Day 26 Cumulative Review Flashcards
What is learning? (Acc. to Omrod)
“A long-term change in mental representations or associations as a result of experience”
Relationship between identity and culture
Identity expresses cultural understandings
Reflecting embeds identity in culture
When does Identity matter?
Identity salience: the likelihood the identity will be invoked in diverse situations
Stereotype threat: Situational predicament in which people are or feel themselves to be at risk of confirming negative stereotypes about their social group
Stereotype Exception-to-the-Rule: When people see or interact with a person that doesn’t conform to a particular stereotype, they make an exception for that particular person
Thoughts about Identity/Culture
The problem isn’t that we recognize difference or account for identity histories, the problem occurs when we place value on different histories or presume all people of one identity are the same
Remember that our students are people and can’t always check their I/C at the door
Culture Defined & Terms
The knowledge, values and traditions that guide the behavior of a group of people and allow them to solve the problems of living in their environment
Cultural Capital: Refers to the non-financial social assets that promote social mobility beyond economic means
The Danger of a Single Story
Understand the main themes of this TED Talk and ideas discussed in class
Transfer Defined
Transfer is when we apply knowledge or skills
- In new ways
- In new situations, or
- In familiar situations with different content
Why is transfer important?
Student spend a majority of time outside the classroom
Problem solving
Life is mostly low-road transfer
Identical situation (Pure recall) -> Near transfer -> Far transfer
Ex. Piano -> Keyboard -> Accordian -> Clarinet
Transfer, Problem Solving
Faced with a new or difficult challenge, what do we do?
- Try to find a similar past experience (Transfer)
- Try to use a strategy like analogy or a heuristic (Problem-solving)
Well-Defined vs. Ill-Defined
Well-Defined problems have clear goals, only one correct solution, and a certain method for finding it
Ill-defined problems have ambiguous goals, more than one acceptable solution, and no generally agree-upon strategy for reaching a solution
Motivation
The proper question is NOT ‘how can people motivate others?’ but rather, ‘how can people create the conditions within which others will motivate themselves?’
2 types of motivation
Extrinsic & Instrinsic
How to develop individual interest
Social influences:
Exposure -> Attention (triggered situational interest) -> Needs & Goals Met (Maintained situational interest -> Emerging individual interest) -> Well-developed individual interest
Goals: Jane, Joan, June (example)
3 girls are playing basketball and want to play well for different reasons
Jane: I want to show everyone how good I am
- Performance-approach goal
Joan: I really don’t want to screw this up
- Performance-avoidance goal
June: I want to be a better player
- Mastery goal
Mindsets
Fixed: Intelligence is stable, uncontrollable, and ability can’t be changed
Growth: Intelligence is unstable, controllable, and changing.. . Effort leads to improvement
Self-efficacy
Belief in one’s capacity to succeed at tasks
Judgement of confidence
Context-sensitive
“Can I do this?”
“How well can I do this?”
Key Principles of Expertise
Fluent retrieval (chess)
Meaningful patterns (chess)
Context and access to knowledge (physics)
Expertise and pedagogical content knowledge (teachers)
Adaptive expertise and flexible approaches (historians)
Assessment Examples
Formal
- Tests, homework, projects, papers
Informal
- Listening, observing student interactions, asking questions
Formative - Exit slip, check for understanding, in-class work, homework
Summative
- Unit test, term paper, final project
Norm-Referenced
- Curved test, 2 points added to weekly synthesis
Criterion-Referenced
- Paper scored by rubric, text with correct answers
Traditional
- Tests, papers, quizzes, oral presentations
Authentic
- Portfolios, performances, demonstrations, internships
Assessment
Theory-driven
Evidence-Based
Aligned with curriculum and standards
Valid and reliable
Questions to ask when using learning technologies
- Are we using the power of technology to change learning?
- Or we simply using technology to deliver the same information in the same traditional way, but on a computer?
Games
Socially situated
Games as content; assessment; bait
Characteristics of problem solvers in games
Urgent optimism
Social fabric
Blissful productivity
Epic meaning
Serious Games
Serious games and simulations
- Simulate real-world problems & communication
- Problem solving is focus
- Role playing and immersion are critical
Behaviorism
Theory of learning that is interested n observable changes in behavior
Conditioning: Forming associations or connections between experiences (stimuli) and neural impulses (responses)
CC vs. OC
Classical Conditioning: Learning occurs through paired associations between UCS and NS to produce a CS
- Involuntary
Operant Conditioning: Learning occurs by associating a response with a consequence
- Voluntary
Which consequences matter? OR How do you want to change the behavior?
Do you want to increase a desirable behavior?
- Reinforcement
Do you want to decrease an undesirable behavior?
- Punishment
Are we adding a stimulus or taking one away?
