Constructivist Approach (Sociocultural Approach) Learning occurs through social and cultural experiences VYGOTSKY “Zones of proximal development” – scaffolding from adults or peers Culture and cognition is bidirectional – mediated through interaction with others Student-centered learning Authentic learning opportunities

The Information Processing System Memory The Information Processing System

Think about your mind being like a computer Storing information Think about your mind being like a computer

Sensory Memory Sight, hearing, smell, taste and touch from environment Held and processed Large capacity Short duration (1-3 seconds) Information is selected and organized for further processing PEA: perception, expectations and attention

Sensory Memory PERCEPTION Physical representation of stimuli + Existing knowledge = Meaning Bottom up processing (Features  Whole)

Top down processing(Existing knowledge and expectations) Sensory Memory EXPECTATIONS Top down processing(Existing knowledge and expectations) Left side close their eyes Right side close their eyes

Guided by what we know and what we need to know Sensory Memory ATTENTION Selective Guided by what we know and what we need to know Necessary for perception

What was the hockey player’s number? Sensory Memory What was the hockey player’s number?

NOT short term memory Short and Small 5-9 items 5-20 seconds Workbench Working Memory NOT short term memory Short and Small 5-9 items 5-20 seconds Workbench

Unless information is ACTIVATED it will be lost Methods of activation Working Memory Unless information is ACTIVATED it will be lost Methods of activation Rehearsal Maintenance Elaborative Chunking

Long Term Memory Knowledge and memories are stored Infinite amount of information and length of time the information can be stored Storing Knowledge Organization Elaboration Mnemonics Meaning Loci (location) Visuals Chain (GBDFA, NESW) Context Levels of processing Rote memorization

Sources Sproule, Wayne. Our Social World: An Introduction to Anthropology, Psychology and Sociology. Toronto: Prentice Hall, 2001. Educational Psychology and Special Education. Boston: Pearson Learning Solutions, 2012.

Reflection What sorts of strategies do you currently use to help put information into your long term memory? Are these strategies affective? Are there strategies from today’s lesson that you think would enhance your learning? Which ones? Explain how you could use them using specific examples.