Transcript Motivation: Teaching & Learning

THE LEARNING PROCESS
CHARACTERISTICS
OF THE LEARNER
LEARNING
• metacognitive skills
• self-regulation/learning strategies
• learning style
• prior knowledge and skills
• intellectual ability
• physical characteristics
• attention
• attitudes/beliefs, motivation
• theories of intelligence
• self-concept, self-efficacy
• attributions
• achievement goals
• interest
• physiological arousal/anxiety
• effort and perseverance
THE LEARNING PROCESS
• modality (visual, linguistic, etc.)
NATURE OF THE
MATERIALS
• book, film, lecture
• conceptual/task difficulty
• questions
• examples
• reading level
• vocabulary level
• how material is presented
• embedded questions
• “read to find out”
• how material is sequenced
• advanced organizers
• spiral curriculum
LEARNING
THE LEARNING PROCESS
What are you asked to do?
• are you asked to recognize?
• T/F
• multiple choice
• are you asked to recall?
• serial recall
• free recall
• short answer
LEARNING
• essay
• fill-in-the-blank
• are you asked to problem-solve?
• analysis
• synthesis
• evaluation
• are you asked to transfer?
CRITERIAL TASK
THE LEARNING PROCESS
LEARNING
LEARNING
STRATEGIES
• attention
• rehearsal
• maintenance
• elaborative
• organization
• creation of categories
• networking
• chunking
• comprehension monitoring
• summarize
• clarify
• question
• predict
• metacognition
• metamemory
THE LEARNING PROCESS
NATURE OF THE
MATERIALS
CHARACTERISTICS
OF THE LEARNER
LEARNING
LEARNING
STRATEGIES
CRITERIAL TASK
Learning: Using all we know
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Behavioral
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Cognitive (individual constructivist)
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attention, memory, knowledge, organization, elaboration, effort
Constructivist (social constructivist)
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consequences and practice
discourse, authenticity, community, identity
Understand, remember, apply (practice)
Learning: Greatest Hits
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Practice is more than repetition. Use it or lose it.
Consequences matter--they are a kind of feedback
Cognitive tools are remarkable--but some are limited
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Attention is a gateways to learning.
Working memory fills fast
Knowledge and beliefs play critical roles in learning
Learning is hard work: Strategic persistence pays
Knowledge is difficult to transfer
Associationist/
Behavioral
Approaches
Practice
Learning: Greatest Hits
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Practice is more than repetition. Use it or lose it.
Consequences matter--they are a kind of feedback
Cognitive tools are remarkable--but some are limited
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Attention is a gateways to learning.
Working memory fills fast
Organization and elaboration support memory
Knowledge and beliefs play critical roles in learning
Learning is hard work: Strategic persistence pays
Knowledge is difficult to transfer
INFORMATION
PROCESSING
ASSOCIATIONIST
APPROACHES
prevalent during first half
of 20th century
CONSTRUCTIVIST
APPROACHES
dominating psychology today
INFORMATION
PROCESSING
can be conceptualized as a bridge between …
Each view provides differing guiding metaphors for LEARNING
ASSOCIATIONIST
APPROACHES
prevalent during first half
of 20th century
CONSTRUCTIVIST
APPROACHES
Learning is
response strengthening.
dominating psychology today
Learning is
knowledge construction.
Teachers are response
monitors.
Students are
response makers.
INFORMATION
PROCESSING
Learning is
information processing.
Teachers are
information providers.
Students are
information processors.
Teachers are
cognitive guides.
Students are
meaning-makers.
TWO VIEWS OF INFORMATION PROCESSING
Learners perform a series of discrete mental
operations on input information and store the output.
LITERAL
Mental representations are simply information.
(bits, bytes)
Humans “compute” information.
INFORMATION
PROCESSING
Mental representations are knowledge.
Humans construct knowledge.
CONSTRUCTIVIST
Learners actively select, organize, and integrate
incoming experience with existing knowledge.
TWO VIEWS OF INFORMATION PROCESSING
Learners perform a series of discrete mental
operations on input information and store the output.
CLASSIC
Mental representations are simply information.
(bits, bytes)
Humans “compute” information.
INFORMATION
PROCESSING
Mental representations are knowledge.
Humans construct knowledge.
LIBERAL
Learners actively select, organize, and integrate
incoming experience with existing knowledge.
FROM A CLASSIC
INFORMATION PROCESSING PERSPECTIVE
LEARNING is
THE CAPABILITY OF
RETRIEVING INFORMATION
FROM LONG-TERM MEMORY
FROM A LIBERAL
INFORMATION PROCESSING PERSPECTIVE
LEARNING is
THE CAPABILITY TO ACTIVELY
SELECT, ORGANIZE,AND
INTEGRATE INCOMING
EXPERIENCE (INFORMATION)
WITH EXISTING KNOWLEDGE
Learning: Greatest Hits



