INST 5131 Spring 2010

Toni HollomanAssignment #2

Psychological Foundations

BehaviorismCognitive Process

SchemaCognitive LoadConstructivism

Overview of Psychological Foundations

Behaviorism - the theory of “human learning that only

focuses on objectively observable behaviors and discounts mental

activities” (On Purpose Associates, 2008)

• Influential Behavior Theorists: Ivan Pavlov, John Watson, B.F. Skinner

• Two types of behaviorism – classical conditioning - occurs when a persons

“natural reflex responds to stimulus” (On Purpose Associates, 2008)

operant conditioning - occurs when a persons response is reinforced through feedback. The feedback can be positive or negative.

Key Points of Behaviorism

Students are given fuzzies for good behavior and after a certain number of fuzzies are acquired, they get to go to the treasure box.

When students make a wrong choice and do something that is against the rules they immediately know they will have to move their color.

When it is time to clean up during station time I ring the bell and the students clean up and return to their seats.

Examples of Behaviorism in the Classroom

Cognitive Process – this theory focuses on the process through

which we learn and how we learn best. Learning takes place through listening, hearing,

touching and seeing objects and information.

Influential Theorists:Howard Gardner , Lev Vygotsky

Memory plays an important role in the learning process

• Three stages of information processing• Sensory Memory• Short Term Memory• Long Term Memory

Key Points of Cognitive Process

Sensory Memory – this is the part of the memory that receives all of the information a person senses. The delivery method of the information must be interesting and the learner must have some prior knowledge or connection to the information in order for it to be passed on to the Short Term Memory.

Short Term Memory - information stays in the STM for 15-20 seconds. This information will disappear unless it is recalled within 20 minutes.

Long Term Memory – information in LTM can be easily recalled and can hold information for an indefinite amount of time.

(Huitt, 2003)

Stages of Information Processing

Do something to grab their attention, for example sing a song or show them a PowerPoint presentation of pictures to pique their interest in the topic.

Review a previous lesson so they can make a connection to the new information.

Use songs, poems, acronyms or any other fun way for them to remember the information.

After presenting the information to the students, have them complete an activity to apply the new information they were given so it will be transferred to the LTM.

Using Information Processing in the Classroom

Zone of Proximal Development refers to the difference between what a child can do independently and what they can do with assistance.

The “zone” is important because it shows the learners’ potential to learn the given information.

I use the “ZPD” in my classroom for each child when teaching them to read. I choose books on instructional levels that are not too hard and not too easy. This way optimal learning can take place.

Lev Vygotsky’s Zone of Proximal Development

Follows the belief that all people have different intelligences and learn better by utilizing these

intelligences.

The 7 intelligences are:Linguistic

Logical-mathematicalSpatial

Bodily-kinestheticMusical

InterpersonalIntrapersonal

Howard Gardner’s Multiple Intelligence’s

When designing instruction you must take into consideration the intelligence of the learner.

All learners learn differently so instructional designers should use various intelligences in the lessons they are presenting.

Assessments can also be created which allow the learner to choose the manner in which he/she shows what they have learned.

Howard Gardner’s Multiple Intelligence’s, cont…

Gagne’s Theory of Instruction – “is comprised of three principles: taxonomy of learning outcomes, conditions of learning, and nine events of instruction. Gagne asserts that specific learning conditions critically influence the learning o.utcomes” (Abbamondi, 2004).

(Kearsley, 2009)

Gagne’s Nine Events of Instruction

Gain attention - show variety of pictures of the four seasons Inform Learner of the Objectives – “At the end of the unit you will be able to

tell me about seasonal changes” Stimulate Recall of Prior Learning – ask students why they wore a jacket to

school today or why they wear shorts during the summer. Provide Learner Guidance – draw a diagram of how the seasons change over

the year and explain Present Stimulus – show a movie about the four seasons

Elicit Performance – the students will create a four part picture showing how the seasons change over the year

Provide Feedback- check over their work Assess Performance- ask students to explain their pictures and the seasonal

changes that are occurring. Enhance Retention and Transfer – show students pictures of the seasons and

have them tell you what season is it

(Kearsley, 2009)

Example of a Lesson Using the Nine Events of Instruction

Constructivism – a theory based on student directed learning where they are guided by the instructor to construct their own learning . The focus can change based on the direction of the student inquiry.

How Constructivism Impacts Learning

Curriculum–Constructivism calls for the elimination of a standardized curriculum. Instead, it promotes using curricula customized to the students’ prior knowledge. Also, it emphasizes hands-on problem solving.

Instruction–Under the theory of constructivism, educators focus on making connections between facts and fostering new understanding in students. Instructors tailor their teaching strategies to student responses and encourage students to analyze, interpret, and predict information. Teachers also rely heavily on open-ended questions and promote extensive dialogue among students.

