Learning, Cognition Learning, Cognition and Memoryand Memory

EDC 312EDC 312

Dr. Diane KernDr. Diane Kern

Chapter 2Chapter 2

Admit activityAdmit activity

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” Bandura’s research showed that children Bandura’s research showed that children

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

Information Processing Information Processing TheoryTheory

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

Key theorists and theories: Key theorists and theories: – Declarative, procedural and conditional Declarative, procedural and conditional

knowledge buildingknowledge building

ConstructivismConstructivism

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

Key theorists and theoriesKey theorists and theories: :

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

-sensorimotor; pre-operational; concrete -sensorimotor; pre-operational; concrete operational; formal operationaloperational; formal operational

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

Learning and CognitionLearning and CognitionVideosVideos

Early ChildhoodEarly Childhood Middle ChildhoodMiddle Childhood AdolescenceAdolescence Your notes during/after each clip…Your notes during/after each clip…

--What strengths do you note about the --What strengths do you note about the learner’s memory?learner’s memory?

--What is he or she not able to do?--What is he or she not able to do?

--Try to use vocabulary/theories from Ch. 2 --Try to use vocabulary/theories from Ch. 2 in your responsein your response

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?

Next up!Next up!

Ch. 2 workshopCh. 2 workshop Dangerous Minds Dangerous Minds and applying the 5 and applying the 5

theoretical principlestheoretical principles Demonstration lesson from a real Demonstration lesson from a real

classroom to show how to improve classroom to show how to improve learners’ cognition, memorylearners’ cognition, memory

Preparation for Quiz 1Preparation for Quiz 1