1. THE LEARNING PROCESS LEARNING CHARACTERISTICS OF THE LEARNER metacognitive skills self-regulation/learning strategies learning style prior knowledge and skills intellectual ability physical characteristics attention attitudes/beliefs, motivation theories of intelligence self-concept, self-efficacy attributions achievement goals interest physiological arousal/anxiety effort and perseverance

2. THE LEARNING PROCESS LEARNING NATURE OF THE MATERIALS modality (visual, linguistic, etc.) book, film, lecture conceptual/task difficulty questions examples reading level vocabulary level how material is presented embedded questions “read to find out” how material is sequenced advanced organizers spiral curriculum

3. THE LEARNING PROCESS LEARNING CRITERIAL TASK What are you asked to do? are you asked to recognize? T/F multiple choice are you asked to recall? serial recall free recall short answer essay fill-in-the-blank are you asked to problem-solve? analysis synthesis evaluation are you asked to transfer?

4. THE LEARNING PROCESS LEARNING LEARNING STRATEGIES attention rehearsal maintenance elaborative organization creation of categories networking chunking comprehension monitoring summarize clarify question predict metacognition metamemory

5. THE LEARNING PROCESS LEARNING CHARACTERISTICS OF THE LEARNER NATURE OF THE MATERIALS CRITERIAL TASK LEARNING STRATEGIES

6. Learning: Using all we know Behavioral consequences and practice Cognitive (individual constructivist) attention, memory, knowledge, organization, elaboration, effort Constructivist (social constructivist) discourse, authenticity, community, identity Understand, remember, apply (practice)

7. Learning: Greatest Hits Practice is more than repetition. Use it or lose it. Consequences matter--they are a kind of feedback Cognitive tools are remarkable--but some are limited Attention is a gateways to learning. Working memory fills fast Knowledge and beliefs play critical roles in learning Learning is hard work: Strategic persistence pays Knowledge is difficult to transfer

8. Associationist/ Behavioral Approaches

9. Practice

11. Learning: Greatest Hits Practice is more than repetition. Use it or lose it. Consequences matter--they are a kind of feedback Cognitive tools are remarkable--but some are limited Attention is a gateways to learning. Working memory fills fast Organization and elaboration support memory Knowledge and beliefs play critical roles in learning Learning is hard work: Strategic persistence pays Knowledge is difficult to transfer

12. INFORMATION PROCESSING

14. ASSOCIATIONIST APPROACHES ASSOCIATIONIST APPROACHES prevalent during first half of 20 th century CONSTRUCTIVIST APPROACHES CONSTRUCTIVIST APPROACHES dominating psychology today INFORMATION PROCESSING can be conceptualized as a bridge between …

15. guiding metaphorsLEARNING Each view provides differing guiding metaphors for LEARNING Learning is response strengthening. Learning is knowledge construction. ASSOCIATIONIST APPROACHES ASSOCIATIONIST APPROACHES prevalent during first half of 20 th century CONSTRUCTIVIST APPROACHES CONSTRUCTIVIST APPROACHES dominating psychology today INFORMATION PROCESSING Learning is information processing. Teachers are information providers. Students are information processors. Teachers are response monitors. Students are response makers. Teachers are cognitive guides. Students are meaning-makers.

16. TWO VIEWS OF INFORMATION PROCESSING LITERAL Learners perform a series of discrete mental operations on input information and store the output. Learners actively select, organize, and integrate incoming experience with existing knowledge. information Mental representations are simply information. knowledge Mental representations are knowledge. (bits, bytes) compute” Humans “compute” information. construct Humans construct knowledge. CONSTRUCTIVIST INFORMATION PROCESSING

17. TWO VIEWS OF INFORMATION PROCESSINGCLASSIC Learners perform a series of discrete mental operations on input information and store the output. Learners actively select, organize, and integrate incoming experience with existing knowledge. information Mental representations are simply information. knowledge Mental representations are knowledge. (bits, bytes) compute” Humans “compute” information. construct Humans construct knowledge. LIBERAL INFORMATION PROCESSING

18. CLASSIC FROM A CLASSIC INFORMATION PROCESSING PERSPECTIVE LEARNING LEARNING is THE CAPABILITY OF RETRIEVING INFORMATION FROM LONG-TERM MEMORY

19. LIBERAL FROM A LIBERAL INFORMATION PROCESSING PERSPECTIVE LEARNING LEARNING is THE CAPABILITY TO ACTIVELY SELECT, ORGANIZE,AND INTEGRATE INCOMING EXPERIENCE (INFORMATION) WITH EXISTING KNOWLEDGE

20. Learning: Greatest Hits Practice is more than repetition. Use it or lose it. Consequences matter--they are a kind of feedback Cognitive tools are remarkable--but some are limited Attention is a gateways to learning. Working memory fills fast

21. Attention “I saw John today” “What?” “I said, I sa...” “Oh, how is John?”

22. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS. COUNT THE NUMBER OF “F’s” IN THE FOLLOWING PASSAGE

23. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS. COUNT THE NUMBER OF “F’s” IN THE FOLLOWING PASSAGE

24. Which player has the strongest poker hand? A B

25. A B Did you notice the red six of spades?

26. Can a Powerpoint show tell what you think?

27. You can see 6 cards. Think one of them. Just think. Think now.

28. Close your eyes and Just think about your card.

29. Look, I took your card.

30. Bet I can do it again.

31. Look at the cards. Go ahead. Pick a different one. Just think. Think harder.

32. Close your eyes and Just think about your card.

33. I took your card again!

34. Here’s how it’s done.

35. You can see 6 cards. Think one of them. Just think. Think now. Look, I took your card.

36. Learning: Greatest Hits Practice is more than repetition. Use it or lose it. Consequences matter--they are a kind of feedback Cognitive tools are remarkable--but some are limited Attention is a gateways to learning. Working memory fills fast Organization and elaboration support memory Knowledge and beliefs play critical roles in learning Learning is hard work: Strategic persistence pays Knowledge is difficult to transfer

37. Organization and Elaboration FB IMT VU SAHB OC IA FBI MTV USA HBO CIA

38. Organization and Elaboration Listen to these words Organized in four categories: Fruits Flowers Cities Countries Each set of four words begins with the same letter.