Assessment–Constructivism calls for the elimination of grades and standardized testing. Instead, assessment becomes part of the learning process so that students play a larger role in judging their

own progress.

(On Purpose Associates, Constructivism, 2009)

Learning Environments

Learning Environment – is defined as all of the stimulus around a learner, for example, objects,

people, activities and places. The learning environment should

assist the child in receiving the best overall learning.

Learning environment can refer to a classroom or an online virtual environment.

The environment must offer a wide range of learning resources to take into consideration the various learning styles of the learners inside.

The environment should be positive, safe and should promote learning.

There are two main types of learning environments – objectivist and constructivist.

Effective learning environments should be measured by the success in learning.

Key Facts About Learning Environments

In an objectivist learning environment the designer:analyzes what the learner needs to know and what

the learner already knowsdesigns a set of objectives to be presented to the

learnerdevelop and implement activities and instructional

materials that will assist the learner in reaching the stated objectives

evaluates the learner by providing a specific assessment so the learner can show what they know

(Reiser and Dempsey, 2007)

Objectivist Learning Environment

In a constructivist learning environment the designer:• analyzes what the learning environment should look

like and creates a problem for the learner to figure out

• designs an environment where the learner can explore various aspects of the information or construct their own learning

• develop and implement learning resources and consult on activates that the learner can choose to follow or implement into the unit of learning

• Evaluate the learner on an assessment method of his/her choice in order to show what they have learned.

(Reiser and Dempsey, 2007)

Constructivist Learning Environment

I use a combination of objectivist and constructivist learning environments in my

classroom.In kindergarten it is hard to give them all of the

control but I do allow them some room to choose what direction our Units of Inquiry go.

Which Learning Environment Do I Use?

Andragogy vs. Pedagogy

Andragogy

teaching adults

learner directed

Learner Motivation

Motivation - is “the most overlooked aspect of instructional strategy, and perhaps the most critical element needed for employee-learners. Even the most elegantly designed training program will fail if the students are not motivated to learn”

(Kruse)

Keller’s ARCS Model

Self-Regulation

Intrinsic and Extrinsic

Types of Motivation

Keller’s ARCS Model

Attention

Relevance

Confidence

Satisfaction

Keller’s ARCS Model for Motivation

Attention – you must keep the learner’s attention by including sensory stimuli and inquiry arousal

Relevance – the learner must feel that the information is relevant to his/her life or professional realm in order to maintain attention and motivation

Confidence – the learner must feel like they are capable of learning the information or achieve the objectives in order to maintain motivation

Satisfaction – the learner must fell as if they will gain some sort of reward for completing the task given to learn the information

(Kruse)

Keller’s ARCS Model for Motivation…cont.

All learners, at any age, are capable of self-regulation

When learners are faced with self-regulation the following actions occur:

They analyze the given task and compare it to their prior knowledge.

They set goals to help them achieve their set objective.

They continually monitor their progress giving internal feedback.

They adjust their strategies based on their internal feedback.

They use motivational strategies within themselves to keep on task.

(Author Unknown, 2003)

Self- Regulation

Self-observation – the learner pays specific attention to their own behavior

Self-judgment – compares the set goal with their current progress

Self-reaction – the learners reaction to their own self-judgment

(Author Unknown, 2003)

Components of Self-Regulation

Intrinsic

Motivation that comes from

within

Intrinsic vs. ExtrinsicExtrinsic

Motivation that

comes from an outside

source or stimulus

Author Unknow, (2003). Self Regulation of learning. Retrieved from http://education.calumet.purdue.edu/vockell/EdPsyBook/Edpsy7/edpsy7_self.ht

m Abbamondi, D. (2004). Gagne's theory. Retrieved from

http://www.ettc.net/tech/adultlearning/gagne.htm Huitt, W. (2003). The information processing approach to cognition.

Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [February 20, 2009) from, http://www.edpsycinteractive.org/topics/cogsys/infoproc.html

Kearsley, G. (2009). The Theory Into Practice Database. Retrieved from http://tip.psychology.org

Kruse, K. (n.d.). The Magic of learner motivation: the arcs model. Retrieved from http://www.e-learningguru.com/articles/art3_5.htm

On Purpose Associates. (2009). Behaviorism. Retrieved from http://www.funderstanding.com/content/behaviorism

On Purpose Associates (2009). Constructivism. Retrieved from http://www.funderstanding.com/content/constructivism

Reiser, R., & Dempsey, J. (2007). Trends and issues in instructional design and technology. Upper Saddle River, New Jersey: Prentice Hall.

Southwest Educational Development Laboratory, . (1995). Constructin knowledge in the classroom. Retrieved from http://www.sedl.org/scimath/compass/v01n03/1.html

Citations