Summary Flashcards
Assimilation
It’s using existing schemes to understand new events, sometimes distorting information to fit.
Accomodation
It’s changing existing schemes to respond to new situations, adjusting thinking to fit new information.
Contiguity
An association of 2 events because of a repeated pairing. Stimulus occurs -> response follows
Operant conditioning
Behaviour is strengthened or weakened by consequences
Shaping
Reinforce small steps of progress towards desired goals and behaviours
Continous schedule
Presenting reinforcers after every appropriate response
Intermittent Schedule
Presenting reinforces after some but not all responses
Crystalised intelligence
knowledge that comes from prior learning and past experiences
Surface learning
Focus on memorizing and facts. Not understanding. Performance goal orientation
Deep Processing
Desire to understand. Greater learning/retention. Thinks critically
Becoming a deep learner
Organise content cohertently, motinor and reflect, critically analyse
Working memory
A cognitive system with a limited capacity that can hold information temporarily
Retrieval practice
Write down what you can remember, fill in blanks , repeat
Depletion
Working memory resources get used up after sustained mental effort, reducing the capacity for further cognitive tasks.
Elaboration
Connecting content to existing knowledge (mindmaps, flashcards, summaries)
Metacogntion
Being aware of how you think and learn, understanding your knowledge, and making choices about learning or problem-solving based on that awareness
Declarative
Knowledge about ourselves as learners and Recognizing strengths and weaknesses
Why train metacognition
Control the learning process, Poor monitoring -> poor performance, improves learning outcomes
How to train metacognition
Reflecting, questioning, goals, various strategies
Fluid intelligence
When you encounter a new problem that cannot be solved with your existing knowledge, you rely on fluid intelligence to solve it.
Deep learn :
Cognitively engage, use strategies (elaboration, mnemonics, imagery), make connections, metacognitions
Active learning strategy
Interactive, hands-on learning,
ICAP
Interactive, Constructive, Active, Passive
Interactive
Dialogues with turn taking
Constructivist
Emphasis on the learner taking on an active role in building their understanding and making sense of their learning
Meaningful learning
students own ideas incorporated, variety of sources, collaborative working, reflection and autonomy and scaffolding
Cognitive apprenticeship
Knowledgeable expert models and demonstrates a task. Tasks get increasingly complex
Collaboration
how to relate with and work with others. Shared understanding of building knowledge as a group
Co-operation
working with others to achieve a shared goals.
Group discussion
supports memory and processing, enhancing knowledge.
Ill structured task
multiple outcomes, any format
Roles
can provide direction, rotate roles, no fixed roles in all situations
Reciprocal questioning
material presented, ask questions. Teacher gives question starters (do you agree? For/against). Take turns asking and answering
Jigsaw
students learn different parts. Become expert. Regroup and present ideas as expert. Share knowledge and contribute to each others learning
Constructive/structured controversies.
4 split into pairs. One research for and one against. Present ideas and debate. Swap teams. Debate again. Summarise best arguments on each side and reach consensus
Exploratory talk
classroom rules to be followed during the task.
Self efficacy
sense of competence towards a particular task.
Intrinsic motivation
enjoys learning, activates are their reward, welcomes challenges
Extrensic motivation
dislikes learning, learns for the external reward, avoids challenges
Behaviourists and motivation
motivated by external rewards, incentives, punishments and reinforcers. Extrinsic
Goals to increase motivation
SMART, subgoals, moderate difficulty, reachable
Goal setting increase performance
attention, persistence, focus, new knowledge/strategies to achieve
