Learning, Cognition Learning, Cognition and Memoryand Memory

EDC 312EDC 312

Dr. Diane KernDr. Diane Kern

Session 3Session 3

Admit activityAdmit activity

Ch. 1 How does the field of educational Ch. 1 How does the field of educational psychology inform or impact your psychology inform or impact your teaching?teaching?

Ch. 2 We know that learning is “a Ch. 2 We know that learning is “a process of actively constructing process of actively constructing meaning.” What does this mean? meaning.” What does this mean? Describe 3 classroom strategies that Describe 3 classroom strategies that help students learn actively and help students learn actively and explain why this practice is effective. explain why this practice is effective.

DiscussionDiscussion

Admit ActivityAdmit Activity Syllabus questions/course Syllabus questions/course

requirementsrequirements

Case Study: The New WorldCase Study: The New World

We must understand the nature of We must understand the nature of learning in order to teach children and learning in order to teach children and adolescents welladolescents well

Theoretical Perspectives on LearningTheoretical Perspectives on Learning BehaviorismBehaviorism Social Learning TheorySocial Learning Theory Information Processing TheoryInformation Processing Theory ConstructivismConstructivism Sociocultural TheorySociocultural Theory

BehaviorismBehaviorism

DefinitionDefinition: Learning is viewed as a : Learning is viewed as a process of acquiring and modifying process of acquiring and modifying associations among stimuli and associations among stimuli and responses. responses.

Key theorists and theoriesKey theorists and theories::

B.F. SkinnerB.F. Skinner-Operant conditioning-Operant conditioning

PavlovPavlov- Classical conditioning- Classical conditioning

B.F. SkinnerB.F. Skinner

Conducted experimental research Conducted experimental research studies. ”Operant conditioning” is studies. ”Operant conditioning” is based on the idea that learning is a based on the idea that learning is a function of changeable behavior. function of changeable behavior. Changes in behavior are the result of Changes in behavior are the result of a person’s response to events a person’s response to events (stimuli). When a stimulus-response is (stimuli). When a stimulus-response is reinforced (rewarded), the individual reinforced (rewarded), the individual becomes conditioned to respond. becomes conditioned to respond.

Ivan PavlovIvan Pavlov

Conducted experiments with dogs in Conducted experiments with dogs in 1920s. He found that dogs naturally 1920s. He found that dogs naturally salivate in an unconditioned response salivate in an unconditioned response to the unconditioned stimulus of food. to the unconditioned stimulus of food. He also proved that dogs can be taught He also proved that dogs can be taught to salivate (a conditioned response) in to salivate (a conditioned response) in response to a conditioned stimulus response to a conditioned stimulus (one that creates a physiological or (one that creates a physiological or emotional response after learning). emotional response after learning).

Social Learning TheorySocial Learning Theory

DefinitionDefinition: People learn from : People learn from observing one anotherobserving one another

Key theorists and theoriesKey theorists and theories: :

Bandura – “social learning theory” Bandura – “social learning theory”

BanduraBandura

Bandura’s research showed that Bandura’s research showed that children learn from observing others. children learn from observing others. In a classroom setting, this may In a classroom setting, this may occur through teacher’s modeling, occur through teacher’s modeling, observing a peer, or learning observing a peer, or learning vicariously from another’s vicariously from another’s experiences.experiences.

Information Processing Information Processing TheoryTheory

Definition: Focus on what goes on Definition: Focus on what goes on inside learners as they learn. Particular inside learners as they learn. Particular focus on cognitive processes involved focus on cognitive processes involved in learning, memory and performance. in learning, memory and performance.

Key theorists and theories: Key theorists and theories:

AtkinsonAtkinson

ShiffrinShiffrin

AndersonAnderson

ConstructivismConstructivism

DefineDefine: Learning occurs when : Learning occurs when people create (rather than absorb) people create (rather than absorb) knowledge from their observations knowledge from their observations and experiences. and experiences.

Key theorists and theoriesKey theorists and theories: :

PiagetPiaget- Theory of cognitive - Theory of cognitive development and 4 developmental development and 4 developmental stages of learningstages of learning

Piaget’s Theory of Cognitive Piaget’s Theory of Cognitive DevelopmentDevelopment

StageStage Age(s)Age(s) BehaviorBehavior

SensorimotorSensorimotor Birth–2 Birth–2 Explore the world Explore the world through senses and through senses and motor skills. motor skills.

PreoperationalPreoperational 2–72–7 Believe that others Believe that others view the world as view the world as

they do. Can use they do. Can use symbols to represent symbols to represent

objects. objects.

Concrete operational 7–11Concrete operational 7–11 Reason logically in Reason logically in familiar situations. Can familiar situations. Can conserve and conserve and

reverse reverse operations. operations.

Formal operational 11+Formal operational 11+ Can reason in hypothetical Can reason in hypothetical situations and use situations and use abstract abstract thought. thought.

Sociocultural view of Sociocultural view of learninglearning

DefineDefine: Learning occurs in social, : Learning occurs in social, cultural and historical contexts that cultural and historical contexts that have profound influence on thinking, have profound influence on thinking, learning and instructional practices. learning and instructional practices.

Key theorists and theoriesKey theorists and theories: :

VygotskyVygotsky- zone of proximal - zone of proximal developmentdevelopment

Vygotsky’s Theory of Cognitive Vygotsky’s Theory of Cognitive DevelopmentDevelopment

Zone of proximal development: Students learn best Zone of proximal development: Students learn best in a social context in which a more in a social context in which a more knowledgeable adult or peer teaches the student knowledgeable adult or peer teaches the student something he or she could not learn on his or her something he or she could not learn on his or her own. own.

Major assumptions:Major assumptions: Informal conversations & formal schooling Informal conversations & formal schooling

provide adult modelsprovide adult models Thought and language become increasingly Thought and language become increasingly

interdependentinterdependent Higher level mental processes start as social Higher level mental processes start as social

activities…internalizesactivities…internalizes More challenging tasks achieved with support of More challenging tasks achieved with support of capable adult or peercapable adult or peer

Developmental TrendsDevelopmental TrendsVideoVideo

Early ChildhoodEarly Childhood Middle ChildhoodMiddle Childhood AdolescenceAdolescence

So what?!So what?!

Share your observations of different Share your observations of different level learners. How will what you level learners. How will what you know about learning, cognition and know about learning, cognition and memory affect your instruction in the memory affect your instruction in the early grades, middle grades, and early grades, middle grades, and high school? high school?

So what??!

Next classNext class

WorkshopWorkshop Reading due next seminar—Chapter 3Reading due next seminar—Chapter 3 Reading to learn…How does context Reading to learn…How does context

(both immediate and broader (both immediate and broader contexts) impact students’ learning? contexts) impact students’ learning? As a teacher, what are 2 things that As a teacher, what are 2 things that can you do to create supportive can you do to create supportive learning contexts for your students? learning contexts for your students? Vocabulary Ch. 3Vocabulary Ch. 3

Exit activityExit activity

Vision Unit Vision Unit

Page 53 Constructed response and Page 53 Constructed response and multiple choice questionmultiple choice question