Practice is more than repetition. Use it or lose it.
Consequences matter--they are a kind of feedback
Cognitive tools are remarkable--but some are limited


Attention is a gateways to learning.
Working memory fills fast
Attention
“I saw John today”
“What?”
“I said, I sa...”
“Oh, how is John?”
COUNT THE NUMBER OF “F’s” IN THE FOLLOWING PASSAGE
FINISHED FILES ARE THE RESULT
OF YEARS OF SCIENTIFIC STUDY
COMBINED WITH THE EXPERIENCE
OF MANY YEARS.
COUNT THE NUMBER OF “F’s” IN THE FOLLOWING PASSAGE
FINISHED FILES ARE THE RESULT
OF YEARS OF SCIENTIFIC STUDY
COMBINED WITH THE EXPERIENCE
OF MANY YEARS.
A
B
Which player has the strongest poker hand?
A
B
Which player has the strongest poker hand?
Did you notice the red six of spades?
Can a Powerpoint show tell what you think?
You can see 6 cards.
Think one of them.
Just think.
Think now.
Close your
Just
think
eyes
and
about your card.
Look,
I took your card.
Bet I can do it again.
Look at the cards.
Go ahead. Pick a different one.
Just think.
Think harder.
Close your
Just
think
eyes
and
about your card.
I took your card again!
Here’s how it’s done.
You can see 6 cards.
Think one of them.
Just think.
Think now.
Look,
I took your card.
Learning: Greatest Hits



Practice is more than repetition. Use it or lose it.
Consequences matter--they are a kind of feedback
Cognitive tools are remarkable--but some are limited






Attention is a gateways to learning.
Working memory fills fast
Organization and elaboration support memory
Knowledge and beliefs play critical roles in learning
Learning is hard work: Strategic persistence pays
Knowledge is difficult to transfer
Organization and Elaboration
FB
IMT
VU
SAHB
OC
IA
FBI
MTV
USA
HBO
CIA
Organization and Elaboration
Listen to these words
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Organized in four
categories:
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Fruits
Flowers
Cities
Countries

Each set of four
words begins with
the same letter.
Experts organize around central ideas and principles
tomato
tulip
toronto
Turkey
raspberry
rose
Reno
Russia
lemon
lily
London
Luxembourg
banana
bluebonnet
Boston
Brazil
cantaloupe
carnation
Cancun
Canada
grape
geranium
Geneva
Germany
Learning: Greatest Hits



Practice is more than repetition. Use it or lose it.
Consequences matter--they are a kind of feedback
Cognitive tools are remarkable--but some are limited






