Educational Psychology Cognitive Views of Learning

1. Educational PsychologyCognitive Views of Learning Instructor: Xu Wei

2. Learning Objectives • What is the cognitive perspective of learning? • What is Information Processing Model (IPM) and its constructs? • How do the IPM components influence learning and teaching? • What are the cognitive views of developing knowledge?

3. 2. What is Information Processing Model (IPM)? A schematic representation of a typical IPM of memory From Woolfolk, A. (2010). Educational Psychology (11ed.), Pearson Education, Inc. Please describe the IPM of memory.

4. 2. IPM (Continued)_Its Constructs:Levels of Processes and Important Components I. Cognitive Processes (see Figure 7.1,Slide-10) • Sensory Memory (sensory register/sensory information store) • Working Memory/Short-term Memory • Long-term Memory II. Metacognitive Process (Executive Control ~) (See Ch8) • Metacognitive Knowledge (three kinds) • Metacognitive Experience (three skills)

5. 2. IPM (Continued)_Its Constructs:Cognitive Process and Its Components Learning –Paying & maintaining attention, Teaching —Capturing & maintaining attention (Eye-catching, startling displays, actions, etc.) Instant [Perception (Gestalt) Feature Analysis/bottom-up processing Top-down processing Attention (automatic)] Very fragile: 1-3 Sec. Sensations: images, sound patterns, … Very briefly Large Maintenance rehearsal (articulatory loop) Elaborative rehearsal Chunking Forgetting (interference/decay) * rehearsal & chunking – executive control process Words, images, ideas, sentences [language-based & nonverbal, spatial, visual] Immediate (conscious memory) Very fast Limited 5±2 Very brief: 5-20 sec. (1.5 sec.) Depends on representation and organization (not conscious memory; spreading of activation & reconstruction) Storing information (elaboration, organization, & context) Forgetting – interference & decay –learning & teaching Propositional networks, schemata, perhaps images (semantic ~) productions (procedural~), episodes (episodic~) Practical-ly unlimited Relative-ly slow Practical-ly unlimited

6. WM & LTM

7. Becoming Knowledgeable • Development of Declarative Knowledge • Rote Memorization • Mnemonics • Making It Meaningful • The Instructional Events Model • Development of Procedural & Conditional Knowledge • Automated Basic Skills • Domain-Specific Strategies

8. 3. How Do the IPM Components Influence Learning and Teaching? (Working Memory_1) Applying an Understanding of Working Memory in Your Teaching Objectives • Working memory’s role in students’ learning. • Identify two important characteristics of working memory—limited capacity and fragility. • Identify three strategies teachers can use to avoid overloading students’ working memory. Video Analysis: In this example [Video 1], Jody Salazar, a middle school teacher, is setting up a cooperative learning exercise. Watch the video and identify one or more examples of each of the three strategies. That is, what does she do to (1) make what they need to remember meaningful, (2) lighten the load on WM by keeping it simple, and (3) engage the senses?

9. 3. How Do the IPM Components Influence Learning and Teaching? (Working Memory_2)

10. 3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -1 Helping Learners Remember and Retrieve Information Objectives • Describe the role of long-term memory (LTM) in student learning. • Give examples of how LTM can be improved by using knowledge activation, active processing, knowledge organization, and imagery-based teaching methods. Video Analysis: (Next Slide)

11. 3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -2 Video Analysis: • In this video segment (2), we look at Susan McCloskey’s lesson on the book, There Was an Old Lady Who Swallowed a Fly. Please pay specific attention to how she uses the “Little Old Lady” figure. Children place stuffed animals into the figure as they retell parts of the story. At the end of the video, Susan is briefly interviewed about the figure. As you watch Susan’s students interacting with the “Little Old Lady” figure and hear her interview, consider the four methods for promoting LTM—activating knowledge, encouraging active processing, organizing knowledge, and enhancing imagery. Her using the figure best illustrates two of the four methods. Which two?

12. 3. How Do the IPM Components Influence Learning and Teaching? (Long-term Memory) -3 • As you watch, you may want to use the following form to help you decide which two methods her use of the "Little Old Lady" figure best illustrates.

13. 4. What are the cognitive views of developing knowledge? Teaching for Meaningful Learning Objectives • State three strategies that teachers can use to facilitate meaningful learning. • Identify examples of teachers encouraging meaningful learning for students. Video Analysis: (Next Slide)

14. 4. What are the cognitive views of developing knowledge? (Continue) Video Analysis There are three main strategies that you as a teacher can use to promote meaningful learning for your students. They are: • Connect new information to students’ prior knowledge. • Help students organize new information they encounter. • Promote students’ use of elaboration. While watching the video (3), consider which of these strategies the teacher uses and note how she implements the strategies she does use.

15. 4. What are the cognitive views of developing knowledge? (Continue) Video Analysis (Continue) • In the short segment you’ve viewed, the teacher clearly uses Strategy 1, connect new information to students’ prior knowledge, to promote meaningful learning. She doesn’t use Strategy 2, help students organize new information they encounter, or Strategy 3, promote students’ use of elaboration. • If you were the teacher working with the students in this video, what would you do to carry out Strategy 2, help students organize new information, and Strategy 3, promote students’ use of elaboration? Give one or two examples of activities or approaches you would use for each strategy.

16. Consolidation Exercises • Exercise I: Prior Knowledge in Reading • Exercise II: Thank-You Note • Exercise III: Identifying Effective Classroom Practices