Slide 1: THE LEARNING PROCESS CHARACTERISTICS OF THE LEARNER • 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 LEARNING
Slide 2: THE LEARNING PROCESS • modality (visual, linguistic, etc.) • 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 NATURE OF THE MATERIALS LEARNING
Slide 3: 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 • essay • fill-in-the-blank • are you asked to problem-solve? • analysis • synthesis • evaluation • are you asked to transfer? LEARNING CRITERIAL TASK
Slide 4: THE LEARNING PROCESS • attention • rehearsal • maintenance • elaborative • organization • creation of categories • networking • chunking • comprehension monitoring • summarize • clarify • question • predict • metacognition • metamemory LEARNING LEARNING STRATEGIES
Slide 5: THE LEARNING PROCESS CHARACTERISTICS OF THE LEARNER NATURE OF THE MATERIALS LEARNING LEARNING STRATEGIES CRITERIAL TASK
Slide 6: Learning: Using all we know  Behavioral  consequences and practice  Cognitive (individual constructivist)  attention, memory, knowledge, organization, elaboration, effort  Constructivist (social constructivist)  discourse, authenticity, community, identity  Understand, remember, apply (practice)
Slide 7: 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    Knowledge and beliefs play critical roles in learning Learning is hard work: Strategic persistence pays Knowledge is difficult to transfer
Slide 8: Associationist/ Behavioral Approaches
Slide 9: Practice
Slide 11: 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
Slide 12: INFORMATION PROCESSING
Slide 14: ASSOCIATIONIST APPROACHES prevalent during first half of 20th century CONSTRUCTIVIST APPROACHES dominating psychology today INFORMATION PROCESSING can be conceptualized as a bridge between …
Slide 15: Each view provides differing guiding metaphors for LEARNING ASSOCIATIONIST APPROACHES prevalent during first half of 20th century Learning is response strengthening. Teachers are response monitors. Students are response makers. CONSTRUCTIVIST APPROACHES dominating psychology today Learning is knowledge construction. INFORMATION PROCESSING Learning is information processing. Teachers are information providers. Students are information processors. Teachers are cognitive guides. Students are meaning-makers.
Slide 16: 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. information (bits, bytes) Humans “compute” information. INFORMATION PROCESSING Mental representations are knowledge. knowledge Humans construct knowledge. CONSTRUCTIVIST Learners actively select, organize, and integrate incoming experience with existing knowledge.
Slide 17: 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. information (bits, bytes) Humans “compute” information. INFORMATION PROCESSING Mental representations are knowledge. knowledge Humans construct knowledge. LIBERAL Learners actively select, organize, and integrate incoming experience with existing knowledge.
Slide 18: FROM A CLASSIC INFORMATION PROCESSING PERSPECTIVE LEARNING is THE CAPABILITY OF RETRIEVING INFORMATION FROM LONG-TERM MEMORY
Slide 19: FROM A LIBERAL INFORMATION PROCESSING PERSPECTIVE LEARNING is THE CAPABILITY TO ACTIVELY SELECT, ORGANIZE,AND INTEGRATE INCOMING EXPERIENCE (INFORMATION) WITH EXISTING KNOWLEDGE
Slide 20: 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
Slide 21: Attention “I saw John today” “What?” “I said, I sa...” “Oh, how is John?”
Slide 22: 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.
Slide 23: 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.
Slide 24: A B Which player has the strongest poker hand?
Slide 25: A B Which player has the strongest poker hand? Did you notice the red six of spades?
Slide 26: Can a Powerpoint show tell what you think?
Slide 27: You can see 6 cards. Think one of them. Just think. Think now.
Slide 28: Close your Just eyes and think about your card.
Slide 29: Look, I took your card.
Slide 30: Bet I can do it again.
Slide 31: Look at the cards. Go ahead. Pick a different one. Just think. Think harder.
Slide 32: Close your Just eyes and think about your card.
Slide 33: I took your card again!
Slide 34: Here s how it s done.
Slide 35: You can see 6 cards. Think one of them. Just think. Think now. Look, I took your card.
Slide 36: 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
Slide 37: Organization and Elaboration FB IMT VU SAHB OC IA FBI MTV USA HBO CIA
Slide 38: Organization and Elaboration Listen to these words  Organized in four categories:      Fruits Flowers Cities Countries Each set of four words begins with the same letter.
Slide 39: Experts organize around central ideas and principles tomato raspberry lemon banana cantaloupe grape tulip rose lily bluebonnet carnation geranium toronto Reno London Boston Cancun Geneva Turkey Russia Luxembourg Brazil Canada Germany
Slide 40: 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
Slide 41: Knowledge and expectations support memory  Legend of the Ghosts (Bartlett, 1932, Remembering) Baseball and reading Stereotypes  
Slide 43: 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.
Slide 44: 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.
Slide 45: 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.
Slide 46: 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.
Slide 47: 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
Slide 48: Hyde and Jenkins, 1973 Learn words Check for d and g Rate how pleasant Don’t learn words 43% 68% 43% 68%
Slide 49: Using a good stra tegy is more helpf ul than just trying to lea rn.
Slide 50: WHAT ARE EIGHT COUNTIES IN ENGLAND?
Slide 51: Avon Somerset Cornwall Wiltshire Dorset Devon Hampshire Surrey
Slide 52: 1 2 An Avon lady walks up a path toward a house. She is sweating because it is SUMMER (Somerset). Somerset 3 Suddenly, she sees a giant CORN growing out of a WALL of the house (Cornwall). Cornwall 4 The corn is beginning to WILT in the heat (Wiltshire). Wiltshire 5 She knocks on the DOOR (Dorset), Dorset 6 which is opened by the DEVIL (Devon) Devon 7 eating a HAM (Hampshire). Hampshire 8 She panics, screams “SORRY!” and dashes back down the path (Surrey). Surrey
Slide 53: Learning a Code A D G B E H C F I
Slide 54: SPELLING TEST " " " " " " BIG ACID CAGE DECIDE FACE HEADACHE
Slide 55: WHAT STRATEGIES DID YOU USE?
Slide 56: Learning a Code A D G B E H C F I
Slide 57: 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.’
Slide 58: 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/