- Apply (positive) or remove (negative)
Social Cognitive Theory
In SCT, learning occurs from interacting with and watching other people, as well as witnessing the resulting consequences
It emphasizes learning by observation and modeling
Social Component of Learning
For good or bad we are going to learn from watching others
Ex. Bobo doll experiment
SCT: Modeling
Modeling: learning by observing what other people do and the resulting consequences
Modeling can
- Teach new behaviors (observational or vicarious learning) or new ways of thinking
What is constructivism?
Individuals construct what they learn and understand
Emphasizes
- Learners contribute to their own learning
- Importance of social interaction in development of skills and knowledge
- Knowledge and information is discovered through some activity and interactions
Individual Constructivism: Adaptation
Equilibration: Integrating particular pieces of knowledge of the world into a unified whole
Happens via
- Assimilation: Transforming new information to fit with existing way of thinking (aSS= Same Scheme)
- Accommodation: Adapting our existing way of thinking to new information that doesn’t fit with our existing way of thinking (aCC= Change/Create [Scheme])
Social Constructivism
Internalization: The process of progressing from social activities to internal mental activities
- Private Speech: Internalization of language during activity
- Appropriation: Transforming incoming info and making it our own; adapting cultural ideas and strategies for your own use
Scaffolding: Supportive techniques that help students accomplish challenging tasks (tasks within their ZPD) in instructional contexts
Vygotsky and Social Constructivism
We are capable of doing more in collective activity or under guidance of more knowledgeable other
Play is an important means of learning to appropriate cultural tools
Concepts
Sets of objects, symbols, or events that share
- Common characteristics
- Critical attributes
Concepts can be abstract or concrete
They help us organize the world around us
Conceptual Change requires cognitive conflict
Information Processing Theory (IPT)
Learning is the aquisition of mental representations
Knowledge is organized and interrelated
Dominant view of memory is the Dual-Store Memory Model
Metacognitive Knowledge
Knowledge of our cognitive processes and how to regulate those processes in order for learning to take place
“I know that I (person knowledge) have difficulty with word problems (task knowledge), so I will answer the computational problems first and save the word problems for last (strategy knowledge)
Planning - Monitoring - Affecting - Evaluating
Metacognition vs. Self-Regulation
BOTH involve self-awareness and intention to act
Metacognition
- Thinking about thinking
- Awareness
- Knowledge (3 types)
- Person knowledge
- Task knowledge
- Strategy knowlege
Self-Regulation
- Controlling cognitive activities
- An active process
- Involves practice
- Learning goal
- Monitor learning
- Modify strategies to achieve goal
Study Strategies
The intentional use of cognitive processes to accomplish a particular learning task
High Utility
- Practice testing
- Distribute practice
Moderate Utility
- Elaborate interrogation
- Self-explanation
- Interleaved practice
Low Utility
- Summarization
- Highlighting/underling
- Keyword mnemonics
- Imagery for text
- Rereading
Learning styles and research
There has been no evidence for learning styles in education research
The Cognitions
Contextual Theories:
Situated Cognition: Knowledge is situated within authentic activity, context, and culture
Distributed Cognition: Knowledge is distributed across objects, individuals, artifacts, and tools
Embodied Cognition: All aspects of cognition are shaped by the body
Situated Cognition Defined
Learning is situated, is participation, and is a tangible skill set
Learning cannot be considered separately from prior experiences
Emphasis on authentic activites
Communities of Practice
Learning occurs during interactions between members with different levels of expertise (old-timers and newcomers)
Legitimate peripheral participation
Affinity Space vs. CoP’s
CoP’s
- Newcomers, oldtimers, LPP
- Community implies belonging and membership
- Shared goals and collective force
Affinity Spaces
- Starts with spaces where people interact (mainly digital but also physical)
- Affinity spaces aren’t limited to membership or belonging
- Occur outside of formal learning environments and schools
Distributed Cognition
Cognition is distributed across our environment. We offload cognition and work
Cognitive artifacts: tools that mediate thought
How is Cognition Distributed?
Across materials (tools and cognitive artifacts)
Across people
Across time
Across space
Examples of DCog
Externalizing to reduce memory load
Modifying existing representations
Externally manipulating items into different structures
Embodied Cognition Defined
Our brains affect and are affected by our bodies
- AKA the way we think is shaped by the way we exist in the world
History of the Public School System
“From the standpoint of the child, the great waste in school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while on the other hand he is unable to apply in daily life what he is learning at school. That is the isolation of the school- its isolation from life”
Why we assess
What we do now: Use assessment as “gatekeepers” to sort students and punish teachers
What we need: Assessments that measure the growth of students, provide schools and parents feedback for making decisions, and account for the different opportunities students have had to learn