Attention is a gateways to learning.
Working memory fills fast
Organization and elaboration support memory
Knowledge and beliefs play critical roles in learning
Learning is hard work: Strategic persistence pays
Knowledge is difficult to transfer
Knowledge and expectations
support memory
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Legend of the Ghosts (Bartlett, 1932,
Remembering)
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Baseball and reading
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Stereotypes
Knowledge and
Comprehension
In 1367 Marain and the settlements ended a
7-year war with the Langurians and Pitoks. As
a result of this war Langauria as driven out of
East Bacol. Marian would now rule Laman
and other lands that had belonged to
Languria. This brought peace to the Bacolian
settlements. The settlers no longer had to
fear attacks from Laman. The Balcolians were
happy to be part of Marain in 1367. Yet, a
dozen years later, these same people would
be fighting the Marish for independence, or
freedom from United Marain’s rule.
Knowledge and
Comprehension
In 1763 Britain and the colonies ended a 7year war with the French and Indians. As a
result of this war France as driven out of
North America. Britain would now rule
Canada and other lands that had belonged to
France. This brought peace to the American
colonies. The settlers no longer had to fear
attacks from Canada. The Americans were
happy to be part of Britain in 1763. Yet, a
dozen years later, these same people would
be fighting the British for independence, or
freedom from Great Britain’s rule.
Knowledge and
Comprehension
In 1763 Britain and the colonies ended a 7year war with the French and Indians. As a
result of this war France as driven out of
North America. Britain would now rule
Canada and other lands that had belonged to
France. This brought peace to the American
colonies. The settlers no longer had to fear
attacks from Canada. The Americans were
happy to be part of Britain in 1763. Yet, a
dozen years later, these same people would
be fighting the British for independence, or
freedom from Great Britain’s rule.
In 1367 Marain and the settlements
ended a 7-year war with the
Langurians and Pitoks. As a result
of this war Langauria as driven out
of East Bacol. Marian would now
rule Laman and other lands
that had belonged to Languria. This
brought peace to the Bacolian
settlements. The settlers no longer
had to fear attacks from Laman.
The Balcolians were happy to be
part of Marain in 1367. Yet, a
dozen years later, these same
people would be fighting the
Marish for independence, or
freedom from United Marain’s rule.
In 1763 Britain and the colonies
ended a 7-year war with the
French and Indians. As a result of
this war France as driven out
of North America. Britain would
now rule Canada and other lands
that had belonged to France. This
brought peace to the American
colonies. The settlers no longer
had to fear attacks from Canada.
The Americans were happy to be
part of Britain in 1763. Yet, a dozen
years later, these same people
would be fighting the British for
independence, or freedom from
Great Britain’s rule.
Learning: Greatest Hits



Practice is more than repetition. Use it or lose it.
Consequences matter--they are a kind of feedback
Cognitive tools are remarkable--but some are limited






Attention is a gateways to learning.
Working memory fills fast
Organization and elaboration support memory
Knowledge and beliefs play critical roles in learning
Learning is hard work: Strategic persistence pays
Knowledge is difficult to transfer
Hyde and Jenkins, 1973
Learn words
Don’t learn words
Check for d
and g
43%
43%
Rate how
pleasant
68%
68%
Using a good strategy is more
helpful than just trying to learn.
WHAT ARE EIGHT COUNTIES
IN ENGLAND?
Avon
Somerset
Cornwall
Wiltshire
Dorset
Devon
Hampshire
Surrey
1
An Avon lady walks up a path toward a house.
2
She is sweating because it is SUMMER (Somerset).
3 Suddenly, she sees a giant CORN growing out of a WALL
of the house (Cornwall).
4 The corn is beginning to WILT in the heat (Wiltshire).
5 She knocks on the DOOR (Dorset),
6 which is opened by the DEVIL (Devon)
7 eating a HAM (Hampshire).
8 She panics, screams “SORRY!” and dashes
back down the path (Surrey).
Learning a Code
A
D
G
B
E
H
F
I
C
SPELLING TEST
•
•
•
•
•
•
BIG
ACID
CAGE
DECIDE
FACE
HEADACHE
WHAT STRATEGIES DID YOU
USE?
Learning a Code
A
B
C
D
E
F
G
H
I
Knowledge is Difficult to
Transfer
Inert Knowledge. An old problem- William James in Talks to Teachers
on Psychology (1912)
• A friend was visiting a geography class: Suppose you dig a hole in the
ground, 100s of feet deep, would the bottom be warmer of cooler than
on the top?
• Blank stares:
• The teacher said. “I’m sure that know, but I don’t think you ask the
question quite rightly.”
• Takes the book, In what condition is the interior of the globe?
•
Class: “The interior of the globe is in a state of igneous fusion.’
How to Support Learning
Situations, materials, assignments, activities will
support learning to the extent that they encourage
students to focus attention on what matters,
organize information, use what they already know
to understand and construct new knowledge,
practice (apply), persist, use and improve
strategies, and transfer what they learn to new
situations.
• APA Principles http://www.apa.org/ed/lcp2/