1. Learning, Cognition and Memory EDC 312 Dr. Diane Kern Session 3

2. Admit activity Ch. 1 How does the field of educational psychology inform or impact your teaching? Ch. 2 We know that learning is “a process of actively constructing meaning.” What does this mean? Describe 3 classroom strategies that help students learn actively and explain why this practice is effective.

3. Discussion Admit Activity Admit Activity Syllabus questions/course requirements Syllabus questions/course requirements

4. Case Study: The New World We must understand the nature of learning in order to teach children and adolescents well We must understand the nature of learning in order to teach children and adolescents well Theoretical Perspectives on Learning Behaviorism Behaviorism Social Learning Theory Social Learning Theory Information Processing Theory Information Processing Theory Constructivism Constructivism Sociocultural Theory Sociocultural Theory

5. Behaviorism Definition: Learning is viewed as a process of acquiring and modifying associations among stimuli and responses. Definition: Learning is viewed as a process of acquiring and modifying associations among stimuli and responses. Key theorists and theories: Key theorists and theories: B.F. Skinner-Operant conditioning Pavlov- Classical conditioning

6. B.F. Skinner Conducted experimental research studies. ”Operant conditioning” is based on the idea that learning is a function of changeable behavior. Changes in behavior are the result of a person’s response to events (stimuli). When a stimulus-response is reinforced (rewarded), the individual becomes conditioned to respond.

7. Ivan Pavlov Conducted experiments with dogs in 1920s. He found that dogs naturally salivate in an unconditioned response to the unconditioned stimulus of food. He also proved that dogs can be taught to salivate (a conditioned response) in response to a conditioned stimulus (one that creates a physiological or emotional response after learning).

8. Social Learning Theory Definition: People learn from observing one another Definition: People learn from observing one another Key theorists and theories: Key theorists and theories: Bandura – “social learning theory”

9. Bandura Bandura’s research showed that children learn from observing others. In a classroom setting, this may occur through teacher’s modeling, observing a peer, or learning vicariously from another’s experiences. Bandura’s research showed that children learn from observing others. In a classroom setting, this may occur through teacher’s modeling, observing a peer, or learning vicariously from another’s experiences.

10. Information Processing Theory Definition: Focus on what goes on inside learners as they learn. Particular focus on cognitive processes involved in learning, memory and performance. Definition: Focus on what goes on inside learners as they learn. Particular focus on cognitive processes involved in learning, memory and performance. Key theorists and theories: Key theorists and theories:AtkinsonShiffrinAnderson

11. Constructivism Define: Learning occurs when people create (rather than absorb) knowledge from their observations and experiences. Define: Learning occurs when people create (rather than absorb) knowledge from their observations and experiences. Key theorists and theories: Key theorists and theories: Piaget- Theory of cognitive development and 4 developmental stages of learning

12. Piaget’s Theory of Cognitive Development StageAge(s)Behavior SensorimotorBirth–2 Explore the world through senses and motor skills. Preoperational2–7Believe that others view the world as they do. Can use symbols to represent objects. Concrete operational 7–11Reason logically in familiar situations. Can conserve and reverse operations. Formal operational 11+Can reason in hypothetical situations and use abstract thought.

13. Sociocultural view of learning Define: Learning occurs in social, cultural and historical contexts that have profound influence on thinking, learning and instructional practices. Define: Learning occurs in social, cultural and historical contexts that have profound influence on thinking, learning and instructional practices. Key theorists and theories: Key theorists and theories: Vygotsky- zone of proximal development

14. Vygotsky’s Theory of Cognitive Development Zone of proximal development: Students learn best in a social context in which a more knowledgeable adult or peer teaches the student something he or she could not learn on his or her own. Major assumptions: Informal conversations & formal schooling provide adult models Informal conversations & formal schooling provide adult models Thought and language become increasingly interdependent Thought and language become increasingly interdependent Higher level mental processes start as social activities…internalizes Higher level mental processes start as social activities…internalizes More challenging tasks achieved with support of More challenging tasks achieved with support of capable adult or peer capable adult or peer

15. Developmental Trends Video Early Childhood Early Childhood Middle Childhood Middle Childhood Adolescence Adolescence

16. So what?! Share your observations of different level learners. How will what you know about learning, cognition and memory affect your instruction in the early grades, middle grades, and high school? Share your observations of different level learners. How will what you know about learning, cognition and memory affect your instruction in the early grades, middle grades, and high school?

17. So what??!

18. Next class Workshop Workshop Reading due next seminar—Chapter 3 Reading due next seminar—Chapter 3 Reading to learn…How does context (both immediate and broader contexts) impact students’ learning? As a teacher, what are 2 things that can you do to create supportive learning contexts for your students? Vocabulary Ch. 3 Reading to learn…How does context (both immediate and broader contexts) impact students’ learning? As a teacher, what are 2 things that can you do to create supportive learning contexts for your students? Vocabulary Ch. 3

19. Exit activity Vision Unit Vision Unit Page 53 Constructed response and multiple choice question