Transcript Educational Psychology Cognitive Views of Learning

Educational Psychology
Cognitive Views of Learning
Instructor: Xu Wei
Learning Objectives
1. 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 memory
From 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 Memory
II. 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
Sensory
Very
briefly
Working
Very
fast
Longterm
Relative
-ly slow
Large
Limited
5±2
Practically
unlimited
Very
fragile:
1-3 Sec.
Sensations:
images,
sound
patterns, …
Very
brief: 520 sec.
(1.5
sec.)
Words, images,
ideas,
sentences
[languagebased &
nonverbal,
spatial, visual]
Practically
unlimited
Propositional
networks,
schemata,
perhaps images
(semantic ~)
productions
(procedural~),
episodes
(episodic~)
Retrieval
Implication
Instant
[Perception
(Gestalt)
Feature
Analysis/bottom
-up processing
Top-down
processing
Attention
(automatic)]
Learning –Paying &
maintaining attention,
Teaching —Capturing
& maintaining attention
(Eye-catching, startling
displays, actions, etc.)
Immediate
(conscious
memory)
Depends on
representation
and
organization
(not conscious
memory;
spreading of
activation &
reconstruction)
Maintenance rehearsal
(articulatory loop)
Elaborative rehearsal
Chunking
Forgetting
(interference/decay)
* rehearsal & chunking –
executive control
process
Storing information
(elaboration,
organization, & context)
Forgetting –
interference & decay5
–learning & teaching
WM & LTM
Remembering /Store Forgetting
WM
LTM
Memory
/Knowledge
Maintenance
rehearsal
Interference Semantic
Decay
memory:
propositions,
Elaborative rehearsal
images & schemas
Chunking
Episodic
Elaboration
Interference Memory: when &
Organization
Decay
where
Context
Procedural
Memory: how
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Becoming Knowledgeable
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—
limited capacity and fragility.

Identify three strategies teachers can use to avoid overloading
students’ working memory.
Video Analysis:
In this example [Video 1], Jody Salazar, a middle school teacher, is
setting 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?
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3. How Do the IPM Components Influence Learning and
Teaching? (Working Memory_2)
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
student learning.
 Give examples of how LTM can be improved by
using 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
lesson 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
Teaching
Method
best illustrates.
Knowledge
organization
How Using the "Little Old Lady"
Figure Illustrates (or Doesn't Illustrate)
this Method
Knowledge
activation
Active
processing
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
facilitate meaningful learning.
 Identify examples of teachers encouraging
meaningful learning for students.
Video Analysis: (Next Slide)
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4. What are the cognitive views of developing
knowledge? (Continue)
Video Analysis
There are three main strategies that you as a teacher can use to
promote 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
Strategy 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.
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Consolidation Exercises
 Exercise I: Prior Knowledge in
Reading
 Exercise II: Thank-You Note
 Exercise III: Identifying Effective
Classroom Practices
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