39. Experts organize around central ideas and principles tomatotuliptorontoTurkey raspberryroseRenoRussia lemonlilyLondonLuxembourg bananabluebonnetBostonBrazil cantaloupecarnationCancunCanada grapegeraniumGenevaGermany

40. Learning: Greatest Hits Practice is more than repetition. Use it or lose it. Consequences matter--they are a kind of feedback Cognitive tools are remarkable--but some are limited Attention is a gateways to learning. Working memory fills fast Organization and elaboration support memory Knowledge and beliefs play critical roles in learning Learning is hard work: Strategic persistence pays Knowledge is difficult to transfer

41. Knowledge and expectations support memory Legend of the Ghosts (Bartlett, 1932, Remembering) Baseball and reading Stereotypes

43. Knowledge and Comprehension In 1367 Marain and the settlements ended a 7-year war with the Langurians and Pitoks. As a result of this war Langauria as driven out of East Bacol. Marian would now rule Laman and other lands that had belonged to Languria. This brought peace to the Bacolian settlements. The settlers no longer had to fear attacks from Laman. The Balcolians were happy to be part of Marain in 1367. Yet, a dozen years later, these same people would be fighting the Marish for independence, or freedom from United Marain’s rule.

44. Knowledge and Comprehension In 1763 Britain and the colonies ended a 7- year war with the French and Indians. As a result of this war France as driven out of North America. Britain would now rule Canada and other lands that had belonged to France. This brought peace to the American colonies. The settlers no longer had to fear attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet, a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.

45. Knowledge and Comprehension In 1763 Britain and the colonies ended a 7- year war with the French and Indians. As a result of this war France as driven out of North America. Britain would now rule Canada and other lands that had belonged to France. This brought peace to the American colonies. The settlers no longer had to fear attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet, a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.

46. In 1367 Marain and the settlements ended a 7-year war with the Langurians and Pitoks. As a result of this war Langauria as driven out of East Bacol. Marian would now rule Laman and other lands that had belonged to Languria. This brought peace to the Bacolian settlements. The settlers no longer had to fear attacks from Laman. The Balcolians were happy to be part of Marain in 1367. Yet, a dozen years later, these same people would be fighting the Marish for independence, or freedom from United Marain’s rule. In 1763 Britain and the colonies ended a 7-year war with the French and Indians. As a result of this war France as driven out of North America. Britain would now rule Canada and other lands that had belonged to France. This brought peace to the American colonies. The settlers no longer had to fear attacks from Canada. The Americans were happy to be part of Britain in 1763. Yet, a dozen years later, these same people would be fighting the British for independence, or freedom from Great Britain’s rule.

47. Learning: Greatest Hits Practice is more than repetition. Use it or lose it. Consequences matter--they are a kind of feedback Cognitive tools are remarkable--but some are limited Attention is a gateways to learning. Working memory fills fast Organization and elaboration support memory Knowledge and beliefs play critical roles in learning Learning is hard work: Strategic persistence pays Knowledge is difficult to transfer

48. Hyde and Jenkins, 1973 Learn words Check for d and g 43% Rate how pleasant 68% Don’t learn words 43% 68%

49. Using a good strategy is more helpful than just trying to learn.

50. WHAT ARE EIGHT COUNTIES IN ENGLAND?

51. Avon Somerset Cornwall Wiltshire Dorset Devon Hampshire Surrey

52. Avon 1 An Avon lady walks up a path toward a house. Somerset 2 She is sweating because it is SUMMER (Somerset). Cornwall 3Suddenly, she sees a giant CORN growing out of a WALL of the house (Cornwall). Wiltshire 4The corn is beginning to WILT in the heat (Wiltshire). Dorset 5She knocks on the DOOR (Dorset), Devon 6which is opened by the DEVIL (Devon) Hampshire 7eating a HAM (Hampshire). Surrey 8She panics, screams “SORRY!” and dashes back down the path (Surrey).

53. Learning a Code A G D B E H C F I

54. SPELLING TEST BIG ACID CAGE DECIDE FACE HEADACHE

55. WHAT STRATEGIES DID YOU USE?

56. Learning a Code A C B D E F G H I

57. Knowledge is Difficult to Transfer Inert Knowledge. An old problem-  William James in Talks to Teachers on Psychology (1912) A friend was visiting a geography class: Suppose you dig a hole in the ground, 100s of feet deep, would the bottom be warmer of cooler than on the top? Blank stares: The teacher said. “I’m sure that know, but I don’t think you ask the question quite rightly.” Takes the book, In what condition is the interior of the globe? Class: “The interior of the globe is in a state of igneous fusion.’

58. How to Support Learning Situations, materials, assignments, activities will support learning to the extent that they encourage students to focus attention on what matters, organize information, use what they already know to understand and construct new knowledge, practice (apply), persist, use and improve strategies, and transfer what they learn to new situations. APA Principles http://www.apa.org/ed/lcp2/http://www.apa.org/ed/lcp2/