1. Roadmap Learning Metacognition Classical conditioning
Operant conditioning
Punishment
Biofeedback
Elements of observational learning
Research updates

2. Split-half demonstration
Dollar Bill Cat Lives Dice Bowling Pins Tricycle Football Team Four Leaf Clover Dozen Eggs Hand Unlucky Friday Six-Pack Valentine’s Day Seven-Up Quarter Hour Octopus

3. Learning strategies are key!
Active learning
Concept maps
Ask why, how, and what if
SQ5R for reading
(survey, question, read, recite, rewrite, reflect)
Move higher on Bloom’s taxonomy

4. Learning strategies are key!
Use the study cycle with intense study sessions
Give mini-lectures
Study groups
Answer questions without looking at an example/solution
Learning style (VARK)
learn.com/english/page.asp?p=questionnaire

5. Concept maps

6. Concept maps

7. Learning Levels: Bloom’s Taxonomy
Making decisions and supporting views; requires understanding of values and judging the validity of ideas or quality of work based on a set of criteria and profound understanding of the discipline. Key Ideas: Judge, Critique, Justify, Recommend, Criticize, Assess, Disprove, Rate, Resolve
Evaluation
Combining information to form a unique product, requires creativity and originality. Key Ideas: Create, new thesis or concept, Design, Hypothesize, Invent, Develop, Compose, Estimate, Theorize, Elaborate, Test Improve, Invent, Originate
Synthesis
Analysis
Identifying components; determining arrangement, logic, and semantics. Key Ideas: Analyze, Categorize, Compare, Contrast, Separate, Dissect, Simplify, Theme, Motive, Inference
Application
Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Key Ideas: What if? Use, Compute, Solve, Demonstrate, Apply, Construct, Build, Experiment with, Solve
Meaningful Learning Rote Learning
Restating in your own words; paraphrasing, summarizing, translating. Key Ideas: Why, How, Explain, Summarize, Paraphrase, Describe, Illustrate, Compare, Contrast, Interpret, Classify, Outline, Map, Rephrase, Infer
Comprehension
Memorizing information verbatim, but not necessarily understanding the material. Key Ideas: What, Remember, List, Label, State, Define, Choose, Find, Label, Select, Match
Knowledge

8. Bloom’s Taxonomy Creating Evaluating Analyzing Applying Understanding
This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above.
Bloom’s Taxonomy
Creating
Graduate School
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating,
planning, or producing.
Making judgments based on criteria and standards through checking and critiquing.
Evaluating
Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure .
Analyzing
Undergraduate
Carrying out or using a procedure through executing, or implementing.
Applying
Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Understanding
High School
Retrieving, recognizing, and recalling relevant knowledge from
long-term memory.
Remembering

9. Evaluation Synthesis Analysis Application Comprehension Knowledge
Example ~ Bloom’s Levels of Learning ~ Applied to Goldilocks and the Three Bears
Evaluation
Judge whether Goldilocks was good or bad. Defend your opinion.
Synthesis
Propose how the story would be different if it were Goldilocks and the Three Fish.
Analysis
Compare this story to reality. What events could not really happen.
Application
Demonstrate what Goldilocks would use if she came to your house.
Comprehension
Explain why Goldilocks liked Baby Bear’s chair the best.
Knowledge
List the items used by Goldilocks while she was in the Bears’ house.
Courtesy of

10. Weekly Review/Assess your learning
The Study Cycle
A “Work-Out System” for your Brain
Step 1
10 min
Preview I
Class
Time
Attend &
Participate
Step 2
Step 3
10 min
Review II
Intense Study Sessions
20-75 minutes
III
Weekly Review/Assess your learning

11. Intense study sessions
1. Set a goal (1-2 min.)
Decide what you want to accomplish
2. Study with focus (30-50 min.)
Interact with material-organize, concept map, summarize, process, re-read, fill in notes
3. Reward yourself (10-15 min.)
Take a break-call/text a friend, get a snack, workout, play a game
4. Review (5 min.)
Go over what you just studied/perform reality checks
Do I understand the material enough to teach others
Am I using study methods that are effective?

12. Metacognition Thinking about thinking
Conscious awareness of yourself as a problem solver
Monitor and control your mental processing (e.g., Am I understanding this material?)
Accurately judge your level of learning

13. What is Learning?

14. Changes
Behavior
Brain/physiology

15. Classical Conditioning
Unconditioned stimulus (UCS)
unlearned, naturally occurring
Unconditioned response (UCR)
involuntary response

16. Classical Conditioning
Conditioned stimulus (CS)
Learned
paired with original unconditioned stimulus
Conditioned response (CR)
learned/conditioned reflex

17. Sight of Significant Other Sight of Significant Other
Classical Conditioning
UCS
Kiss
UCR
Racing Heart
UCR
Racing Heart CS
Sight of Significant Other
UCS
Kiss CR
Racing Heart CS
Sight of Significant Other

18. Your examples of classical conditioning
UCS - unlearned, naturally occurring
UCR - involuntary response
CS - learned, paired with original unconditioned stimulus
CR - learned/conditioned reflex

19. Operant Conditioning Learning Voluntary behavior
Depends on consequences
Voluntary behavior

20. Operant Conditioning
Examples

21. Reinforcement increases probability response will occur again
Primary reinforcer - naturally reinforcing by meeting biological need
hunger
thirst
touch

22. Reinforcement
Positive reinforcement - addition or experiencing pleasurable
e.g., dessert for good behavior
Negative reinforcement - removal, escape from, avoidance of unpleasant
e.g., sunscreen to prevent sunburn
e.g., leave early so you won’t be late

23. Reinforcement schedules
Partial reinforcement effect - reinforced after some, but not all, correct responses ?
Continuous reinforcement

24. Punishment Punishment - response less likely to happen
Punishment by application - addition or experiencing unpleasant
e.g., ?
Punishment by removal - removal of pleasurable

25. Drawbacks of punishment
Severe punishment my cause avoidance of the punisher
instead of?
May encourage lying to avoid
Severe punishment creates fear and anxiety
Cognitive load! (examples?)
Memory/learning impairment

26. Make punishment more effective
Immediately follow the behavior
Be consistent!!!
Pair with reinforcement of the right behavior
How do we define discipline???

27. The infamous “time out”
punishment by removal
special area away from the attention of others
being "removed" from any possibility of positive reinforcement in the form of attention
Powerful impact IF used correctly (especially with children!)

28. Biofeedback
Biofeedback- feedback on biological conditions = voluntary control
blood pressure
respiration
relaxation
Example

29. Learned Helplessness - Seligman
Learned helplessness -fail to act or escape from a situation
history of repeated failures
ITV Romanian orphans example

30. Observational learning
Observational learning - new behavior by watching a model perform
Bobo doll study/aggression
Learning can take place without actual performance of the learned behavior!
Babies

31. Four Elements of Observational Learning (AMIM)
ATTENTION
learner must pay attention to model
MEMORY
learner must retain memory of what was done
e.g., steps to prepare dish seen on cooking show

32. Four Elements of Observational Learning
IMITATION
learner must be capable of reproducing, or imitating, the actions
MOTIVATION
learner must have the desire to perform action

33. Children’s TV