how people learn different ways to think about learning

u stimulus response u learning machines u rewards & incentives behaviorism

enter mind!

human information-processing (unlocking the mind as a black box)

….structures and processes of the mind used in thinking, feeling, acting, and learning. cognition is….

cognitive revolution u problems u computer analogy u new work on memory, attention, problem-solving u new focus on process

learning as... u knowledge acquisition - mind as information- processing mechanism u participation - enculteration through tool use and collaborative activity

Recall the most fantastic learning you ever did. an exercise….

one lesson... People have to be ready for learning to happen. What works for one person may not work for everyone.

STIMULUSSTIMULUS RESPONSERESPONSE sensory memory long-term memory working memory

more key principles u the problem of inert knowledge u verbal and procedural kinds of knowledge u schemas and mental models u experts vs novices solving problems

kinds of knowledge u knowing that - declarative knowledge (webs of networked sentences) u knowing how - procedural knowledge (skills - linear and pattern detection) u metacognition - knowing about knowing u attitudes, values, beliefs, commitments, and identities, epistemological development

inert knowledge Inert knowledge is stuff you learned in school that you don’t think to apply when solving a problem. It’s knowledge acquired outside of a problem-solving context.

schema theory u cognitive structure - Web of knowledge and skills u deep conceptual change over simple behavior change u resolve conflict and make sense of things u constant cycles of reflection and articulation

experts vs novices u more “automatic” reasoning, then testing u more domain knowledge u more domain-specific strategies u better pattern detection u occasionally prone to get in a rut u knowledge can be less accessible

Think about the best college teacher you ever had. What was it about that teacher that stood out? another exercise….

beyond technique No single quality defines excellence. It's a lot about relationship —between teacher and student, and —between teacher and content It’s also a lot about character.

cognitive task analysis: teaching excellence u presence - commitment to “being there” u inspires trust - looking after students’ best interests u enthusiasm and commitment to subject u integrity - role model for scholarship and professionalism u subject matter knowledge u teaching methods