Review of Cognitive Theories EDU 330: Educational Psychology Daniel Moos

Piaget Summary (1) Create Disequilibrium! (2) Consider how you are asking students to learn!

Vygotsky Summary Instruction important; zone of proximal development (ZPD) Formal instruction does not have significant impact Role of Instruction More strongly influenced by those more intellectually advanced More strongly influenced by peers Role of Social Interaction VygotskyPiaget (1) Get students talking!  Private speech, think alouds; (2) Role of scaffolding

Social Cognitive Summary (1) Support students’ self-efficacy and offer opportunities for them to self-regulate their learning Self-efficacy: Self-regulated learning: The extent to which a student is an active participant in his or her own learning Forethought Phase Performance Phase Self-Reflection Phase

Constructivism Summary Provide learners with a varietyof examples and representations of content. Connect content to the real world. Treat verbal explanations skeptically. Promote high levels of interaction. Make assessment an integral part of the teaching-learning process.

Information Processing Theory Summary