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Learning Through Various Cognitive Models

Learning Through Various Cognitive Models. Lesson 11. Cognitive Views of Learning. Cognitive views of learning focus on the mental processes which might be occurring in the learner. Learning is defined as a change within a person’s internal mental structures or mental processes.

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Learning Through Various Cognitive Models

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  1. Learning Through Various Cognitive Models Lesson 11 EDTC 3000, PPR

  2. Cognitive Views of Learning • Cognitive views of learning focus on the mental processes which might be occurring in the learner. • Learning is defined as a change within a person’s internal mental structures or mental processes. EDTC 3000, PPR

  3. Learning Assumptions and Cognitive Views • Some learning processes are unique to human beings. • Cognitive processes are the focus of learning in this presentation. • Inferences about unobservable mental processes can often be drawn from objective, systematic observations of people’s behavior. EDTC 3000, PPR

  4. Learning in the Cognitive Model Includes: • Individuals are actively involved in the learning process. • The formation of mental associations are not necessarily reflected in overt behavior changes. • Knowledge is organized. • Learning is a process of relating new information to previously learned information. EDTC 3000, PPR

  5. Three Cognitive Models for Discussion • Information Processing. • Constructivism. • Meta-cognition strategies. EDTC 3000, PPR

  6. Information Processing Model • This model provides a view of how new information is stored in a person’s long-term memory. • In this model there are three types of memory: sensory memory, working memory (also called short-term memory), and long-term memory. EDTC 3000, PPR

  7. Information Processing Model EDTC 3000, PPR

  8. Sensory Memory EDTC 3000, PPR

  9. Short-term Memory EDTC 3000, PPR

  10. Activity 1 • You will view a list of letters for 15 seconds. • When I say “GO,” recall and write down as many letters as you can. EDTC 3000, PPR

  11. You have 15 seconds…. FB IMT VU SAHB OC IA EDTC 3000, PPR

  12. Short-term Memory EDTC 3000, PPR

  13. Activity 1 again • You will view the list of letters for 15 seconds once again. • When I say “GO,” recall and write down as many letters as you can. EDTC 3000, PPR

  14. You have 15 seconds… FBI MTV USA HBO CIA EDTC 3000, PPR

  15. Results of Activity 1 • Everyone performed much better. • Notice how “chunking,” a reorganization technique, greatly simplified the task. • What implications does this activity have for the classroom teacher? EDTC 3000, PPR

  16. Long-term Memory EDTC 3000, PPR

  17. Long-term Storage EDTC 3000, PPR

  18. Activity 2 • The works of William Shakespeare (Hamlet, MacBeth, and others) are often used to describe modern day political leaders. Write up a sample assignment that asks students to make political and biographical parallels between a world leader and one of Shakespeare’s characters. EDTC 3000, PPR

  19. ConstructivismModel EDTC 3000, PPR

  20. What is Constructivism? A philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world around us. EDTC 3000, PPR

  21. What is Student Constructivism? • In the constructivist classroom, students generate their knowledge, or mental models, rules, or representations of information based on their classroom experiences. EDTC 3000, PPR

  22. Guiding Principles of Constructivism • Learning is a search for meaning. • Meaning requires understanding of wholes as well as parts, and parts must be understood in context to wholes. (Not isolated facts) • Teacher must understand mental models that students use to perceive the world. • Learning is to have the student construct his/her own meaning, not memorize “right” answers. EDTC 3000, PPR

  23. What a Constructivist Classroom Looks Like • Student autonomy and initiative are accepted and encouraged. • The teacher asks open-ended questions and allows wait time for responses. • Higher-level thinking is encouraged. • Students are engaged in dialogue with the teacher. • Usually reserved for Tier 1 (honor) students. EDTC 3000, PPR

  24. What a Constructivist Classroom Looks Like • Students are engaged in experiences that challenge hypotheses and encourage discussion. • The class uses raw data, primary sources, manipulatives, physical and interactive materials. EDTC 3000, PPR

  25. Activity 3 Design an assignment that requires a student or group of students to prove (or disprove) the need for a traffic light in front of their school. The assignment should outline research tools to use, how much and what kind of data to gather. EDTC 3000, PPR

  26. Meta-Cognition Basics EDTC 3000, PPR

  27. What is meta-cognition? • Thinking about thinking • Knowing “what we know” and “what we don’t know.” • Knowing how we learn best. • Developing goals for a learning task • Monitoring our comprehension or performance • Evaluating our learning progress. EDTC 3000, PPR

  28. Applying Meta-cognition to a Learning Task • Phase 1: Develop a plan of action. • Phase 2: Maintain/monitor the plan • Phase 3: Evaluate the plan’s success. • Each phase connected to a time before, during, and after the learning task. EDTC 3000, PPR

  29. Developing the “Before” Part of the Plan • What prior knowledge will help me with this particular task? • In what direction do I want my thinking to take me? • What should I do first? • Why am I performing this task? • How much time do I have to complete this task? EDTC 3000, PPR

  30. Developing the “Maintain & Monitor” Part of the Plan • How am I doing? • Am I on the right track? • How should I proceed? • What information is important to remember? • Should I move in a different direction? • Should I adjust the pace if it gets more difficult? • What do I do if I do not understand? EDTC 3000, PPR

  31. Developing the “Evaluate” Part of the Plan • How well did I do? • Did my course of thinking produce more or less than I expected? • How might I apply this line of thinking to other problems? • Do I need to go back through the task to fill any “blanks” in my understanding? EDTC 3000, PPR

  32. Activity 4 To be effective, a teacher must constantly monitor student academic progress and design lessons and tests that will enhance the learning experience. Design a general and realistic plan or strategy that will help you, the new teacher, keep track of student progress, significantly minimize student failure, and maximize student success. EDTC 3000, PPR

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