not conscious memory; spreading of activation & reconstruction)
Learning –Paying & maintaining attention, Teaching —Capturing & maintaining attention (Eye-catching, startling displays, actions, etc.)
Maintenance rehearsal (articulatory loop)Elaborative rehearsalChunkingForgetting (interference/decay)* rehearsal & chunking – executive control process
Storing information (elaboration, organization, & context) Forgetting – interference & decay–learning & teaching
WM & LTMRemembering /Store Forgetting Memory
/Knowledge
WM Maintenance rehearsal
Elaborative rehearsalChunking
InterferenceDecay
Semantic memory: propositions, images & schemas
Episodic Memory: when & where
Procedural Memory: how
LTM ElaborationOrganization Context
InterferenceDecay
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Becoming Knowledgeable
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Development of Declarative Knowledge•Rote Memorization•Mnemonics•Making It Meaningful •The Instructional Events Model
Development of Procedural & Conditional Knowledge•Automated Basic Skills•Domain-Specific Strategies
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3. How Do the IPM Components Influence Learning and Teaching? (Working Memory_1)
Applying an Understanding of Working Memory in Your Teaching
Objectives Working memory’s role in students’ learning. Identify two important characteristics of working memory—lim
ited capacity and fragility. Identify three strategies teachers can use to avoid overloading st
udents’ working memory.Video Analysis:In this example [Video 1], Jody Salazar, a middle school teacher, is s
etting up a cooperative learning exercise. Watch the video and identify one or more examples of each of the three strategies. That is, what does she do to (1) make what they need to remember meaningful, (2) lighten the load on WM by keeping it simple, and (3) engage the senses?
3. How Do the IPM Components Influence Learning and Teaching? (Working Memory_2)
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Strategy Example(s) You Saw
1. Make it meaningful
2. Keep it simple
3. Engage all the senses
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3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -1
Helping Learners Remember and Retrieve Information
Objectives Describe the role of long-term memory (LTM) in stu
dent learning. Give examples of how LTM can be improved by usin
g knowledge activation, active processing, knowledge organization, and imagery-based teaching methods.
Video Analysis: (Next Slide)
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3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -2
Video Analysis: In this video segment (2), we look at Susan McCloskey’s le
sson on the book, There Was an Old Lady Who Swallowed a Fly. Please pay specific attention to how she uses the “Little Old Lady” figure. Children place stuffed animals into the figure as they retell parts of the story. At the end of the video, Susan is briefly interviewed about the figure.
As you watch Susan’s students interacting with the “Little Old Lady” figure and hear her interview, consider the four methods for promoting LTM—activating knowledge, encouraging active processing, organizing knowledge, and enhancing imagery. Her using the figure best illustrates two of the four methods. Which two?
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3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -3
As you watch, you may want to use the following form to help you decide which two methods her use of the "Little Old Lady" figure be
st illustrates.
Teaching Method
How Using the "Little Old Lady" Figure Illustrates (or Doesn't Illustrate)
this Method Knowledge activation
Active processing
Knowledge organization
Imagery
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4. What are the cognitive views of developing knowledge?
Teaching for Meaningful Learning
Objectives State three strategies that teachers can use to f
acilitate meaningful learning. Identify examples of teachers encouraging me
aningful learning for students.
Video Analysis: (Next Slide)
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4. What are the cognitive views of developing knowledge? (Continue)
Video AnalysisThere are three main strategies that you as a teacher can use to pr
omote meaningful learning for your students. They are: Connect new information to students’ prior knowledge. Help students organize new information they encounter. Promote students’ use of elaboration. While watching the video (3), consider which of these strategies
the teacher uses and note how she implements the strategies she does use.
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4. What are the cognitive views of developing knowledge? (Continue)
Video Analysis (Continue) In the short segment you’ve viewed, the teacher clearly uses S
trategy 1, connect new information to students’ prior knowledge, to promote meaningful learning. She doesn’t use Strategy 2, help students organize new information they encounter, or Strategy 3, promote students’ use of elaboration.
If you were the teacher working with the students in this video, what would you do to carry out Strategy 2, help students organize new information, and Strategy 3, promote students’ use of elaboration? Give one or two examples of activities or approaches you would use for each strategy.