1. dynamic systems theory of development1 Introduction Suggested program 1. A model of teaching and learning 2. A model of the control of undesirable behavior in a class 3. A model of connected growers 4. A model of interaction: concerns, emotions, and behaviors Access to the files My computer -> public on labs\apps1 (F:) -> modeling development To save the models: make your own directory on C (local disk) Suggested program 1. A model of teaching and learning 2. A model of the control of undesirable behavior in a class 3. A model of connected growers 4. A model of interaction: concerns, emotions, and behaviors Access to the files My computer -> public on labs\apps1 (F:) -> modeling development To save the models: make your own directory on C (local disk)

2. dynamic systems theory of development2 Overview of models A basic model of learning and teaching A model of the control of undesirable behavior in a class A model of connected growers Fischer’s model of domain-specific developmental levels Telegraphic language Your own model A model of interaction; concerns, emotions and behaviors A basic model of learning and teaching A model of the control of undesirable behavior in a class A model of connected growers Fischer’s model of domain-specific developmental levels Telegraphic language Your own model A model of interaction; concerns, emotions and behaviors

3. dynamic systems theory of development3 Goals model of teaching and learning 1. You will be able to understand that a relatively simple dynamic model of learning and teaching, consisting of only a few variables, shows highly nonlinear effects 2. You will learn that these dynamic systems can run into equilibrium levels far below the intended goal 3. You will be shown the difference between deterministic and randomized models and see that the effect of random factors is not always proportional to their magnitude A basic model of learning and teaching 1. You will be able to understand that a relatively simple dynamic model of learning and teaching, consisting of only a few variables, shows highly nonlinear effects 2. You will learn that these dynamic systems can run into equilibrium levels far below the intended goal 3. You will be shown the difference between deterministic and randomized models and see that the effect of random factors is not always proportional to their magnitude A basic model of learning and teaching To demonstrate the way dynamic systems theory and modeling can be used in the psychology and educational psychology class

4. dynamic systems theory of development4 A model of learning and teaching Teacher has a goal that student has not reached yet Teacher sets an instruction level that runs ahead of the student’s current level Teacher adapts the instruction to the level of the student As the student progresses, the teacher increases the instruction level to be met by the student (demands, examples, tasks, explanations, …) If the instruction level is too far from or too close to the student’s level, no learning takes place Teacher has a goal that student has not reached yet Teacher sets an instruction level that runs ahead of the student’s current level Teacher adapts the instruction to the level of the student As the student progresses, the teacher increases the instruction level to be met by the student (demands, examples, tasks, explanations, …) If the instruction level is too far from or too close to the student’s level, no learning takes place

5. dynamic systems theory of development5 A dynamic model of teaching/learning Variables Goal level Instruction level Student’s level Parameters Group 1: teacher related parameters Rate of instruction of the teacher how fast does the teacher progress, given progress in the student Group 2: student related parameters Rate of learning of the student Distance at which instruction becomes ineffective Variables Goal level Instruction level Student’s level Parameters Group 1: teacher related parameters Rate of instruction of the teacher how fast does the teacher progress, given progress in the student Group 2: student related parameters Rate of learning of the student Distance at which instruction becomes ineffective

6. dynamic systems theory of development6 A dynamic model of teaching/learning Variables Goal level In the current model it’s a constant (1) Instruction level The current level of complexity Student’s level The current level of skill, knowledge etc. in the student Variables Goal level In the current model it’s a constant (1) Instruction level The current level of complexity Student’s level The current level of skill, knowledge etc. in the student

7. dynamic systems theory of development7 A dynamic model of teaching/learning Parameters 1. Rate of instruction of the teacher how fast does the teacher progress, given progress in the student If you move the cursor to the left, the teacher increases the instruction level more slowly If you move the cursor to the right, the teacher increases the instruction level more rapidly, makes ‘bigger leaps’ 2. Rate of learning of the student 3. Maximal Distance Beyond this maximum, no learning will take place anymore, instruction becomes ineffective Two groups: the teacher-dependent (1) and the student-dependent (2 and 3) Parameters 1. Rate of instruction of the teacher how fast does the teacher progress, given progress in the student If you move the cursor to the left, the teacher increases the instruction level more slowly If you move the cursor to the right, the teacher increases the instruction level more rapidly, makes ‘bigger leaps’ 2. Rate of learning of the student 3. Maximal Distance Beyond this maximum, no learning will take place anymore, instruction becomes ineffective Two groups: the teacher-dependent (1) and the student-dependent (2 and 3)

8. dynamic systems theory of development8 This parameter represents the rate of Increase in the instruction level

9. dynamic systems theory of development9 To the left: the instruction level must be closer to the student’s current level in order to be effective